The final report from the government-commissioned Curriculum and Assessment Review (CAR) rightly recognises education as a vital investment in the potential of our children and young people.

Inclusion, social justice and diversity are embedded as key principles throughout the report, with particular focus on the barriers faced by pupils from lower socio-economic backgrounds and pupils with special educational needs and disabilities (SEND). We welcome the review’s acknowledgement of the need for young people to see themselves represented, valued, and respected in the curriculum.

We are pleased to see our research and evidence cited in the report, and many insights from our evidence submission clearly inform the narrative and shape some of the recommendations. Our Visualise report on GCSE Art education is cited to evidence poor diversity and inclusion in the current Art curriculum offer. The report also leans on our Lit in Colour project, developed in partnership with Penguin, to recommend that students study a broader selection of texts, including those that reflect a wide range of voices and experiences. However, while these recommendations signal progress, they remain within a framework of optionality rather than as a core entitlement. 

We are disappointed that the report does not address the clear knowledge gaps in the History curriculum, as highlighted in our submission based on Our Migration Story. The CAR’s call to include ‘a broader mix of perspectives and connections across different times and places’, moves us forward, but nonetheless remains as non-statutory guidance. 

The Runnymede Trust remains committed to a rich and inclusive curriculum that benefits all students. To do this, we must shift away from a model of ‘encouragement’ and reliance on  ‘exemplification resources’ as recommended in the report. Schools need clear direction to deliver inclusive and high quality teaching confidently. We therefore maintain our position that an inclusive curriculum should be established as a statutory entitlement. We have made clear that this is not to burden teachers and schools struggling with curriculum overload and prescription, but to aid them with a framework that would equip them to educate all children and young people for the country and world they live in today. 

This work is urgent. We have witnessed racist riots and increasing social unrest. Our children and young people are not immune to this. Around 80 students are suspended for racist behaviour every single school day, totalling 15,191 suspensions last year, an increase of more than 50 percent in just two years. Our research shows that teachers do not feel confident in their ability to deal with race and racism, and we are concerned that the report does not address the urgent need to develop anti-racist literacy in schools.

We remain committed to focusing on education as a key site through which we progress racial justice. We will continue to work with the government and our partners across the sector to ensure the CAR recommendations are developed effectively to maximise their impact and ensure that we fully utilise this opportunity to build towards an education system that enriches the knowledge, understanding, and opportunities that all children and young people need and deserve.