1 of 32

Redbridge Conference

January 2026

2 of 32

Angi Gibson, NAHT National President

Head Teacher @ Hadrian Park Primary School

NAHT National Update – Spring 2026

3 of 32

NAHT National Update: Standing up for School Leaders

What we’ll cover today

4 of 32

Leadership Context: Why this matters now

Key pressures on schools and leaders

SEND system under strain
Inspection reform and leader wellbeing
Curriculum and assessment reform
Funding and buildings
Safeguarding, behaviour and attendance
Technology and AI
Rising complexity of pupil needs

5 of 32

NAHT Role

Why your union matters more than ever

6 of 32

Strategic Priorities

NAHT 2025–26 priorities

Inclusion and SEND reform
Schools White Paper influence
Inspection reform
Technology and AI principles
Children’s support services
Tackling far right, misogyny and racism

7 of 32

Inclusion & SEND: A System at Breaking Point

The scale of the challenge
NAHT position:

Ambitious, properly funded inclusion
Right provision, right place, right time
Clear, fair and consistent funding
Multi-agency accountability

Slide 7 – Inclusion & SEND

�I don’t need to tell you how tough SEND is right now.

You see it every day – increasing needs, long waits, stretched budgets and families in distress.

Many leaders tell me that SEND is now one of the most emotionally draining parts of the role, because you care deeply but the system often lets you down.

Inclusion must be meaningful and resourced – not simply shifting responsibility to mainstream schools without support.

NAHT has said for years that the system is broken and our key recommendations include:

- defining what ‘inclusive education’ actually means

- inflation linked SEND funding, ringfenced for provisions

- a national send workforce plan covering teachers, therapists, psychologists and health professionals

- more specialist provision alongside support for mainstream inclusion

NAHT’s response is clear:

- funding must be protected and multi-tiered, not swallowed by local authority deficits

- EHCP reform is essential: schools should not shoulder gaps in health and social care

- Early intervention matters – waiting until crisis point only harms children and families

Also, part of the SEND in the specialist coalition, calling for urgent action to address shortages of specialist teachers and allied health professionals.

In practice, this means pressing government to commit to an ambitious inclusion agenda that goes beyond rhetoric and provides sustainable, joined-up services.��

8 of 32

SEND System Failure

Why schools are carrying the risk

9 of 32

National SEND Reviews

APPG for SEND report
Education Select Committee report
SEND White Paper delayed to early 2026
“Biggest national conversation on SEND in a generation”

10 of 32

What NAHT is calling for on SEND

What we’re pushing for

Funding reform based on real need
Workforce investment
Early intervention
Joined-up services
National standards and accountability
Rebuilding trust with families

11 of 32

Schools White Paper: what we expect

SEND reform
Attendance
Enrichment
School Structures
White working-class attainment

12 of 32

Inspection: Protecting Leaders’ Wellbeing – why this matters so deeply

NAHT position

End high-stakes, reductive judgements
Fairer, proportionate inspection
Safeguard leader health and wellbeing

13 of 32

Judicial Review

Standing up for leaders

14 of 32

New OFSTED Framework: What changed

Small gains for NAHT pressure

Fewer evaluation areas
Onsite time limits
Consideration of leader wellbeing
Fewer admin burdens

15 of 32

Inspection: Fundamental Problems remain

Why concerns remain

“Secure fit” judgements
Impact on inclusive schools
Pressure on leaders
Insufficient wellbeing safeguards

Slide 15 – Inspection: Fundamental Problems

�However, fundamental concerns remain, particularly the continued use of the secure-fit model and the pressure that it places on inclusive schools and leaders - this is deeply worrying.

One weak area can drag everything down, and that hits inclusive schools hardest.

That is not fair, and it is not a system that supports improvement in a healthy way.

NAHT is not satisfied – this is not system reform and that’s why we will continue to push to change the system – NAHT is in ongoing, direct and constructive dialogue with OFSTED and this work is focused on securing further improvements to inspection – especially around portionality, inclusion and safeguarding leaders’ health and wellbeing.

Where agreement is reached, any further changes will be formally announced.

16 of 32

Leader Wellbeing: How NAHT is supporting you on Inspection

What NAHT is doing now

Risk assessment campaign
FAQs and guidance
Specialist advice line (0300 303 0333)
Escalation and complaints support
Education Support (0800 917 4055)

Slide 16 – Leader Wellbeing

�You are not alone.

We are giving you practical tools – risk assessments, FAQs, advice lines and escalation support.

Please use them. You should not have to face inspection challenges alone.

We provide clear and informed support – combining knowledge and expertise to tackle and campaign around issues affecting leaders.

Your member benefits from – full legal protection – around the clock advice and support – access to a 24/7 counselling line – Savings on our CPD courses and conferences – deals and discounts via our savings platform NAHT extras.

As an NAHT member, you can also access the helpline provided by Education Support – the only UK charity dedicated to supporting the mental health and wellbeing of teachers and education staff in schools, colleges and universities.

