​The government's response to the Francis curriculum review signals some genuinely encouraging shifts. We at Big Education have long championed and delivered a broader, more meaningful experience for young people; these proposals confirm that many of the issues we have campaigned on and actively address in our schools are finally being prioritised at a national level. As we reflect on our practices, projects and partnerships, it is very encouraging to see many areas where our work is clearly ‘on the money’ of the proposed changes.

A Balance of Head, Heart, and Hand

We are particularly pleased to see the philosophical underpinnings of our work—the Head, Heart, and Hand model—reflected in key areas of reform:

• Head (Academics & Knowledge): The focus on strengthening foundations in literacy, maths, and especially the 'lost years' of Key Stage 3, is welcome, as are the post 16 proposed changes including the level 1 gateway. This aligns with our drive for academic excellence and mastery. However, we are most heartened by the commitment to equal status for arts and vocational GCSEs as well as the reduction in the time spent on exams, reflecting the work of Rethinking Assessment.
• Heart (Character & Wellbeing): The compulsory introduction of media literacy, financial literacy, and civic engagement in primary schools is a huge leap forward, reflecting our long partnership work with Citizens UK in delivering these curriculum approaches, alongside our Big AI Project as well as Lyfta’s profound work on digital and critical literacy. This is directly relevant to our work on character development and equipping children with the tools to navigate a complex world. Furthermore, the commitment to an Oracy Framework is a clear validation of the importance of confident communication, something we embody in our schools and work with Voice 21. The broader recognition of these skills through a framework reflects the work of Rethinking Assessment work to assess a broader range of skills and capabilities. Our work on learner profiles provides a blueprint for how this can work
• Hand (Practical Skills & Making a Difference): The inclusion of financial literacy in the primary curriculum is a welcome recognition that children are consumers, often online, well before secondary school. Managing money, understanding value, and budgeting are core life skills. It’s a great example of education moving from theoretical knowledge to real-world capability. Replacing the narrowly focused Computer Science GCSE with a broader, future-facing computing qualification—and exploring a Data Science A-Level—shows a system adapting to the practical demands of the modern workplace. The 'Hand' is about empowering students to create, design, and innovate, not just follow existing formulas.

Ensuring enrichment as a universal entitlement

The confirmation of a new Core Enrichment Entitlement by the Government alongside the CAR is hugely welcomed. For years, access to high-quality extra-curricular activities has been deeply inequitable. This national commitment to access to sport, the arts, and civic engagement aligns precisely with the vision of our schools, where enrichment is built into the timetable, not bolted on. When we talk about social justice, we mean ensuring every child has access to these resilience-building, horizon-broadening experiences. We are very proud to be a founding member of Enrichment For All and working directly with the government to make this pledge a reality including through the development of benchmarks for schools.

Finally, the signalled removal of the EBacc and reform of Progress 8 are key steps toward rewiring the incentives in the system. Our work on Rethinking Leadership and accountability has consistently argued that the metrics used to judge schools must celebrate the breadth of student achievement. These changes offer a real opportunity to define school success more expansively, making it easier for every school leader to prioritise a genuinely 'Big Education.'

What’s missing? Well, there is much that we think is important about schools that was not in scope of the review. Cultures of inclusion and belonging, extended work with families and communities, how we meet the needs of those who learn differently and leadership are all other areas of work which we know the government is looking at. We look forward to continuing the dialogue and helping shape the upcoming white paper as we move towards a more cohesive and equitable education system.

The government and Francis’ team have clearly been listening to the calls for an education that is as broad as it is deep. Now, the real work begins: ensuring the implementation is as bold and equitable as the vision.

We and our partners are proud to be in a position to immediately support both the government and the sector more widely with many examples of practice across many aspects of these proposed changes, through our range of projects and networks. It’s a good day for changemakers, and I hope that we can all play our part in rapidly progressing these proposals and impacting on high quality, rigorous improved learning opportunities for our young people.