Gratitude for Educational Leadership
Good morning. I would like to extend my heartfelt thanks to Windsor Academy Trust for their remarkable contributions. What a splendid performance we’ve witnessed today. I am grateful to Sir Hamid for his thoughtful introduction and for his exemplary work in the field of education, particularly regarding the White Working Class Inquiry. A special acknowledgment goes to Leora for her leadership in the sector and for inviting me to address you all today.
It is truly a pleasure to be here. Some have suggested that this might be a challenging audience for me, but as a Manchester City supporter, I have become accustomed to facing hostile crowds recently. This gathering also has a familial feel for me, as many members of my family have dedicated their lives to school leadership. I can assure you, I receive plenty of advice in those circles—some of it less than welcome!
Having been raised in a family deeply rooted in education, I appreciate the significance and commitment required in this profession. Teaching transcends being merely a job; it is a vocation. School and college leadership demands an even greater level of dedication and responsibility, especially during challenging times. It is a calling to make a meaningful difference in the lives of our youth, a mission I share wholeheartedly.
A Call to Action in Education
When the Prime Minister approached me a few months ago to take on the role of Education Secretary, I must confess, I was eager to accept the opportunity. Undoubtedly, this position is one of the most rewarding in government, one that I approach with immense respect and care—respect for you and a deep commitment to every child whose life we aim to enhance.
The conference theme, as articulated by Hamid, revolves around connection, which resonates deeply with my current focus. Although our world has become increasingly interconnected, our children seem to be experiencing heightened levels of isolation and loneliness. In many respects, our communities appear more fragmented than ever.
This is a rapidly evolving technological era, a landscape that the next generation must navigate. Yet, when young people look around today, what do they perceive? TikToks warning them about AI replacing jobs, reels depicting a fractured society, and influencers showcasing seemingly unattainable lifestyles. Where is the optimism in that?
It is no surprise that many of our youth are retreating not only into their bedrooms but into themselves, losing sight of the potential for a fulfilling job or a meaningful life ahead. I recognise that the challenges of modern society often manifest within your classrooms, as you strive to manage the repercussions of online influences and societal tensions.
Recognising the Unseen Efforts of Educators
As you navigate these complexities, your unwavering dedication often goes unnoticed and unappreciated. I want to take this moment to express my sincere gratitude to each of you and your teams for the extraordinary work you do. We find ourselves at a pivotal moment, and we must rise to meet the challenges of this new era.
Hamid articulated this beautifully: we must reimagine childhood for a new age—encompassing play, exploration, belonging, and happiness. Our aim should be to restore a sense of connection for our children, enabling every child to believe, achieve, and flourish. This concept of connection is fundamental to my vision for education.
To realise this vision, we must critically evaluate our current state, our values, and the support systems in place. We must accept that change is necessary and be proactive in shaping it. I refuse to be an Education Secretary who merely makes superficial adjustments. I will listen, but I will also take decisive action.
A Commitment to Every Child
We cannot afford to remain complacent while one in five children are persistently absent from school, while numerous children with Special Educational Needs and Disabilities (SEND) have unmet needs, and while the gap between disadvantaged students and their peers continues to widen. My vision is rooted in the belief that every child matters, and I am dedicated to ensuring that no young person is left behind. Every child should have the opportunity to reach their full potential—a generation of confident, hopeful, and happy children.
This necessitates moving beyond a one-size-fits-all educational framework that sets too many up for failure. We must expand our understanding of what constitutes success and provide our young people with something to believe in—hope for the future. I have termed this my mission to lead a ‘Department of Hope,’ and it is a collective mission for us all.
Every child deserves to know that success is attainable, regardless of their background, talents, or circumstances. In pursuit of this promise, I intend to introduce a new way of working—one that prioritises evidence and what genuinely works in your schools and communities, rather than enforcing policies from Whitehall.
Addressing Societal Challenges Together
I am committed to providing over £2 billion in additional funding this year, and I will not shy away from the difficult issues at hand. I will support you as you face significant societal challenges within your schools, whether they relate to misogyny, antisemitism, polarisation, or misinformation. I am here to back you.
As we look to the future, we must also confront the challenges posed by artificial intelligence. AI presents both opportunities and dilemmas, particularly in preserving the vital human connection at the heart of education. While AI can enhance learning and alleviate workloads, it also prompts complex questions that we must address collaboratively.
Many of you are already grappling with the headaches associated with AI—issues ranging from homework and projects to AI-generated complaints flooding your inboxes. Together, we will tackle these pressing concerns and make informed decisions affecting your schools and colleges.
Expanding Opportunities for All
Every child is important, and that is why we must extend excellence to every corner of our education system and create more opportunities for all. I am committed to placing technical and vocational qualifications on equal footing with academic ones. As Hamid noted, our PISA rankings in English, maths, and science are a testament to national success—your success, borne from your hard work, expertise, and determination. However, the demands of the next era require more.
PISA has also highlighted a concerning disconnect among many students regarding the relevance of their education. To address this, we need to broaden our educational offerings and better equip young people for the realities of the modern world. This is why I am introducing new vocational GCSEs and pathways that complement the ongoing revolution in post-16 education, including V Levels, T Levels, and apprenticeships alongside traditional A Levels.
Collaborative Change for a Brighter Future
I recognise that change can be daunting, but we will navigate it together through collaboration. Last month, I initiated this approach at Number 10 North, alongside Leora and others present here today. Let me be clear: this is not about creating a divided educational system. Our children deserve more, and the future demands it.
Technical skills are vital, but so too are the fundamental skills of literacy, numeracy, critical thinking, and creativity. I want our children to master technology rather than be subjugated by it, positioning them to lead rather than follow.
This is why I am committed to a thorough curriculum reform. Many children are not receiving the education they need, and there is insufficient opportunity for the depth and richness that would ignite their enthusiasm for learning. Practical skills are vanishing from subjects that should be fostering them, an outcome that contradicts the demands of our evolving world.
Empowering Every Child Through Oracy
This is not a matter of politics or ideology; it is a pressing reality. As AI continues to rise, we must intensify our focus on developing skills that define our humanity, such as oracy. The ability to articulate thoughts confidently is crucial for success in both work and life; yet, it has long been a privilege for the few. This must change. Every child should have the right to express themselves, and that is why I am integrating oracy into the revised National Curriculum.
I am pleased to announce that oracy will hold equal status with reading and writing as a new component of the English curriculum. Collaborating with you and Ofqual, oracy will become a central focus in every classroom, encompassing speaking, listening, and communication throughout a child’s education, from primary school to GCSEs and beyond. This is the foundation of connection—building relationships through communication.
We will also strive to ensure that enrichment opportunities are accessible to all children. Just look at the young people here today and the confidence they exhibited by taking the stage. Music, debating, arts, engineering, and sports—these are essential connections to learning and to our communities. The right to belong to a supportive school environment must be extended to everyone.
Commitment to Inclusion and Support
I reiterate my commitment to addressing the SEND crisis and implementing necessary reforms. We must improve outcomes and processes while ensuring schools are recognised for their inclusivity. This includes providing additional resources, with £4 billion allocated over the next three years.
We are actively working through the responses to the SEND consultation, and it is imperative that we approach this with diligence and accuracy. Support is already increasing, and I am aware that numerous local areas are beginning to roll out their ‘Experts at Hand’ initiatives. Our focus is on achieving success for