From SEND and relationships to curriculum, assessment and inclusion, the message from the room was clear: the system is under strain and incremental change is no longer enough. If the call is for “revolution, not evolution”, what would it take to build an education system that truly puts belonging, trust and progress at its heart?

The report is also available to read below:

Beneath the Headlines: The Two Questions FED North Keeps Coming Back To

FED North Conference, Manchester Metropolitan University, Friday 10 July 2026
Dr. Joanne Ladds

FED North was framed around two questions on the day:

What are people experiencing in education right now that policymakers still don’t fully understand?
What should central policymakers prioritise?

In short, we were asking for a revolution, not an evolution.

The breakout conversations on SEND, curriculum and relationships all fed back into those same two questions, so that’s how we’ve set out what follows too.

What People Are Experiencing

A system absorbing strain it didn’t create

Families feel unheard. Heads and staff are carrying a level of public frustration that few other professions face, on top of recruitment gaps, stretched budgets and a rising CPD bill. Teacher resilience research points to real strain between parents and schools, and to something researchers are now calling moral injury: the discomfort of going into teaching to make a difference, then leaving each day with a heavy heart feeling like you have applied a sticking plaster when really you wanted the opportunity to reveal those wounds whilst sewing together a solution that could withstand not only the pressures as it heals but also the new pressures that the solution would pose for all.

There is nothing left to hide; it is clear to see that the system can’t cope with what it is being asked to deliver. It is therefore now not a question of what, but when.

When can we revolutionise a system to see a child as an asset to society?

Empathy without compassion

The SEND system still runs largely on a deficit model, focused on what’s wrong with a child rather than what needs to change around them. Long waits for support have created a genuinely perverse incentive; one where a fight for anything and everything is better than nothing, one where solutions are used because they tick a box rather than because they work, one where exclusion can end up being the fastest route to help a child. Everyone in the room at the conference knew and knew this was wrong. But nobody had a quick fix.

What and how are now clearer than they have ever been before. The evidence is there.

Trust as the first casualty

Relationships between home and school are strained by misinformation, communication overload, and a lack of time to build them properly. Parents who are assumed to be disengaged are usually just busy, and trust outs the school, and this applies equally to schools. As one contributor puts it, change moves at the speed of trust, and right now there isn’t much time built in to earn it. A lack of trust, a lack of relationships, and a lack of progress.

A curriculum measuring the wrong things

Learners can’t always see how what they’re taught connects to their future, and the system still rewards what’s easy to measure over what actually matters. Learners can see the potential in adopting technology and new methods and systems, and they are very adept at using and applying their learning in these ways. Conversely, schools understand the learning process and therefore need the time to consider which tools capture this to support making learning visible. AI is also moving faster than curriculum design can keep pace with. This puts schools under commercial pressure to adopt tools. And is where the system is constraining innovation, not the interest in wanting to try new tools and new methods. System constraints and a lack of trust in teachers at the expense of learner potential.

Progress that gets marginalised over time

Young people at risk of becoming NEET nearly always start out with real ambition. What derails them is rarely the young person. It’s a slow build of minor incidents, exclusion, a gap while a new setting is found, then a catch-up problem that never quite closes. They arrive at post-16 further marginalised by a system built around exams they were never on track to be measured fairly by. As one contributor asked, are the NEET figures hiding a problem with the quality of provision, rather than revealing one with the learners themselves? I would ask whether it is the assessments themselves that aren’t capturing a learner’s because of their timing or their design.

What Policymakers Should Prioritise

Fund inclusion, not exclusion

Inclusive schools that avoid exclusions often find it hardest to access funding and specialist resources. Fix that incentive, and much of the pressure driving exclusion goes with it. How? Change what learners and schools are measured by and invest in specialist resourcing efficiently through system design. It can only work when we do both.

When you incentivise the right things, when you invest in the right people, the right pedagogy and the right places, trust is built, relationships grow and progress is made.

