Phillipson Targets Underperforming Regions with Data-Led School Turnaround Strategy

London Challenge Model Revived to Address Persistent Inequalities in England’s Schools

In a renewed effort to address entrenched regional disparities in educational outcomes, the UK Government has announced plans to expand its national school improvement programme by drawing on the proven success of the London Challenge. Widely credited with transforming the capital’s school system through targeted intervention, data-informed leadership, and collaborative reform, the London Challenge now serves as the blueprint for a new phase of educational renewal aimed at England’s most persistently underperforming schools, including those in the North East, East Midlands, and coastal communities facing long-term disadvantage. This announcement follows the publication of this year’s A-level results, which revealed a widening attainment gap between London and other regions, particularly the Midlands and the North East, where progress in securing top grades has reportedly stalled. Some schools have noted a decline in A*–B entries, despite national grade inflation stabilising post-pandemic.

According to the Department for Education, the number of schools supported by its Regional Improvement for Standards and Excellence (Rise) programme will be doubled, from approximately 300 to over 600 institutions, spanning both primary and secondary phases. The scheme targets “stuck schools” that have consistently received poor inspection outcomes, defined by Ofsted as those rated ‘requires improvement’ or ‘inadequate’ across multiple cycles. It aims to raise standards by providing support from experienced school leaders, partnerships with stronger institutions, and up to £200,000 in additional funding over two years, equivalent to roughly £100 per pupil in a mid-sized secondary school.

While this year’s exam results were broadly positive, Education Secretary Bridget Phillipson acknowledged that they had also exposed stark gaps in attainment across large parts of the country. She described it as unacceptable that students in the North East, East Midlands, and West Midlands continued to be held back compared with their peers in London, where targeted investment, improved teacher retention, and sustained leadership development have contributed to long-term gains. Phillipson confirmed that the Government’s school improvement plan would prioritise areas where performance remains weakest. New school improvement teams will adapt lessons from the London Challenge and apply them to regions such as the North East, ensuring that every child, regardless of geography, can access high-quality teaching, diverse post-16 pathways, and enrichment programmes that support wider development.

The expansion of the Rise programme has received backing from former Education Secretary David Blunkett and Sir Kevan Collins, the Government’s school improvement tsar, both of whom were instrumental in the original London Challenge launched in 2003. Lord Blunkett welcomed the renewed focus on early intervention, arguing that it would narrow educational inequalities and give young people a fairer start in life, particularly in communities where generational disadvantage has limited educational mobility. Officials recalled that, in London, the Government had used data to identify schools facing the greatest challenges, working alongside local authorities to overhaul leadership, improve school culture, and engage parents and communities. This included targeted parental engagement initiatives and borough-level leadership networks that fostered sustained collaboration. Specific efforts were made in boroughs such as Tower Hamlets, where Collins held a senior leadership role. By 2010, London had achieved the highest proportion of schools rated outstanding by Ofsted in England, with over 80% of secondary schools meeting this threshold, compared with under 50% in some northern regions at the time.

The Department for Education confirmed that the first phase of Rise began earlier this year, with 600 schools identified as urgently needing support, based on inspection history, pupil progress scores, and staff turnover metrics. More than 200 have already been paired with advisers and partner schools and are required to submit approved transformation plans before receiving funding. These plans must include leadership development, curriculum redesign, and measurable improvement targets aligned with national benchmarks. A further 200 schools will join the programme in the autumn, reflecting the Government’s recognition of the urgency and its intention to align school improvement with broader levelling-up objectives.

Collins emphasised that the focus of Rise is on speed, warning that once schools begin to decline, problems quickly become entrenched. He noted that struggling schools often face difficulties in recruiting quality staff, experience high turnover, and develop negative cultures, making early and radical intervention essential. Some schools have reported vacancy rates exceeding 20% in core subjects such as mathematics and science. Collins added that one of the strengths of the London Challenge was its visibility and strong national leadership, which created momentum and collective commitment, an approach Rise is seeking to replicate through regional hubs, cross-MAT collaboration, and visible ministerial backing.

Jon Coles, who directed the London Challenge under Tim Brighouse and now serves as Chief Executive of United Learning, stated that the experience demonstrated that real improvement is possible. He pointed out that two decades ago, inner London was the weakest performing region in England, yet today only outer London surpasses it, with sustained gains in Progress 8 scores, post-16 participation, and higher education progression. According to Coles, progress requires strategic clarity, tough decision-making, and collaboration across boundaries to improve outcomes for children.

Recent A-level results continue to highlight regional disparities, with 32% of entries in London achieving A* or A grades, compared with fewer than 23% in the North East. Data also shows that young people in the North East are less likely to take A-levels than their peers in London and the South East, with vocational routes such as BTECs and T Levels more prevalent in some areas due to limited sixth-form provision. Department for Education research published in July further indicated that more than half of children in inner London who were eligible for free school meals at age 15 progressed to higher education by 19, compared with only 22% in the North East and East Midlands, underscoring the long-term impact of sustained school improvement, wraparound support, and targeted investment in disadvantaged communities. The Government’s renewed commitment to replicating the London Challenge model marks a pivotal moment in its strategy to close the attainment gap and deliver equitable outcomes across England’s education system.

Editor’s Note:

This week’s announcement is an important moment in England’s education policy. The Government has decided to expand its school improvement programme, using lessons from the London Challenge, to address persistent regional inequalities in academic performance. The latest A-level results have shown once again that London continues to outperform other parts of the country, especially the North East and the Midlands. While many students in the capital achieve high grades and progress to university, their peers elsewhere are falling behind. Schools in several regions have long struggled with poor inspection outcomes, low teacher retention, and weak leadership, often linked to socioeconomic disadvantage. This decline deepens over time. The government's response is to double the Rise program, supporting "stuck schools" with funding, expert advice, and partnerships. This initiative, modelled on the successful London Challenge, aims to improve schools through focused, collaborative, and well-led efforts, using data to identify issues early and provide improvement tools. The London model isn't sufficient for today's diverse regions, which include rural and post-industrial areas lacking comparable infrastructure. Rise needs flexibility, local engagement, long-term teacher development, and targeted resources for schools in need, emphasising both early and sustained support. Strengthening regional leadership hubs, improving sixth-form and post-16 options (especially where A-level participation is low), and valuing vocational routes without limiting disadvantaged students are also crucial.

Skoobuzz believes the government's current focus on school improvement is crucial. However, genuine transformation requires a strategy that goes beyond mere targets. It necessitates empowering communities, investing in educators, and approaching education as a sustained national commitment.