February 4, 2025
5 mins read

New plan to tackle ‘stuck’ schools 

£20m investment in RISE teams to help improve ‘stuck’ schools, as government launches new accountability system. 

The UK Government has set out a bold new approach to raise standards in the country’s underperforming schools, with the Education Secretary, Bridget Phillipson, announcing an enhanced system of accountability, intervention, and support. The plan, revealed on 3 February 2025, aims to help more than 600 “stuck” schools that have received consecutive poor Ofsted ratings, which collectively serve over 300,000 students. 

In her address at the Centre for Social Justice, Phillipson highlighted the need for stronger accountability measures and a faster school improvement system to break the cycle of underachievement. These schools, with poor academic results and low expectations, have long been left behind in the education system, with pupils from these schools leaving primary school 14 percentage points behind their peers and graduating secondary school with results a full grade lower per subject. 

“We simply can’t allow stuck schools to disappear off the radar,” said Phillipson, outlining the government’s new commitment to ensure that every child has the opportunity to succeed, no matter their background. 

A New Era of School Improvement 

The government’s plan revolves around a £20 million investment in Regional Improvement Support Teams (RISE), which will be specifically tasked with turning around underperforming schools. These teams will work with schools to create tailored improvement plans, with initial funding of up to £100,000 available to each school, significantly up from the £6,000 grants previously offered for similar schools. This financial commitment reflects the government’s determination to speed up improvement in the worst-performing schools. 

“We are committed to an education system where no child is left behind,” said Phillipson. “If schools cannot demonstrate improvement, we will act decisively—whether through structural intervention, such as academy conversions, or through targeted support from our RISE teams.” 

The initiative is part of the broader goal outlined in the Prime Minister’s Plan for Change, which seeks to address inequalities within the education system and provide a high-quality education to every child. The government intends to double the number of schools receiving mandatory intervention, from structural measures like academy conversions to increased monitoring for schools facing serious performance challenges. 

“Stuck schools are the new front in the fight against low expectations. I will not accept a system that is content for some to sink, even while others soar. The opportunity to succeed must be the right of every child.” – Bridget Phillipson, Education Secretary 

Leora Cruddas, Chief Executive of the Confederation of School Trusts, commented on the ambitious reform: “We are on a journey to great, but our system must be redesigned to ensure all children achieve and thrive. While we celebrate our achievements, the gap between disadvantaged pupils and their peers has widened, and not enough is being done for children with special educational needs and disabilities (SEND). This reform provides a critical step in addressing these disparities.” 

Faster and Stronger Intervention 

The government’s new plans are designed to tackle some of the most deeply entrenched issues in England’s schools. For too long, “stuck” schools, with their poor Ofsted ratings and underachieving pupils, have been left behind. The new system prioritises these schools, ensuring that rapid intervention and sustained support are available to drive improvement. 

RISE teams will not only assist schools in turning their performance around, but they will also foster collaboration between schools, sharing best practices, and providing tailored support where it’s needed most. Additionally, the government plans to implement closer monitoring of struggling schools, tracking their progress more rigorously to ensure that improvements are sustained. 

Sir Hamid Patel, Chief Executive of Star Academies, supported the government’s focus on strong accountability: “The entrenched disadvantage gap is a national crisis that requires urgent and persistent action from us all. By introducing RISE teams and increasing support for struggling schools, the government is taking a bold step in addressing these disparities.” 

As part of the government’s broader school accountability reform, Ofsted has also unveiled plans to introduce new school report cards starting in the autumn. These cards will assess schools across nine key areas, providing a more comprehensive evaluation and clearer information for parents. Schools will be rated on a scale ranging from ‘exemplary’ to ‘causing concern’, helping to raise standards and giving parents more transparency on how their children’s schools are performing. 

The Road Ahead for Struggling Schools 

While the focus of the new initiative is on schools with the most significant challenges, the government’s commitment extends beyond just intervention. Education Secretary Bridget Phillipson stressed that the reforms are part of a long-term vision to deliver an education system that serves all children, regardless of their circumstances. 

Jason Elsom, Chief Executive of Parentkind, praised the government’s approach, saying, “Parents will welcome efforts to make sure that there are high standards in every classroom. A robust, responsive system is essential for ensuring that no child is left behind.” 

The measures outlined today come as part of a wider movement to reshape education in the UK, driven by a determination to make rapid progress in schools that need it most. As the government continues to strengthen its accountability systems, it aims to make significant strides in narrowing the educational attainment gap and providing every child with the best possible start in life. 

Dr. Vanessa Ogden, Chief Executive of Mulberry Schools, expressed her optimism for the future of the initiative: “This ambitious plan invests in quality assurance, leadership, and resources to improve standards for all. By working together, we can ensure every child gets the great education they deserve.” 

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