Give relationships time to grow

Staff consistency, relational training for new teachers, and something like a government backed National Charter for Parents. Give parents a voice to be able to support their children on their learning journey with the schools. This would give schools a foundation to build trust, rather than leaving it to individual goodwill. When you design schools you build families, you build trust, you build communities.

Redefine what success looks like

Stop weighing the pig, as one participant put it. Wellbeing, destination outcomes, belonging and community contribution deserve at least as much weight as exam results. Why? Because the emotion of learning
drives the emotion for learning and underpins the connection with learning. We all know that it is hard to motivate yourself to do something when you don’t want to.

Build a curriculum for change, not a single career

That means practical, ethical AI literacy; applied learning with genuine parity of esteem alongside academic routes. Give permission for young people not to know their future path yet, without that being treated as a failure. Give them permission to try, to fail and to get back up again. Secure resilience is designed for a built in a different way. It is built on the right level of support and challenge at the right pace and at the right time. The system needs to understand how to dance, what to push, what to pull, when to pivot and when to pause.

Back what’s already working

We must not forget that pockets of excellence and real progress exist across the system; schools quietly getting inclusion, curriculum and relationships right, but they stay as pockets rather than becoming the norm. Why? Teams that work want to stay together, teams that work want to keep doing more and don’t always have the time to be able to train others. They are quite rightly very proud of their successes.

The ask from the room therefore wasn’t for another pilot scheme. It was for the confidence to properly fund
and scale what’s already been proven. We know what works; we need to pull together and push it out there.
Revolution, Not Evolution.

That was the room’s own phrase for what’s needed, and it’s hard to argue with. Reform that arrives in small, incremental steps was seen as part of the problem, and not a safe or sustainable way through it. Every thread traced back to the same root: a system built to measure compliance, whilst being asked to deliver belonging. Fix the environment, physical, relational or systemic, and much of what currently looks like a deficit in the child; the parent or the teacher stops looking like a deficit at all.

When you feel valued, when you feel seen, when you feel heard, you feel that you have permission to be you.

It is not a small ambition. Nobody in the room on the 10th of July was asking for a small one. Everyone was
asking for us to do the right thing, not to just do what is easy.

Let’s dance together. We are better together.

*Images are AI generated.

Tuesday 29 September | 8.30am – 11.30am

Blake Morgan, One Central Square, Cardiff, CF10 1FS

Light breakfast provided

Hosted by Santander UK, Twinkl, Eteach and the Foundation for Education Development (FED).

Help Shape the Future of Financial Education

Across the UK, conversations about curriculum, assessment, inclusion and life readiness are growing louder. As the national Curriculum and Assessment Review continues, important questions are being asked about how well education prepares children and young people for modern life — including financial wellbeing, confidence and life readiness.

The Currency of Listening is a UK-wide listening programme bringing together teachers, school and college leaders, parents, practitioners, communities and young people to explore the realities of financial education in practice.

Rather than arriving with predetermined answers, this event is about listening first:

• understanding lived experience;
• exploring challenges and opportunities;
• identifying what is working well;
• and helping ensure future curriculum, policy and support are grounded in real-world need.

Why Cardiff?

Every community experiences financial education differently.

This Cardiff event will help ensure Welsh voices, experiences and challenges are reflected in the wider conversation shaping financial education in the near future.

Who Should Attend?

We warmly encourage participation from:

• Teachers and teaching assistants from across all phases
• School and college leaders
• Careers teachers, employability leads and Learning for Life and Work (LLW) coordinators
• SEND and inclusion practitioners
• Parents and carers
• Community organisations
• Youth and family support services
• Anyone passionate about improving life chances for children and young people

The more diverse the voices in the room, the stronger and more meaningful the conversation will be! Please note, you do not need to have experience of financial education to participate.

What to Expect

This will be a welcoming, professionally facilitated session focused on open discussion, reflection and collaborative thinking.

