Reforming England's schools: a case study
Biography
The Rt Hon Sir Nick Gibb was the MP for Bognor Regis and Littlehampton from 1997 to 2024, serving for 27 years. He was also a Minister for Schools for over 10 years under four Prime Ministers. Before becoming an MP, he worked as a chartered accountant at KPMG for 13 years.
As Schools Minister, Nick introduced the Phonics Screening Check, Multiplication Tables Check, and reformed the Primary National Curriculum, GCSEs, and A levels. As Education Minister, he overhauled the teacher training framework, CPD PLD for new teachers, and reformed National Professional Qualifications. He also introduced the Mandarin Excellence Programme and Model Music Curriculum.
England's reading ability for 9-year-olds ranked 4th globally, and maths improved from 17th to 11th place in the PISA survey, mainly due to its reforms. The Daily Telegraph called him "the most influential schools minister in England’s history."
Since May 2024, Nick has been the Education Development Trust’s International Education Advisor.
Keynote
England's PISA rankings dropped from 7th to 25th between 2000 and 2009. This was due to progressive ideology, poor teaching rigour and student behaviour.
Reading
He met a teacher who used phonics and began to understand the debate between whole language and phonics.
Using a photo to understand words doesn't work.
Clackmannanshire Study results - excellent results from systematic phonics, which is why Britain adopted these.
Introduced phonics screening test at 6 years, with another one the following year if they fail.
Maths
England's PISA rankings dropped from 8th to 26th between 2000 and 2012. Too many methods are being taught, but no algorithms or times tables knowledge. Using a timetable test to ascertain where ākonga are at.
E.D Hirsch - higher-level schools come from knowledge-rich content. Need knowledge before skills.
England has shifted from Professor-driven control of education to teacher-driven control.
Presentation and Panel Discussion: Unpacking the Curriculum framework and learning area structure
Supporting equity and Te Tiriti
Clarity around a knowledge-rich
What is a knowledge-rich curriculum?
- Selective of content
- Coherent within a learning area and across the subjects
- Sequencing is essential, and prior knowledge
- Content is specific and clear
Capabilities, not key competencies, are embedded in subjects
Comms
Relating
Self management
Understand, know, do is now. In the purpose statement, the understanding sits alongside these. There are now knowledge statements and practice statements with capabilities.
Changes from the original
English - strengthened language around structured language, content has been streamlined, and duplications removed.
Maths - moved algorithmic thinking to technology
Improved coherence for fractions and decimals
Twice-yearly assessments
Technology all strands need teaching from 0-8
Learning a Language is not compulsory.
Panel
Looked across the world for curricula that are working - our curriculum utilised best practice and what was happening in other countries.
Knowledge-rich means rich from the start in terms of knowledge and content, but then teachers look at how to teach. In competency-based systems, these are often started with, leaving many things to chance. Makes sense to build on a sequence.
International research shows that curricula that have a sequenced base have better student outcomes compared to competency-based.
Also, research on cognitive load backs the knowledge-rich curriculum.
There is considerable variability currently in what and how ākonga are taught.
Managing Cognitive Load is Imperative - all teachers need to understand cognitive load theory
Track data longitudinally
Strategic Leadership for Curriculum Change
Biography
Kyle Brewerton is the Principal at Remuera Intermediate School in central Auckland and the immediate past president of the Auckland Primary Principals’ Association. With three decades of experience in primary and middle school education, both in Aotearoa New Zealand and internationally, Kyle brings a wealth of expertise in leading transformational change across diverse educational contexts.
Since taking on the principalship in 2002, Kyle has led schools in Aotearoa New Zealand, Egypt, and Saudi Arabia. His leadership is grounded in research-informed practice, particularly in inquiry-based learning, thinking for understanding, and leveraging technology to enhance teaching and learning. He has driven system-level research into Aotearoa New Zealand’s school resourcing and workforce structures, presenting policy recommendations to national stakeholders.
Kyle is widely respected for his work in curriculum reform, leadership development, and building staff capacity. He remains passionate about nurturing future school leaders and creating sustainable, impactful change. His current focus includes facilitating transformation in complex environments, striking a balance between achieving quick wins and maintaining a long-term strategic vision.
Keynote
Change is constant
The seeds of change
Self - ideas from me
Organic - ideas that grow from within
External - Government policies and initiatives
Do Less, Well - thinking, planning and acting strategically.
