This report is based on original survey data collected directly from UK teachers through the Only for Teachers platform. All insights and findings are unique to our community. Published: 25 November 2025 | Source: Only for Teachers original survey data
The ongoing national debate concerning the curriculum and assessment review centres on a perpetual tension: the Department for Education’s (DfE) desire for central prescription versus the professional need for classroom-level flexibility. While policy narratives frequently express commitment to maintaining professional autonomy, the implementation of highly structured programmes of study often suggests otherwise. An exclusive survey conducted by Only for Teachers provides an objective gauge of where teachers currently feel they stand on this critical professional issue. The finding suggests that, at present, teachers are successfully asserting their professional judgment within the existing frameworks, with 71% of teachers reporting that their school’s current curriculum implementation allows them high or moderate professional autonomy to adapt teaching methods for their students.
The resilient core of professional autonomy
This strong figure of 71% of teachers feeling that they have the scope to adapt, is a robust professional counterpoint to concerns that the English education system has become too rigid. It suggests that while the curriculum content itself may be centrally dictated or locally determined, the vital how of teaching remains in the hands of the expert practitioner.
The DfE has consistently stated that any curriculum and assessment review must preserve the professional status of teachers. Our data indicates that schools, through effective middle and senior leadership, are often succeeding in granting this necessary space, ensuring that professional judgement overrides rigid adherence to systems.
However, this positive finding must be weighed against concerns over the future direction of assessment. The proposal within the review to introduce a mandatory, high-stakes Year 8 diagnostic assessment in Maths and English did not receive majority support from teachers as a helpful tool; only 43% viewed it as such. This caution highlights a concern that new, centrally mandated assessment points could rapidly erode the very autonomy teachers currently enjoy, by forcing a prescriptive teaching focus on the diagnostic test requirements.
Low confidence in curriculum diversity and high-stakes assessment
While professional autonomy remains relatively strong in delivery, the survey highlighted areas where the curriculum itself is falling short of modern expectations, specifically regarding representation and relevance. The review calls for a stronger representation of the diversity that makes up modern society, and our data suggests this is an urgent necessity.
A significant 36% of teachers reported low confidence (slightly confident or not at all confident) that their current subject curriculum effectively reflects the diverse backgrounds and contributions of all people. This professional consensus indicates that, despite numerous sector initiatives, the actual programmes of study often remain rooted in traditional, unrepresentative canons, which risks alienating diverse student cohorts and failing to prepare all students for a diverse society.
Furthermore, the topic of exam time reduction, a perennial concern given the pressures of teacher workload and student stress, was met with healthy professional scepticism. When asked if a 10% reduction in GCSE exam time could be achieved without negatively impacting the reliability or fairness of the qualification, 25% of teachers disagreed or strongly disagreed. This proportion, representing one in four professionals, indicates that teachers are wary of small government changes, such as simply shortening exams, will potentially make assessments less reliable and less fair, particularly for pupils with SEND or those who struggle with pace.
Conclusion and professional takeaway
The findings of this review-focused survey offer a nuanced perspective on the state of UK education. On one hand, teachers report a healthy degree of professional autonomy in their classroom practice. On the other, they highlight significant structural deficiencies, including a lack of confidence in curriculum diversity and a guarded scepticism towards new, potentially high-stakes assessment mandates.
The clear takeaway for teachers is the need to defend and exercise this autonomy. The high percentage of reported freedom in delivery shows that the professional core of teaching is resilient. However, to ensure future curriculum reform truly supports all pupils, teachers must use their professional voice to insist that any new assessment is genuinely diagnostic—not just another metric—and that the curriculum truly represents the diverse society the system is designed to serve.We urge all teachers to participate in next week’s survey, ensuring the professional voice remains the authoritative source in the national education debate.
Join the conversation by participating in next week’s survey to ensure your professional voice shapes the UK education debate.
Our Methodology
About This Survey
All insights published on OnlyForTeachers 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 OnlyForTeachers. Every response remains fully anonymous.
How We Collect Data
Our surveys are designed and distributed weekly through the OnlyForTeachers 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 OnlyForTeachers 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: OnlyForTeachers – Original UK Teacher Survey Insights”