Together, we will explore:

• what is currently working well in financial education;
• the challenges, pressures and opportunities shaping financial education in schools, homes and communities;
• the support teachers and practitioners need to deliver financial education effectively;
• the support parents and carers need to build financial confidence at home;
• and what good financial education could look like by 2028.

Places are limited — early booking is encouraged.

This research is part of a wider programme of work being led by the Foundation for Education Development in partnership with Santander UK and Twinkl to better understand the current experiences of financial education across schools and colleges.

We are interested in understanding what is happening in practice: what is working well, where the challenges lie, how financial education is currently being delivered, and what support schools, colleges and practitioners need.

This survey is one part of a wider programme of listening that also includes discussion groups and stakeholder engagement. Together, these insights will help us build an evidence base that informs future policy recommendations and the development of practical resources and support for schools and colleges.

There are no right or wrong answers. We are not looking for an ideal picture of financial education; we are looking for an honest one. Whether financial education is well established in your setting, delivered occasionally, or still developing, your experiences are equally valuable.

The stronger and more representative the evidence we gather, the more confident we can be that future recommendations are grounded in the realities of education and reflect what practitioners and leaders actually need.

Thank you for contributing your experience and perspective.

Friday 10th July, 1pm-4pm
Brooks Building, Manchester Metropolitan University, Manchester M15 6GX

Education is full of noise right now. But how often do the people living the system – learners, parents, teachers, leaders and communities – genuinely shape the conversation?

The Foundation for Education Development (FED), in partnership with Manchester Metropolitan University, invites you to join the inaugural National Education Assembly for the North: a collaborative, cross-sector event bringing together people from across education and beyond to explore some of the most urgent questions facing our learners and the education system today.

This is not another conference built around polished presentations and quick fixes.

It is a space for:

• Honest conversations
• Sharing lived experiences
• Challenge and curiosity
• Practical long-term solutions grounded in reality.

The National Education Assembly (NEA) exists to ensure those closest to education have a meaningful role in shaping future policy and practice – moving beyond short-term reactive reform towards something more thoughtful, inclusive and sustainable.

Together, we will explore:

A Curriculum for Life
How well do schools and colleges prepare young people for life, work and the future they are entering?

SEND and Inclusion
What is the lived experience of the SEND system for learners, families, practitioners and leaders?

Trust, Relationships and Home-School Partnerships
What helps build trust between schools, families and communities – and what gets in the way?

What to expect

• A lively opening panel
• Honest discussion about what policymakers still do not fully understand about education today
• Interactive breakout sessions
• Cross-sector collaboration
• Space to listen, contribute and connect
• Practical insights that will feed into FED’s and the NEA’s wider national work and long-term education thinking.

There will also be refreshments, networking and plenty of opportunities to meet others working across education, research and wider civic life.

Who is it for?

We warmly welcome:

• teachers and school staff;
• education leaders;
• learners and parents/carers;
• researchers and academics;
• charities and community organisations;
• employers and partners working alongside education;
• and anyone passionate about the future of learning and young people.

Because meaningful change rarely starts with the loudest voices in the room. It starts when people feel heard. Places will be limited. Booking is essential.

Hosted by the Foundation for Education Development (FED) and Manchester Metropolitan University

Monday 13th July, 8.30am-11:30am

Event Space, Unity Place, 200 Grafton Gate, Milton Keynes, MK9 1UP

Hosted by Santander UK, Twinkl and the Foundation for Education Development (FED).

Help Shape the Future of Financial Education

Across the UK, conversations about curriculum, assessment, inclusion and life readiness are growing louder. As the national Curriculum and Assessment Review continues, important questions are being asked about how well education prepares children and young people for modern life — including financial wellbeing, confidence and life readiness.

The Currency of Listening is a UK-wide listening programme bringing together teachers, school and college leaders, parents, practitioners, communities and young people to explore the realities of financial education in practice.

Rather than arriving with predetermined answers, this event is about listening first:

• understanding lived experience;
• exploring challenges and opportunities;
• identifying what is working well;
• and helping ensure future curriculum, policy and support are grounded in real-world need.