Vision - beliefs - strategy
- What and why
- our way of being
- focusing your energy - what are you going to remove if you bringing things in
- involve everyone
Implementation
- Create the conditions for success
- PLD, resources, Roles and responsibilities, timelines, budget, measures, critical reflection
- Right people, right seats and then you grow them
- Look for impact, data, in all its forms
- Celebrate and share often, warts all - https://hbr.org/2011/05/the-power-of-small-wins
Sustaining
- Trust but verify
- Alignment, people, resources, policies and procedures
- Regularly revisit, review and refine
Lessons learned and quick wins
- Read Harvard Business Review - culture shaped by systems
- McKinsey & Company - beating the transformational odds
- Who Moved My Cheese - Dr Spencer Johnson
- Emotional Intelligence - Daniel Goleman
Structured Literacy as a Lever for Change
Speakers will present compelling data on structured literacy and its impact on student achievement. This session highlights how literacy can be a strategic entry point for broader curriculum change. Professor Gail Gillon (CHC and ROT only), Carla McNeil (WLG and AKL only)
Keynote
Working forever to improve literacy rates forever. If we cannot see data nationwide, then how can we have brave conversations? Is our vision driven by our data, particularly literacy data - Innovative, Connected, Empowered learners driving their passion for learning. Now we have a knowledge-rich, rather than a competency-based, curriculum. Do we need to rework our vision?
Structured Literacy is not a programme but a strategic approach for teaching all aspects of literacy. Depending on where we are, we may have three-tiered support, and we do!
"Schools need a clear framework to understand and respond to different levels of need" - Stollar and Brown, 2025
- Do we have an impactful assessment?
- Do we have the structures in place for tiers of support? Should we discuss multi-tiered support or talk about our Tier 1 and Tier 2 students? Focus on the support, not pigeon-holing the ākonga
Impactful Assessment as a Lever for Change
- Was this a valid and reliable picture?
- Does your assessment schedule include screening, diagnostic and progress monitoring?
- Do all assessments drive decision-making in all areas
- Teaching and learning
- Professional learning allocation
- tiers of instructional support
- Do we have an allocation system?
The SMART tool is being developed; there may be some alignment with EASstle, as that serves as a starting point. This tool is being trialled and developed to align to the curriculum.
New requirements for Assessment
Twice-yearly assessment from Year 3 to 8
Asking to utilise the SMART tool, however, EAsstle and PATs are still okay in 2026, if we feel rushed.
Curriculum coming out on 25 October 2025
Practice in Action: Leading Maths Transformation
Biography
Ko Michelle Rigby tōku ingoa.
I am a New Zealand-trained teacher with over two decades of experience teaching in the UK. After 21 rewarding years in England, I returned home to Aotearoa in 2021 and now work at Te Kura o Tuahiwi, North Canterbury. In addition to my teaching role, I serve as an Across School Leader (ASL) for our Kāhui Ako Kātote where I lead on Pāngarau.
For the past 17 years, I have specialised in Pāngarau. I hold a Postgraduate Certificate in Primary Mathematics Specialist Teaching from King’s College, London, and completed professional development training through the UK’s National Centre for Excellence in the Teaching of Mathematics (NCETM). My roles in the UK included serving as a Specialist Leader of Education (SLE) for Maths and the Creative Curriculum through the West Essex Teaching School Alliance, and I was an active member of the local Maths Hub.
Keynote
Whole Class - Explicit Teaching - Exposure to task and content
Practice in Action: Literacy Leadership in Action
Biography
Felicity Fahey is the Deputy Principal at Kaiapoi North School and has led the implementation and ongoing development of structured literacy in her school since 2019. Felicity has since shared her expertise by providing professional development to many teachers and schools across New Zealand.
Passionate about evidence-based practices, Felicity coaches teachers, leads school-wide professional development, and has helped implement effective writing approaches like The Writing Revolution (TWR) and Self-Regulated Strategy Development (SRSD). With extensive experience as a primary school teacher and deputy principal, she has contributed to the development of the English Curriculum, the Common Practice Model, and the Teaching Council's explicit instruction tasks. Most recently, Felicity has worked with The Teachers’ Institute to develop an evidence-based Initial Teacher Education programme.
Keynote
They are on the same path as us.
