What’s in the New DfE White Paper?

What’s in the New DfE White Paper? 

Every Child Achieving and Thriving 

The new white paper from the DfE is wide-ranging. It covers trusts, complaints systems, data reform, AI and much more. 

With so much to go through, we’ve narrowed it down to what matters for those of you who work in a primary school.  
 
So, what actually matters for you? 

Here’s a calm, practical summary of the changes most likely to affect primary settings. 

1. SEND: A New Tiered System Is Coming 

This is probably the biggest shift. 

The government is proposing a new layered SEND system, expected to be phased in from 2029. 

Instead of jumping straight to EHCPs, support would look like this: 

• Universal offer: Stronger expectations that mainstream classrooms meet most needs. 

• Targeted support: Pupils with ongoing needs get an Individual Support Plan (ISP) created by the school. 

• Targeted plus: Access to specialist services and possible short-term placements. 

• Specialist: EHCPs reserved for the most complex cases. 

This means you will probably be expected to meet more needs at classroom level. There will also be a new duty to produce an annual inclusion strategy and (of course), Ofsted will look at how that strategy is embedded. 

SEND training for staff will become a clearer requirement. 

2. There Will be a Stronger Push on Inclusion 

Inclusion runs throughout the whole document. There’s a lot to get through, but for most, it means that schools will need to be part of local SEND clusters and be expected to show how inclusion funding is used. There will be  new national inclusion standards to adhere to. 

3. Attendance is big 

The government has set a national target of 94 per cent attendance. The language used in this paper seemingly links attendance directly to attainment and belonging. So, whilst this isn’t something new, it seems to confirm that attendance will stay high on the accountability agenda. 

4. Enrichment Will Be Inspected 

An enrichment framework will be published this year, and then, from autumn, Ofsted (I know, again, right?) will assess schools against enrichment benchmarks. This means that curriculum breadth matters as well as how you are offering wider experiences. So, you may want to start thinking about how your enrichment offer is documented and evaluated. 

5. A New Pupil Engagement Framework 

By 2029, every school will be expected to monitor pupils’ sense of belonging and engagement. A national framework will be developed to support this (it’s all frameworks and Ofsted I’m afraid!). 

Currently, around 60% of schools measure this in some way. It is likely to become universal, so if you’re in the 40%, this could mean you have work to do.  

6. A New Way of Measuring Disadvantage 

The government is exploring moving beyond the simple free school meals threshold and trying instead to look at income, how long families have been on low income and more. Whilst this isn’t going to impact teachers right now, there will also be new pupil premium strategy reviews for schools that need support on the horizon. 

7. Complaints and Parent Relationships 

A few things here, there will be: 

• A new digital complaints system. 

• Clearer expectations on parental engagement. 

• Defined timeframes for resolving complaints. 

8. Leadership and Retention 

New headteachers may be eligible for retention payments in certain areas. There will also be expanded coaching support, promotion of flexible working, improved maternity pay and a new retention programme launching in autumn. 

9. More Data Integration 

The DfE plans to build a “data spine” so attendance, progress and assessment data flow more easily between systems. This should mean some help for schools to be able to compare their strengths and weaknesses as well as getting clear support when needed. 

10. Regional Missions 

Two new region-focused programmes will launch: Mission North East and Mission Coastal. 

Mission North East will “focus explicitly on radically improving outcomes for white working-class children”. Mission Coastal will focus on disadvantaged coastal communities. 

These programmes will bring together schools facing similar challenges to develop strategies for improvement. The DfE hopes they will provide a “blueprint for change nationally”. 

11. Work with EEF 

The DfE will work with the Education Endowment Foundation so more schools can access its “high-quality research on what works to improve academic progress and attainment”. The department will also look to support networks and organise conferences to help schools engage with this research. 

12. AI Safety and Quality Standards 

The DfE is working with the sector to develop “clear principles” for the use of AI in schools. It will create “sovereign education benchmarks”, which is a phrase I don’t think I’ve ever heard before, but apparently is going to be used to assess the safety and pedagogy of AI in education. They’ll be working with a taskforce of educational experts. 

The intention is to guide technology companies to create tools that genuinely support children’s outcomes, rather than adding noise or risk. 

13-16 here is all about MATs… 

13. A Shift in Trusts (or MATS?) 

Standalone academy trusts are being encouraged to consider how the system can become less fragmented. The language the DfE are using here suggests a move towards stronger collaboration and potentially more schools joining larger multi-academy trusts over time.  

14. Trusts to Be Judged on Community Work 

Trusts will be expected to demonstrate how they contribute to their wider community. This includes how they have supported stronger outcomes in their community role through annual public benefit reporting.  

15. MAT Inspections – and (maybe?) a reduction in school inspections? 

New multi-academy trust inspections are intended to “reduce the burden of school-level inspection”. With more inspections at a trust level, and with schools being able to be transferred out of underperforming trusts – the DfE are seemingly hoping this reduces, rather than increases workload – fancy that! 

16. Pooling Transparency 

The white paper states that pooling of trusts’ resources “can unlock innovation and maximise value for pupils”. Greater transparency around how funding is pooled and distributed is expected, particularly within MAT structures. 

Aaaaaaaaaaand… 

17. Reforms to Be ‘Carefully Sequenced’ 

Lets end on a high here… The white paper repeatedly states that reforms will be carefully sequenced rather than rushed. The intention is to avoid sudden shifts and allow schools time to prepare. 

It is a significant set of reforms, particularly around SEND and inclusion, but they are phased: 

• Alignment to best practice: 2025–26 

• Preparation for SEND and curriculum reforms: 2026–27 

• Full implementation: from 2028–29 

At least, for a change, we are not expecting sudden or overnight change. Much as it is with the curriculum review, it appears some sense is prevailing by allowing this some room to breathe. 

This white paper promises that children should achieve and thrive. For us, this requires healthy, supported teachers. It remains to be seen how the new structures will support you to deliver what the DfE deems necessary for children to thrive in classrooms that are already full, complex and busy.