Why Milton Keynes?

Every community experiences financial education differently.

This Buckinghamshire event will help ensure South Central voices, experiences and challenges are reflected in the wider national conversation shaping financial education towards 2028.

Who Should Attend?

We warmly encourage participation from:

• Teachers and teaching assistants from across all phases
• School and college leaders
• Careers teachers, employability leads and Learning for Life and Work (LLW) coordinators
• SEND and inclusion practitioners
• Parents and carers
• Community organisations
• Youth and family support services
• Anyone passionate about improving life chances for children and young people

The more diverse the voices in the room, the stronger and more meaningful the conversation will be! Please note, you do not need to have experience of financial education to participate.

What to Expect

This will be a welcoming, professionally facilitated session focused on open discussion, reflection and collaborative thinking.

Together, we will explore:

• what is currently working well in financial education;
• the challenges, pressures and opportunities shaping financial education in schools, homes and communities;
• the support teachers and practitioners need to deliver financial education effectively;
• the support parents and carers need to build financial confidence at home;
• and what good financial education could look like by 2028.

Places are limited — early booking is encouraged.

Thursday 20th August, 8.30am – 11.00am
Light breakfast provided

Innovation Centre, Langside Campus, Glasgow Clyde College, 50 Prospecthill Road, Glasgow, G42 9LB

Hosted by Santander UK, Twinkl and the Foundation for Education Development (FED).

Help Shape the Future of Financial Education

Across the UK, conversations about curriculum, assessment, inclusion and life readiness are growing louder. As the national Curriculum and Assessment Review continues, important questions are being asked about how well education prepares children and young people for modern life — including financial wellbeing, confidence and life readiness.

The Currency of Listening is a UK-wide listening programme bringing together teachers, school and college leaders, parents, practitioners, communities and young people to explore the realities of financial education in practice.

Rather than arriving with predetermined answers, this event is about listening first:

• understanding lived experience;
• exploring challenges and opportunities;
• identifying what is working well;
• and helping ensure future curriculum, policy and support are grounded in real-world need.

Why Glasgow?

Every community experiences financial education differently.

This Glasgow event will help ensure Scottish voices, experiences and challenges are reflected in the wider national conversation shaping financial education towards 2028.

Who Should Attend?

We warmly encourage participation from:

• Teachers and teaching assistants from across all phases
• School and college leaders
• Careers teachers, employability leads and Learning for Life and Work (LLW) coordinators
• SEND and inclusion practitioners
• Parents and carers
• Community organisations
• Youth and family support services
• Anyone passionate about improving life chances for children and young people

The more diverse the voices in the room, the stronger and more meaningful the conversation will be! Please note, you do not need to have experience of financial education to participate.

What to Expect

This will be a welcoming, professionally facilitated session focused on open discussion, reflection and collaborative thinking.

Together, we will explore:

• what is currently working well in financial education;
• the challenges, pressures and opportunities shaping financial education in schools, homes and communities;
• the support teachers and practitioners need to deliver financial education effectively;
• the support parents and carers need to build financial confidence at home;
• and what good financial education could look like by 2028.

Places are limited — early booking is encouraged.

The FED, in partnership with Santander and Twinkl, is seeking your perspectives on Financial, Careers and Skills Education.

Tuesday 7th July, 6pm-7:30pm
Online Consultation

Agenda

Financial education

• What are the biggest barriers preventing children and young people from developing strong financial wellbeing and financial capability today?
• What support, resources or system changes would make the greatest difference over the next three years?

Careers and skills education

• How well do you feel schools, colleges and educators understand current and future labour market opportunities, and what helps or hinders that understanding?  
• What would need to change in your school, college, trust or local system for careers education to become genuinely embedded rather than an add-on?

Monday 6th July, 8.15am-11am
Light breakfast provided

Twinkl HQ, Building B, Hallamshire Business Park, 100 Napier Street, Sheffield, S11 8HD

Hosted by Santander UK, Twinkl and the Foundation for Education Development (FED).

