Challenges 

Lack of engagement from students, SEND, time and resource sparsity, concerns around what comes next and how to maintain the focus on English as a subject (and not just results) were some of the biggest challenges facing delegates when it comes to the future of GCSE English.

 Attendees discussed how:

• Engagement and literacy remain critical challenges. Concerns about student disengagement with reading, alongside declining reading stamina, fluency and confidence were widely shared.
• Time and curriculum pressure are growing. The limited curriculum time, combined with increasing complexity in student needs, particularly SEND, are making it harder to deliver consistently high‑quality English provision.
• Gaps need to be identified and addressed earlier. There was strong agreement that earlier, more precise identification of literacy gaps is essential to avoid “firefighting” later in KS4.
• Consistency matters across schools and subjects. Trusts highlighted the importance of shared approaches to literacy, curriculum design and assessment to reduce cognitive overload and improve outcomes.

These challenges, however,  are not unique to Trusts.

These discussions mirror what we have seen in the 2026 Pearson School & College Report where 72% of secondary English teachers flagged student disengagement as a barrier to learning in the next six months (compared to a national average of 59% and second only to maths teachers at 73%) while SEND remains top three challenge for almost half (48%).

Opportunities

Amongst the challenges however, there was recognition that there is progress being made and more that can be done. 

Green shoots of hope in reading are emerging in the National Literacy Trust latest reading survey, and there is collective pride in our ability as subject leads to develop the whole person, with the Pearson School & College Report revealing that two thirds of English teachers feel confident in their ability to foster emotional literacy (68%) and imagination (66%) in their students’ - higher than any other subject. 

Looking ahead

English remains the most vital tool a young person carries into their future - the space where each individual student can learn to question, interpret and connect, strengthening every other area of learning and shaping every future pathway.

Our School & College Report  research shows that while the majority of teachers remain unsure of what benefits the proposed changes will bring to themselves and their students (with English being no exception), secondary English teachers are the most hopeful that it will improve opportunities to teach key skills (11%). 

Indeed, this interplay between the ideal and the unknown was a central issue for our MAT lead discussions. Some of the key points raised include: 

• Qualification and assessment reform is not just about content — it’s about re‑thinking the purpose of English. Leaders emphasised the need to balance exam outcomes with developing voice, identity, and critical thinking.
• There is uncertainty around future requirements, particularly around curriculum design and spoken language. Schools are keen to prepare, but clarity and support will be crucial.
• Reform will require significant teacher development. From oracy and media literacy to SEND and AI, CPD will play a central role in delivering change effectively.
• There are clear opportunities to strengthen English as a cornerstone subject - especially in developing emotional literacy, critical thinking and students’ ability to navigate a complex, media‑rich world.

These issues are just some of the conversations we’ll be exploring in our Let's Talk English campaign. Sign up here to keep up to date