Teachers warn resource gap could hinder curriculum reform

Primary teachers broadly support the government’s Curriculum and Assessment Review priorities but warn that insufficient resources and training could undermine successful implementation, new research from Kapow Primary suggests.

A survey of 660 educators by Kapow Primary found that 77% of teachers back the review’s focus on digital literacy, while 46% support a greater emphasis on sustainability and climate change. However, only 6% of respondents said their schools were “very prepared” to deliver the reforms by the 2028 deadline, and 22% said they were “not at all prepared”. 

The findings highlight a growing gap between the ambition of the reforms and schools’ capacity to deliver them. More than half of teachers (54%) cited workload as their biggest concern, while 44% said they lacked sufficient time to implement the changes effectively.

Three in four teachers (75%) agreed that reducing curriculum content would help pupils better understand core concepts, which is a key aim of the review. The reforms also include making citizenship education compulsory in primary schools, with new strands on digital literacy, media literacy, financial education and climate change. Financial education was supported by 57% of respondents, while 40% wanted artificial intelligence to feature in the curriculum.

A large majority (88%) said it was “important” or “very important” that the curriculum reflect the diversity of modern Britain, echoing the review’s commitment to reviewing programmes of study for stronger representation.

Despite backing the direction of the reforms, teachers voiced serious concerns about support and preparation. Some 65% said ready-made lesson plans and schemes of work would be the most useful resources, while 61% wanted more planning time and 52% said assessment materials aligned with the new curriculum would be essential.

More than a third (38%) cited inadequate training or resources for new subject areas as a key concern, while 52% said additional workload without compensation was a major issue. Over a third (37%) estimated they would need at least four extra hours a week for curriculum planning – roughly half a working day.

Other worries included the potential impact on Ofsted inspections (30%), the timeline for implementation (26%), and the effect on pupil wellbeing (21%).

Vicky Cottrill-Gray, education content director at Kapow Primary, said: “Our research shows teachers strongly support the curriculum review’s direction on digital literacy, sustainability and reducing content overload.

“However, it also reveals the scale of the implementation challenge ahead. Schools will be looking for proven, comprehensive curriculum solutions to bridge this gap.”