Help Shape the Future of Financial Education

Across the UK, conversations about curriculum, assessment, inclusion and life readiness are growing louder. As the national Curriculum and Assessment Review continues, important questions are being asked about how well education prepares children and young people for modern life – including financial wellbeing, confidence and life readiness.

The Currency of Listening is a UK-wide listening programme bringing together teachers, school and college leaders, parents, practitioners, communities and young people to explore the realities of financial education in practice.

Rather than arriving with predetermined answers, this event is about listening first:

• understanding lived experience;
• exploring challenges and opportunities;
• identifying what is working well;
• and helping ensure future curriculum, policy and support are grounded in real-world need.

Why Sheffield?

Every community experiences financial education differently.

This Sheffield event will help ensure Yorkshire voices, experiences and challenges are reflected in the wider national conversation shaping financial education towards 2028.

Who Should Attend?

We warmly encourage participation from:

• Teachers and teaching assistants from across all phases
• School and college leaders
• Careers teachers, employability leads and Learning for Life and Work (LLW) coordinators
• SEND and inclusion practitioners
• Parents and carers
• Community organisations
• Youth and family support services
• Anyone passionate about improving life chances for children and young people

The more diverse the voices in the room, the stronger and more meaningful the conversation will be! Please note, you do not need to have experience of financial education to participate.

What to Expect

This will be a welcoming, professionally facilitated session focused on open discussion, reflection and collaborative thinking.

Together, we will explore:

• what is currently working well in financial education;
• the challenges, pressures and opportunities shaping financial education in schools, homes and communities;
• the support teachers and practitioners need to deliver financial education effectively;
• the support parents and carers need to build financial confidence at home;
• and what good financial education could look like by 2028.

Places are limited — early booking is encouraged.

Wednesday 19th August, 8:30-11:30am
Light breakfast and refreshments provided

Lecture Room 1, Riddel Hall, 185 Stranmillis Road, Belfast, BT9 5EE

For more information about the venue please click here.

Hosted by Santander UK, Twinkl and the Foundation for Education Development (FED).

Help Shape the Future of Financial Education

Every nation of the UK approaches education differently, and every community experiences financial education in its own way.

Northern Ireland has a distinctive curriculum and qualifications landscape, including Learning for Life and Work (LLW), alongside a strong tradition of supporting personal development, citizenship and employability through education. At the same time, schools, families and communities continue to navigate significant social and economic pressures.

This event provides an opportunity to explore what financial education currently looks like across Northern Ireland, where strengths already exist, what support may be needed in the future, and how local experiences can inform wider UK conversations about preparing children and young people for life, work and financial wellbeing.

By bringing together diverse voices from across education and the wider community, we hope to build a richer understanding of what good financial education could look like by 2028.

Insights gathered in Belfast will contribute to a wider UK-wide programme of listening and research, helping ensure Northern Irish perspectives are reflected in future conversations about curriculum, financial wellbeing and life readiness across all four nations.

Who Should Attend?

We warmly encourage participation from:

• Teachers and teaching assistants from across all phases
• School and college leaders
• Careers teachers, employability leads and Learning for Life and Work (LLW) coordinators
• SEND and inclusion practitioners
• Parents and carers
• Community organisations
• Youth and family support services
• Anyone passionate about improving life chances for children and young people

The more diverse the voices in the room, the stronger and more meaningful the conversation will be! Please note, you do not need to have experience of financial education to participate.

What to Expect

This will be a welcoming, professionally facilitated session focused on open discussion, reflection and collaborative thinking.

Together, we will explore:

• what is currently working well in financial education;
• the challenges, pressures and opportunities shaping financial education in schools, homes and communities;
• the support teachers and practitioners need to deliver financial education effectively;
• the support parents and carers need to build financial confidence at home;
• and what good financial education could look like by 2028.

Places are limited – early booking is encouraged.