Nearly 100,000 more pupils set to benefit from targeted support through expanded school improvement teams, driving up standards where it’s needed most.
“Almost 100,000 more children in stuck schools will benefit from new school improvement teams, as the government sets out the next phase of its work to drive up standards for young people and give parents the confidence that their child is receiving the brilliant education they deserve.
The expansion comes alongside wider reforms, as Ofsted today (Tuesday 9 September) confirms it will replace single headline grades with new report cards, and government responds to its consultation on proposals to strengthen accountability, provide more information to parents and drive high standards.
From this term, teams of school improvement experts – called RISE teams – are nearly doubling their reach to 377 schools and almost 100,000 more children.”
Read the press release here: https://www.gov.uk/government/news/new-era-of-accountability-to-drive-up-standards-for-all-children
9/9/2025.
School Reform.
The latest reforms for UK schools, including a shake-up of the inspection system and the expansion of specialist support teams, are set to have far-reaching implications, particularly for the mental health and well-being of the school community. While the government’s stated aim is to drive up standards and give parents more confidence, the real story unfolds in the staff rooms and classrooms, where these changes will be felt most acutely.
At the heart of the government’s new initiative is the expansion of RISE teams. These teams of school improvement experts are nearly doubling their reach, extending their support to almost 100,000 more children in schools that have been ‘stuck’ with consecutive poor Ofsted judgements. On the surface, this is a welcome move.
Providing struggling schools with expert guidance and a collaborative framework can help alleviate the immense pressure on headteachers and teachers. A more supportive environment, focused on shared best practices rather than punitive measures, could create a less stressful atmosphere, which in turn benefits both staff and students. For many teachers, the constant fear of a negative Ofsted inspection is a significant source of stress, and having a team of “the best of the best” to lean on could be a mental health lifeline.
However, the announcement also confirms a continued focus on what many see as a high-stakes accountability culture. The introduction of new Ofsted school report cards to replace the single headline grade is a step towards a more nuanced view of a school’s performance, shining a light on areas like attendance and behaviour alongside academic achievement. This could be a positive development, as it moves away from a simplistic, pass-or-fail mentality.
The data presented alongside the reforms paints a stark picture of the challenges facing these schools. Pupils in primary schools targeted by RISE teams are performing significantly below the national average in reading, writing, and maths. Furthermore, suspension and persistent absence rates are alarmingly high. This isn’t just a matter of academic performance; it’s a clear indicator of underlying issues with student engagement, behaviour, and well-being.
A focus on “fixing” these metrics without addressing the root causes—such as student mental health struggles, family challenges, and a lack of support services—is a missed opportunity. The reforms must do more than just improve statistics; they must improve lives.
While the government is consulting on how these teams could support schools with the lowest attainment, and the forthcoming schools white paper promises to address the needs of pupils with SEND, the true success of these reforms will hinge on their ability to create a nurturing, supportive environment.
The words of Lee Kane, headteacher at Astor Secondary School, offer a glimpse of this potential. He described their involvement with RISE as “an accolade” and highlighted the collaborative partnership that has focused on co-producing initiatives. This collaborative approach, if replicated widely, could foster a sense of shared responsibility and reduce the isolation often felt by leaders in struggling schools.
Ultimately, the new policies from the Department for Education have the potential to make a real difference, but they must be implemented with a deep understanding of the human element. The mental health of students and staff is not a separate issue to be dealt with; it is inextricably linked to every aspect of school performance, from attendance to attainment. To truly give every child the “brilliant education they deserve,” the reforms must be about more than just numbers and inspections; they must be about building a system that champions well-being, supports its educators, and, most importantly, puts the mental health of its young people first.
Lily Blakeledge
The Team at AMHIE