This report is based on original teacher survey data collected directly from UK teachers through the Only for Teachers platform. All insights and findings are unique to our community.
Published: Sept 2025 | Source: Only for Teachers original survey data
The new academic year often brings a fresh start, but when it comes to school funding, are we facing the “same old” story?
We just surveyed 83 UK school professionals for their perspective on the 2025 Spending Review—the very funding package designed to stabilise our schools. The results are a blunt reality check for policymakers: the vast majority believe this review simply does not go far enough.
Here are the three most critical takeaways that signal a tough year ahead for UK education:
1. The rising cost crisis is not solved
Despite the headlines promising increased investment, school leaders are not convinced.
A staggering 84.3% of respondents said No, they do not believe the announced funding increase will sufficiently address the rising costs their schools face (e.g., inflation, energy, resources).
This signals that the fundamental tension between school budgets and real-world costs—a topic dominating education news—remains the number one anxiety for the sector.
2. SEND pessimism is widespread
The planned reforms and funding for the Special Educational Needs and Disabilities (SEND) system are a major part of the Spending Review. However, our survey reveals a deep crisis of confidence.
- A combined 69.8% of respondents are Somewhat Pessimistic or Very Pessimistic that these reforms will genuinely improve support for pupils with SEND.
This finding lands at a time when the pressure on SEND provision and local authority budgets is making national headlines almost daily. School leaders clearly feel the funding mechanism and structural reforms are disconnected from the needs on the ground.
3. The ‘productivity’ pay gap
One of the most contentious points of the review is the expectation that schools fund a portion of the teacher pay rise through “improved productivity.” School staff firmly rejected this notion:
- 60.2% of staff Strongly Disagree that schools should be expected to fund any part of the teacher pay rise this way.
This result highlights the widely-held belief that current workloads are already unsustainable (a feeling echoed in our previous survey, where 70% anticipated a workload increase). Expecting “improved productivity” is seen less as an efficiency measure and more as an unfunded mandate.
The bottom line: significant challenges ahead
In a definitive verdict on the entire package, nearly 89% of respondents believe their school will still face significant or some financial challenges in the coming years.
The optimism is minimal, but there are flickers of hope: A combined 68.7% anticipate a positive impact on pupil well-being from the expansion of Free School Meal eligibility—a vital measure of support that appears to be landing well.
Survey Results
Our Methodology
About this survey
All insights published on Only for Teachers come directly from teachers across the UK. Each week, we run original surveys on topics that matter most to educators — from classroom practice and workload to wellbeing and policy changes.
Who takes part
Participants are active UK teachers who have registered with Only for Teachers. Every response remains fully anonymous.
How we collect data
Our surveys are designed and distributed weekly through the Only for Teachers platform. Questions are short, relevant, and built to capture honest opinions efficiently. Each survey typically runs for one week, and responses are gathered using secure, GDPR-compliant forms.
Data integrity
We ensure one response per teacher, prevent duplicate entries, and apply basic data cleaning before publishing results. No weighting or external adjustments are made — what you see reflects the real voices of UK teachers.
How we analyse & publish
Responses are aggregated and summarised by the Only for Teachers research team. Results are published exclusively on our website and social channels and are original to this community. When relevant, we also feature selected teacher comments to add qualitative insights.
Use of insights
You’re welcome to reference or cite our findings in your articles, research, or policy papers — please credit: “Source: Only for Teachers – Original UK Teacher Survey Insights”