Thirty years of education

As Education Business magazine marks its 30th anniversary, we reflect on the key changes that have shaped the UK’s education system over the past three decades – from the rise of academies and the influence of Ofsted, to the lasting impact of the pandemic and the rapid advance of technology

Over the past few decades, the UK’s education system has undergone profound change, shaped by political reform, social pressures, technological advances and unexpected global events. Together, these shifts have redefined how schools are run, how they are judged and how they support the children most in need.

One of the most significant structural changes has been the rise of academies and multi-academy trusts. Introduced in 2000 under Tony Blair’s Labour government, academies were originally conceived as “City Academies”, designed to replace failing inner city secondary schools and raise standards in disadvantaged areas.

The first opened in 2002, but the model expanded dramatically following the Academies Act 2010 under the Coalition Government. This legislation allowed all schools, including primaries, to convert to academy status, laying the foundations for today’s system in which responsibility for many schools sits outside local authorities.

Academies are state-funded schools that operate independently of local authority control, receiving their funding directly from central government and being overseen by academy trusts. Over time, different models emerged, including schools that voluntarily converted, those that were required to convert after poor Ofsted judgments, and free schools established to meet demand for school places. While academies enjoy greater freedoms than maintained schools – including flexibility over the curriculum and staff pay – they remain bound by national rules on admissions, special educational needs and exclusions, and pupils sit the same exams as their peers elsewhere.

Multi-academy trusts, which oversee groups of schools, have become an increasingly dominant feature of the system, particularly for underperforming schools issued with academy orders. Some trusts have driven significant improvements through shared expertise and resources, while others have struggled, raising questions about oversight and accountability. Although individual academies are inspected by Ofsted, trusts themselves are not formally graded, with inspections limited to summary evaluations.

However, the government has recently said that it will introduce multi-academy trust inspections from 2027, subject to approval. These inspections will ensure decisions made by MATs are subject to clear, independent scrutiny. 

Despite ongoing debate, academisation continues to expand. By the 2023/24 academic year, academies accounted for nearly half of all 
schools in England, educating more than half of all pupils.

Accountability and Ofsted

Alongside structural reform, the past 30 years have seen a growing emphasis on accountability. The introduction of school performance tables and the creation of Ofsted in the early 1990s marked a turning point, rooted in the Citizen’s Charter movement and a desire to make public services more transparent. Parents and communities were given access to exam results and inspection judgments, enabling direct comparison between schools. 

Today, inspections and performance data are deeply embedded in the school system. Thousands of inspections are carried out each year and results for most schools are published annually. International evidence suggests that this form of accountability can raise attainment, yet it has also brought unintended consequences. Critics point to perverse incentives around admissions, pressure on staff recruitment and retention, and the toll on wellbeing. 

The death of headteacher Ruth Perry intensified scrutiny of the inspection regime, prompting Ofsted’s recent “Big Listen” exercise and resulting reforms to the inspection framework.

Now, since 10 November 2025, inspections follow a renewed framework that introduces updated grading, new report cards for parents, and a stronger focus on inclusion, staff well-being, and professional collaboration.

The COVID-19 Pandemic

Few events have tested schools as severely as the COVID-19 pandemic. In 2020 and 2021, classrooms closed for prolonged periods, forcing schools to pivot rapidly to remote learning. The effects of that disruption continue to ripple through the system. Teachers report widespread emotional and social delays linked to lockdowns, with disadvantaged pupils particularly affected. Research suggests that the educational damage may be long-lasting, with some forecasts predicting historically low GCSE attainment well into the 2030s.

The crisis also exposed weaknesses in preparedness and coordination. Parliamentary scrutiny was highly critical of the Department for Education’s response, arguing that the absence of clear standards for remote learning led to starkly unequal experiences for pupils. Yet the pandemic also accelerated change. Most schools are now better equipped for remote or hybrid learning, capacity that can be redeployed during future disruptions such as severe weather or building safety closures, like those with the unsafe concrete known as RAAC.

Technology

Technology has played a central role in reshaping education, both before and during the pandemic. Digital tools have transformed classrooms by enabling more personalised learning, supporting pupils with special educational needs, and reducing administrative burdens on teachers. Adaptive software and data analytics allow lessons to be tailored to individual pupils, while interactive platforms and game-based learning have made subjects more engaging. Technology has also enhanced collaboration, enabling pupils to work together across schools and providing teachers with real-time insights into progress.

Beyond teaching and learning, education technology has strengthened pastoral care, safeguarding and wellbeing support. At the same time, concerns about the digital divide have driven government efforts to improve connectivity and infrastructure, particularly in disadvantaged areas. Looking ahead, schools are expected to meet core digital standards by 2030.

On-screen exams are also being mooted. Ofqual has launched a public consultation on its proposed approach to regulating digital exams, with the aim of supporting responsible innovation while protecting fairness, standards and the integrity the qualifications system.  

Artificial intelligence, too, is expected to play an even greater role in curriculum delivery and workload reduction.

A focus on disadvantaged pupils

Running parallel to these developments has been a growing focus on disadvantage and inequality. The introduction of the Pupil Premium in 2011 marked a major shift, providing targeted funding to schools to support pupils from low-income backgrounds and those who have experienced care. The aim was to close longstanding attainment gaps through early intervention, additional staffing and evidence-based approaches.

The funding is allocated based on eligibility criteria such as free school meals and care history, and while it is not ringfenced 
for individual pupils, schools are expected to use it strategically to raise overall standards. However, debate continues over whether funding levels are sufficient. Recent research indicates that the vast majority of school leaders believe the current allocation falls short of what is needed to fully support disadvantaged pupils. According to the Sutton Trust report for 2025, 88 per cent of senior leaders say that pupil premium funding is less than they need to fully support disadvantaged pupils. 

Taken together, these changes tell the story of an education system in constant evolution. From academisation and accountability to digital transformation and targeted funding, each reform has aimed to raise standards and expand opportunity. 

With the government committed to its mission to “break down the barriers to opportunity”, the Children’s Wellbeing and Schools Bill signals a renewed effort to reshape how academy schools operate and are held to account. At the same time, the rapid evolution of technology and artificial intelligence is poised to transform classrooms, assessment and school leadership in ways that are only just beginning to emerge. 

Together, policy reform and technological change will play a decisive role in shaping the next chapter of the UK’s education system.