17 of 32

Technology & AI: Opportunity and Risk

A rapidly changing landscape
NAHT Principles

Teaching and Learning
Wellbeing
Transparency
Fairness
Accountability
Privacy and security

18 of 32

AI Principles: What Schools need on AI

Protecting staff and pupils

Safer-by-design tools
Funded training
Clear guidance
Support to evaluate products
Protection from deepfakes and abuse

Slide 18 – Technology and AI: Opportunity and Risk

�AI is already in your schools, whether you invited it in or not.

It has real potential to reduce workload and support learning – but it also brings risks around safeguarding, deepfakes and data.

Our job is to make sure schools are not left to manage this on their own. Our job is to make sure schools are not left to manage this on their own. We are lobbying for – safe, well-designed tools with responsibility on tech firms – government funded training for leaders and staff – ethical frameworks so schools and children are protected.

We’re part of a TUC project with other unions to build our influence over AI policy – ensuring it works for staff and pupils and not against them.

NAHT is being very proactive and ethical about our approach – we are not anti-technology, but we continue to call upon the government to provide fully funded training for all school staff, whilst highlighting the workload implications that AI can bring..

19 of 32

Support Services for Children

Schools filling the gaps
NAHT Message

Schools are educators – not health or social care
Early intervention must be funded
Mental health, social care and therapeutic services must be accessible
No expectation schools fund health/social care from school budgets

Slide 19 – Support Services for Children

�So many of you tell me you are acting as mental health workers, social workers and crisis managers.

That is not sustainable.

Schools cannot and should not replace properly funded external services. Too often schools are left carrying responsibilities that rightly belong to health, social care and other services. Thresholds are too high – mental health services are patchy and inconsistent – social care lacks capacity, leaving schools picking up the pieces.

We hear and understand your frustrations and are pushing government to provide a clear national policy on expectations, but that funding must support early interventions so children get help before crisis point.

We’ve been giving evidence to select committees, responding to consultations, and lobbying across departments,

Our call is simple – schools cannot, and should not, do everything.

20 of 32

Far Right, Misogyny and Racism

Rising impact in schools
NAHT lobbying across safeguarding, equality and curriculum
Working with TUC and sector partners
Resources for Schools

21 of 32

Violence against Women and Girls Strategy

Key education elements:

Health Relationships education
Funding Training
Support for at-risk pupils
Focus on prevention

22 of 32

Curriculum and Assessment Reform

Major wins:

Recognition curriculum is overloaded
Ebacc recommended for removal
Teacher autonomy
Greater diversity in curriculum

Slide 22 – Curriculum and Assessment Reform

�Celebrate influence, but be realistic about timelines.

While it doesn’t deliver everything we had called for, this package of recommendations is a step in the right direction in better meeting the needs of all pupils, including children from disadvantaged backgrounds and those with additional needs.

We are pleased that the review has recognised that the current national curriculum is outdated and overloaded, and that the volume of content in the curriculum must be appropriate for the teaching time that is available.

Crucially this creates the space schools need to develop their curriculum, ensure it is relevant to all pupils and better meet individual needs.

Reducing the content in the current programme of study will also be important to make time for the positive additions to the curriculum including financial, digital and media literacy, climate change and sustainability, and speaking skills.

NAHT has been clear that the local decisions on the Religious |Education curriculum lead to big differences in consistency in pupil experience. N We therefore support the recommendation to make the subject part of the National Curriculum and urge the government to act swiftly to move this work forwards.

The recommendation that the Ebacc should be scrapped is absolutely welcome – NAHT has campaigned against the measure since its inception – and the government’s proposal top reform progress 8 to remove the Ebacc restriction and bring back breadth and more meaningful choice for students is encouraging.

Despite the recommendations to amend the GPS (grammar, punctuation and spelling) test and consider the accessibility of some other primary tests, is immensely disappointing that the opportunity had been missed to reduce the unnecessary primary school tests. These take up a disproportionate amount of time and place enormous strain on children and teachers for little obvious benefit.

The recommendation for diagnostic assessments in English and Maths during Year 8 has resulted in the government announcing a Year 8 reading test, a much more simplified and blunt approach than that proposed by the review. NAHT is clear that tests in themselves do NOY improve standards – good teaching does.

We now urge the government to work closely with the sector on the implementation of these recommendations and to ensure schools and colleges are provided with the time and resources they need.

23 of 32

Enrichment: NAHT concerns

Risk of extra expectations
Accountability creep
Confusion between curriculum and extra-curricular
NAHT pushing back on unfunded mandates

Slide 23 – Enrichment: NAHT concerns

�NAHT absolutely recognise the value of enrichment for children and young people. It can be a powerful way to support wellbeing, engagement and wider development.

But we are very clear that enrichment must not become another layer of expectation in a system that is already overstretched. School leaders and staff are carrying unsustainable workloads, and we cannot allow well-intentioned initiatives to quietly turn into additional requirements.

We are particularly concerned about accountability creep — where enrichment starts as something optional and positive, but then becomes something schools feel judged on, whether through inspection, performance management or informal comparison. That is not what enrichment is for, and it risks distorting priorities.

