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How UK Schools Have Changed Since the 2019 General Election

The December 2019 general election ushered in a new government just months before an unprecedented pandemic and a series of policy shifts that would dramatically impact UK schools. In the years since, schools – especially state-funded schools in England – have navigated significant changes in funding, staffing, curriculum, infrastructure, technology, and overall government priorities. This blog-style review examines how the running of schools has evolved from 2020 to 2025, and what it has meant for students and parents. We'll also highlight expert opinions, key statistics, and predictions for the future under current and proposed policies.

School Funding and Resource Allocation

Public school funding in the UK has seen modest increases since 2019, but not enough to undo a decade of austerity. The Institute for Fiscal Studies (IFS) found that real-terms funding per pupil in England fell by about 9% through the 2010s and by 2024/25 is only roughly back near 2010 levels once rising costs are accounted for.[1][2] Rising demand for special educational needs (SEND) support has absorbed a large share of recent spending growth, further pressuring general school budgets (see IFS).[1]

Capital funding has also lagged historic peaks, and the 2023 crisis over reinforced autoclaved aerated concrete (RAAC) highlighted the consequences. By September 2023, the DfE listed 174 schools in England with confirmed RAAC, forcing mitigations ranging from propping ceilings to temporary classrooms and limited on‑site learning.[3][4]

Impact on students and parents: Stretched budgets mean some schools have increased class sizes, trimmed support staff, or narrowed enrichment. Families in RAAC‑affected schools have faced timetable changes and temporary accommodation while works proceed.

Teacher Recruitment and Retention

Teacher supply is under strain. Apart from a pandemic‑era blip, the DfE has missed recruitment targets every year since 2015. In 2023/24, just 62% of the overall target was met; secondary subjects filled around 50% on average, and physics hit only 17% of its target.[5][6] Retention remains challenging due to workload, pay, and wellbeing pressures.

After industrial action in 2023, unions accepted a 6.5% pay rise for 2023/24 (with funding support), raising starting salaries to around £30,000 and easing immediate tensions—but not resolving long‑term pay erosion.[7]

Impact on students and parents: Shortages drive larger classes, more cover by non‑specialists, reduced subject choice in some schools, and periodic disruption from industrial action.

Curriculum and Exam Reforms

COVID‑19 triggered the cancellation of national exams in 2020 and 2021 and a temporary shift to teacher‑assessed grades. Exams returned from 2022 with a staged return to pre‑pandemic grading. Meanwhile, T Levels expanded as a technical route post‑16, and debate has intensified on post‑16 reform, including the Prime Minister's "maths to 18" ambition and proposals for a broader "British Baccalaureate"‑style pathway.[8][9]

Impact: Attainment dipped during the pandemic and the attainment gap widened, with catch‑up programmes and tutoring aimed at recovery (see NAO and DfE reporting).

Infrastructure and Facilities (Post‑COVID Changes)

Beyond RAAC, schools invested in ventilation, hygiene and layout changes. Some operational flexibilities (e.g., virtual parents' evenings) have persisted because families value the convenience.

Technology Adoption and Digital Learning

The pandemic catalysed rapid EdTech adoption. Government programmes delivered over one million laptops and tablets to disadvantaged pupils to support remote learning.[10][11] Platforms like Google Classroom and Microsoft Teams became mainstream; and Oak National Academy—created in 2020—was formalised in 2022 as an arm's‑length body to provide optional, free curriculum resources at scale.[12][13]

Impact: Better digital access and more flexible learning/communication—but ongoing work to close remaining digital divides and manage screen‑time and data‑privacy concerns.

Policy Shifts and Government Priorities

Since 2019, policy has focused on: growing multi‑academy trusts; tackling attendance (persistent absence reached 21.2% in 2022/23 vs ~11% pre‑Covid); strengthening behaviour policies (e.g., restricting mobiles in school); and expanding mental‑health support in/around schools.[14] Parties differ on future direction—e.g., curriculum breadth, funding, oversight of MATs, and universal free meals.

