A recent survey of over 550 primary teachers reveals growing concerns about curriculum reform and workload. The findings highlight that many teachers support a reduction in the amount of content taught, believing it would improve pupils’ ability to master key ideas. The study also explores how informed and prepared teachers feel about the proposed changes, and what support they believe is needed to manage the transition.

The survey was commissioned by Kapow Primary and conducted prior to the government’s interim curriculum review report.

Teachers call for less content

• 90% of primary teachers believe cutting subject content would improve pupils’ ability to master key concepts

Nine in ten primary teachers want to see a reduction in the amount of content they must teach, according to new research.

The survey of 555 primary educators found that 90% believe cutting subject content would help pupils better grasp basic concepts, with almost half (46%) strongly agreeing this change would improve pupils’ ability to master key ideas.

The research also highlighted the specific primary school subjects where teachers believe a different approach is needed. Most want deeper learning of fewer concepts in English (72%), maths (69%), science (58%) and computing (58%). Only Religious Education (60%) and Relationships, Sex and Health Education (62%) were subjects where most teachers felt the current breadth should remain.

For English specifically, teachers see equal need for reform in both spelling, punctuation and grammar tests (SPAG) and writing assessments, with 59% saying both areas need equal attention.

Confidence and preparedness for reform

The survey, commissioned by Kapow Primary – an online resource for foundation subjects, found that 71% of teachers consider themselves at least “somewhat informed” about the curriculum review, but that they also feel underprepared to make the necessary changes. Only 6% of teachers believe their schools are “very prepared” to implement curriculum reforms, while 22% say they are “not at all prepared.”

When asked about the timeline for implementation, almost half (49%) of teachers want any changes to be spread over one to two years, while 28% prefer a longer period of three to five years. A smaller group (17%) would like to see reforms tested in pilot schools before wider introduction.

Workload, wellbeing and career decisions

The findings also revealed that teachers are deeply worried about the impact that curriculum changes will have on their professional and personal lives. More than half reported being “extremely” or “very” concerned about increased workload (54%) and reduced work-life balance (52%). More than a third (39%) of the teachers spoken said they were even considering leaving the profession due to reform concerns.

• 39% of teachers said they are considering leaving the profession due to curriculum reform concerns.

And according to the study nearly one in four primary teachers say they are thinking about changing roles (24%), while another 24% plan to reduce their working hours. A smaller proportion (13%) are considering moving to a different school.

The Kapow research comes after the government’s curriculum review interim report announced it would examine the volume of specified content at key stages 1 and 2 to ensure that a good level of breadth across the curriculum is achievable. The interim report, published last month, noted that SATs will remain but improvements to writing and SPAG tests would be considered.

Teachers also expressed concern about the pace of change, with 37% of teachers worried about policy changes without evidence of effectiveness. Beyond workload concerns, teachers cited lack of adequate training (34%) and balancing depth versus breadth (32%) as major curriculum change worries.

What do teachers say they need?

When asked for the single most helpful thing the government could do, a third (33%) said reducing the current amount of content they must teach, followed by increasing school funding for any curriculum transition (23%).

Teachers worry too that the impact of the review on their daily routine could be substantial. A third (36%) estimate they will need to spend at least four additional hours per week implementing curriculum changes – equivalent to half a working day.

Kapow Primary’s reponse

Vicky Cottrill-Gray, education content director at Kapow Primary, said: “We know that teachers want to be able to plan with confidence and teach with impact.”

“But our findings suggest that while teachers generally welcome the review’s focus on reducing content, they worry about how changes will be implemented without sufficient support and resources.”

“The results show an overwhelming desire from teachers for a reduction in the volume of content they’re currently being expected to teach – believing that it’s having a detrimental effect on children’s ability to fully grasp key learning.”

“With more than half of the teachers sharing concerns about the impact any changes will have on their workload, whatever the full outcome of the curriculum review, schools are going to need curriculum and subject leadership support.”

“With so many teachers considering leaving the profession, our research points to a potential staffing crisis if schools and teachers are not able to get the support they need to successfully implement an updated curriculum.”

Kapow Primary is an online provider of schemes of work across foundation subjects, with lesson plans, teacher videos, and CPD support. We’re committed to staying up to date with changes to the primary curriculum and supporting teachers through any transition.

Our curriculum team have already taken steps aligned with many of the review’s recommendations – from deepening knowledge and supporting SEND to embedding AI and sustainability. Read our full blog to see how we’re staying ahead of curriculum changes.