There must also be a clear line between what is statutory curriculum and what is extra-curricular. Blurring that line undermines curriculum autonomy and creates confusion about what schools are required to deliver.

And finally, NAHT will always push back on unfunded mandates. If there is an expectation to expand enrichment, it must come with proper funding, staffing and time. Otherwise, it simply adds pressure to leaders and schools that are already at breaking point.

�Enrichment should support pupils — not become another accountability burden for school leaders.

24 of 32

RISE: What Leader’s Need to Know

New statutory guidance from Sept 2026
Greater flexibility on sequencing
Stronger parental engagement expectations
Complex guidance on gender identity and LGBT+ content

Slide 24 – RISE: What Leader’s Need to Know

�RISE represents a significant change for schools and leaders, and NAHT’s position is that implementation must be realistic, properly supported and sensitive to the pressures already facing the system.

From September 2026, the new statutory guidance will require careful planning. NAHT has been clear that sufficient lead-in time, clarity and training are essential. Leaders must not be left to interpret complex guidance without proper national support.

We welcome greater flexibility on sequencing, because professional judgement matters. School leaders and teachers know their communities and pupils best, and NAHT has consistently argued for trust in leaders to design provision that is appropriate locally, rather than rigid, centrally imposed models.

However, stronger expectations around parental engagement bring real practical and workload implications. NAHT’s message is that this must not become another accountability lever. Engagement should be meaningful and supportive, not something schools are penalised for if it proves challenging in complex community contexts.

The guidance around gender identity and LGBT+ content is particularly complex and sensitive. NAHT recognises the need for schools to navigate this carefully, lawfully and compassionately. Our priority is that leaders are supported with clear, practical guidance, legal clarity and protection from becoming the focus of political or community conflict.

�Overall, NAHT’s position is simple: RISE must be implemented with trust, clarity, proper funding and realistic expectations — otherwise it risks adding further pressure to an already stretched leadership workforce

25 of 32

Funding: The Financial Reality

Core funding pressures remain
High needs funding under strain
Capital Funding still historically low
RAAC legacy continues

26 of 32

RAAC & Buildings

The legacy of underinvestment

27 of 32

Recruitment & Retention

Sustaining the profession
Pay restoration still incomplete
Gender pay gap work
SBL pay framework campaigning
NPQ reform and career development
Pension scheme delays

Slide 27 – Recruitment & Retention

If we don’t make leadership and teaching sustainable, we will not have the workforce the system needs. �

Pay, workload, development and respect all matter. This is about the future health of the profession.

Recruitment is improving – but targets were cut and shortages remain - While trainee numbers are up in some subjects, this doesn’t mean that the crisis is over.

- Government cut primary and secondary teacher recruitment targets by around 20% in 2025.

- Even with lower targets, secondary recruitment still fell short, despite rising pupil numbers

- NAHT members continue to report persistent gaps, especially in specialist subjects and disadvantaged areas

Retention is the biggest problem – teachers are leaving early – The real crisis isn’t just getting people in – it’s keeping them in,

- 1 in 4 school teachers leave within two years of qualifying

- 1 in 5 leave within 3 years

- Fewer than 2/3 of teachers are still in the profession after 5 years

We’re losing teachers just as they become experienced

Leadership retention is worsening sharply – We’re losing experienced school leaders at an alarming rate

- 30% of primary HT appointed in 2019 had quit by 2024 (up from 21%)

- In secondary schools, 38% of heads left within 5 years

- of those who leave – 71% of primary heads are lost to the profession entirely & 80% of secondary heads are lost to the profession

Workload and mental health are driving people out - the job is becoming unsustainable for too many teachers and leaders

- 72% of school leaders say the job harmed their mental health in the last year

- 45% needed mental health support in the past 12 months

OFSTED and accountability are harming retention

Pay still lags behind other graduate professions

NAHT are asking for:-

- serious action on workload reduction

- a rethink of high-stakes OFSTED inspections

- above inflation pay rises to restore real terms pay

- better support for mental health and wellbeing – professional supervision and disconnect

This is about protecting the people who hold schools together - and through that, protecting children’s education

28 of 32

Safeguarding, Behaviour & Attendance

Mandatory reporting proposals
Behaviour and attendance pressure
Attendance as a symptom of wider issues
Mental health and external service capacity

29 of 32

Child Poverty & the Schools Bill

Growing child poverty
Free breakfast clubs
Uniform cost limits
National curriculum for all schools
Admissions and school place planning

30 of 32

What NAHT is asking Government

Fully fund reform
Stop transferring risk to schools
Protect leader wellbeing
Work with the profession
Trust School Leaders

31 of 32

What NAHT is asking you

Collective Strength

Stay engaged
Feed back through to NAHT
Use union support
Speak up collectively
Look after yourselves and your teams

32 of 32

Closing – Final Message: NAHT will continue to

Standing together for the future

Speak truth to power
Defend Leaders’ wellbeing
Fight for properly funded inclusive education
Support you, every step of the way