Impacts on Students and Parents

  • Access & attendance: Persistent absence remains elevated post‑pandemic but is improving (down to 20.0% in 2023/24).[15] Schools and local services are prioritising re‑engagement.
  • Learning outcomes: Recovery continues via tutoring and targeted support; disadvantaged pupils require sustained investment to close widened gaps.
  • Support services & SEND: Demand has grown faster than capacity; government funding and system reforms are in train but uneven on the ground.
  • Home–school engagement: Digital tools and virtual meetings improved parent access to teachers and information in many settings.

Trends & Predictions

  • Funding vs. falling rolls: With pupil numbers projected to decline later this decade, choices loom: reinvest to reduce class sizes and bolster support—or shrink budgets in line with enrolment (IFS warns against the latter).[1][2]
  • Workforce: Expect continued focus on pay, workload reduction, and incentives for shortage subjects/areas.
  • Curriculum: Movement toward broader post‑16 study (maths/English to 18) and stronger parity for technical routes.
  • Accountability & inspection: Ongoing debate about Ofsted's single‑grade judgements and MAT‑level accountability.
  • Infrastructure: Accelerated rebuilding and remediation (RAAC), alongside energy‑efficiency upgrades.
  • Technology & AI: Expansion of free high‑quality digital curricula (Oak) and cautious adoption of AI‑enabled learning support.

References

References

[1] ↑ Institute for Fiscal Studies (IFS), Annual report on education spending in England: 2023 — trends in per‑pupil funding and pressures. https://ifs.org.uk/publications/annual-report-education-spending-england-2023

[2] ↑ IFS news release (2022): School spending per pupil in 2024–25 to remain 3% below 2010 levels in real terms once you account for actual costs. https://ifs.org.uk/news/school-spending-pupil-2024-remain-3-below-2010-levels-real-terms-once-you-account-actual-costs

[3] ↑ DfE news (19 Sept 2023): Updated list of education settings with RAAC (174 cases confirmed). https://www.gov.uk/government/news/updated-list-of-education-settings-with-raac

[4] ↑ Schools Week (19 Sept 2023): RAAC: DfE lists 174 schools now affected. https://schoolsweek.co.uk/raac-dfe-lists-174-schools-now-affected/

[5] ↑ POST (UK Parliament), Teacher recruitment, retention, training and development (1 Nov 2024) — 62% overall recruitment, secondary 50%, physics 17%. https://post.parliament.uk/teacher-recruitment-retention-training-and-development/

[6] ↑ House of Commons Library briefing (12 Dec 2023): Teacher recruitment and retention in England. https://commonslibrary.parliament.uk/research-briefings/cbp-7222/

[7] ↑ Personnel Today (31 Jul 2023): Teachers in England accept pay deal (6.5%). https://www.personneltoday.com/hr/neu-teachers-england-pay-deal/

[8] ↑ DfE/No.10 (4 Jan 2023): Prime Minister sets ambition of maths to 18 in speech. https://www.gov.uk/government/news/prime-minister-sets-ambition-of-maths-to-18-in-speech

[9] ↑ House of Commons Library (27 Nov 2023): 'Maths to 18' in England briefing. https://commonslibrary.parliament.uk/research-briefings/cbp-9780/

[10] ↑ DfE news (20 Dec 2020): One million laptops and tablets for disadvantaged children and young people. https://www.gov.uk/government/news/one-million-laptops-and-tablets-for-disadvantaged-children-and-young-people

[11] ↑ DfE statistics (2 Feb 2021): Laptops and tablets data. https://explore-education-statistics.service.gov.uk/find-statistics/laptops-and-tablets-data/2021-week-5

[12] ↑ Independent Review of Oak National Academy (2025): confirms Oak as an arm's‑length body (established Sept 2022). https://assets.publishing.service.gov.uk/media/68d54085c908572e81248ce8/Oak_National_Academy_Independent_Review.pdf

[13] ↑ Institute for Government case study on Oak (2022): usage and ALB transition. https://www.instituteforgovernment.org.uk/sites/default/files/publications/oak-academy-case-study.pdf

[14] ↑ DfE statistics (21 Mar 2024): Pupil absence in schools in England, 2022/23 — persistent absence 21.2%. https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2022-23

[15] ↑ DfE statistics (20 Mar 2025): Pupil absence in schools in England, 2023/24 — persistent absence 20.0%. https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2023-24