The UK education landscape in 2026: what schools and teachers need to know

2026 is poised to be a pivotal year for UK education, marked by significant policy reform alongside ongoing financial and workforce pressures. For schools and teachers, the year ahead will be defined by structural change, increased accountability and a continued focus on consistency across the system.

While many of these reforms aim to create fairness and stability, their implementation will require careful planning and strong leadership.

Policy reform and a more level system

One of the most significant shifts in 2026 is the continued move to align academies and maintained schools. From September, academies will be required to follow the national curriculum and standard pay and conditions, which will reduce previous flexibilities but increase consistency across the sector.

Alongside this, all teachers in academies will need to hold, or be working towards, Qualified Teacher Status (QTS). This change removes historic loopholes and reinforces professional standards, but may also tighten recruitment in specialist subject areas.

SEND reform and increased accountability

A long-awaited Schools White Paper is expected in early 2026, setting out reforms to the Special Educational Needs and Disabilities (SEND) system. The focus will be on earlier intervention, improved local provision and clearer accountability, though schools are likely to experience a challenging transition period as new frameworks bed in.

Local authorities will also gain stronger powers, including the introduction of mandatory registers for children not in school and enhanced attendance enforcement measures.

Teacher pay, workload and industrial relations

The proposed three-year pay framework introduces a 6.5% average increase spread across multiple years. However, with initial uplifts expected to be modest, concerns remain around real-terms pay erosion, increasing the likelihood of industrial action during the 2026 summer term.

At the same time, teachers are being asked to deliver a modernised curriculum, including updated RSHE guidance, compulsory Citizenship teaching in primary schools and increased emphasis on oracy. These changes risk adding to workload pressures if not properly supported.

Funding pressures and operational change

School funding for 2026–27 is expected to rise only modestly, with grants consolidated into the core National Funding Formula. Schools will be required to find further efficiencies to cover pay awards and operational costs.

New initiatives, including universal breakfast clubs for primary pupils and expanded free school meals for families on Universal Credit, will bring welcome support for pupils, but also additional logistical demands for schools.

What this means for recruitment and retention

With secondary pupil numbers reaching a plateau and teacher demand shifting across phases, recruitment strategies will need to remain flexible. Schools will increasingly seek teachers who can adapt to curriculum change, SEND reform and evolving accountability measures.

In summary, 2026 marks a year of levelling, modernisation and reform. For schools and teachers alike, success will depend on preparation, clarity and access to the right support at the right time.