Curriculum and Assessment Review: What the final report means for your College
On Wednesday 5 November, the government published the final report of the Curriculum and Assessment Review (CAR), setting out a vision for transforming education from ages 3 to 19. Led by Professor Becky Francis, this review represents a significant examination of curriculum and assessment.
05 November 2025
The big picture
The review addresses a fundamental challenge: our education system isn't working for all young people. While educational outcomes have improved overall, significant gaps remain between disadvantaged students and their peers, and many young people leave education without the skills and qualifications they need to thrive.
The final CAR report builds on the themes identified in the interim report, with particular focus on post-16 pathways, assessment reform, and ensuring every young person has access to high-quality education regardless of their background.
Key recommendations for post-16 education
Simplifying the qualification landscape
The review supports the government's direction of travel on post-16 qualifications reform. It endorses the introduction of V Levels as a coherent alternative to the current confusing landscape of approximately 900 level 3 qualifications, sitting alongside A levels and T Levels to provide clear pathways for all students.
A new approach to Level 2
The review recommends two distinct level 2 pathways: an occupational pathway for students progressing directly to employment, and a further study pathway for those moving to level 3 qualifications. This dual approach recognises that not all students are ready for or want level 3 study at age 16, but all deserve high-quality options.
Rethinking English and maths
One of the most significant recommendations addresses the current requirement for students who haven't achieved grade 4 in GCSE English and maths to resit these qualifications. The review found this policy isn't delivering its intended purpose and is contributing to poor outcomes for many students.
The review recommends:
- New level 1 qualifications in English and maths to help lower prior attaining students build foundations before attempting GCSE resits
- A focus on excellent teaching and learning rather than repeated exam entries
- Better recognition of the progress students make, even when not achieving a grade 4
Assessment reform
Moving beyond high-stakes exams
The review suggests that where non-exam assessment forms part of post-16 qualifications, it will be important for the Department to collaborate closely with awarding organisations on design to uphold standards and quality; while also ensuring the occupational components are deliverable and the assessment burden is not unmanageable for providers.
Ensuring quality and consistency
Where non-exam assessment is used in post-16 qualifications, the review emphasises the need for robust quality assurance equivalent to that used for A levels and T Levels, with awarding organisations playing a key role in maintaining standards.
Supporting all learners
SEND provision
The review highlights that many young people with SEND or mental health problems are at significant risk of becoming NEET if the right support isn't in place. It recommends building on best practice in further education colleges that already provide highly inclusive environments, ensuring this expertise is shared across the sector.
Tackling the disadvantage gap
The review identifies that socio-economically disadvantaged learners and those with SEND are over-represented in level 2 study at ages 16-19, often leading to poorer long-term outcomes. The recommended reforms aim to ensure high-quality pathways exist at all levels, with clear progression routes.
Workforce development
The review recognises that high-quality teaching is the most important lever for improving outcomes. It supports the government's commitment to establishing coherent, career-long professional development pathways for further education teachers, with evidence-based practice at the core.
Key recommendations include:
- Reformed Initial Teacher Education with statutory guidance
- Support for professionals transitioning from industry into teaching
- Enhanced continuing professional development through Technical Excellence Colleges
- Better use of technology and AI to support teaching and reduce workload
Implementation timeline
The government has accepted the review's recommendations and confirmed that:
- The first V Levels, Foundation Certificates and Occupational Certificates will be available for first teaching in 2027
- Full rollout will be completed by the start of the 2030/31 academic year
- A consultation on V Level design principles will open in autumn 2025
- The 16-19 funding formula review will be completed with a revised formula in place for academic year 2027/28
What this means for you
The Curriculum and Assessment Review provides the educational rationale behind the reforms announced in the Post-16 Education and Skills white paper. Together, these documents set out a comprehensive transformation of post-16 education focused on:
- Clarity for students and employers through simplified qualification pathways
- Quality and consistency through nationally set content linked to occupational standards
- Flexibility and accessibility allowing students to combine qualifications and progress at appropriate levels
- Support for all learners including those with SEND and those from disadvantaged backgrounds
- Professional development ensuring teachers have the skills and support to deliver excellent education
Next steps
As the consultation on V Levels approaches and implementation plans are developed, we'll continue to provide detailed guidance and support. The reforms represent a once-in-a-generation opportunity to create a truly world-class post-16 education system.
Key actions for colleges:
- Review your current provision against the proposed new pathways
- Engage with the V Level consultation when it opens
- Consider opportunities in Technical Excellence College development
- Plan workforce development needs in line with the enhanced professional development offer
- Engage with your Strategic Authority on local implementation plans
We're committed to supporting you through this transition. As an awarding organisation and global skills partner with nearly 150-years’ experience in vocational and technical education, we'll work alongside Skills England, and sector bodies to ensure these new qualifications are fit for purpose and deliverable in your settings.
For more context on these reforms, read our previous blog on Understanding the Post-16 Education and Skills White Paper.
If you have questions about the review and what it means for your college, we’re here to help: customersupport@cityandguilds.com
Emma Leary, Director Awarding Organisation, Responsible Officer
Caroline Chessum, Product Director