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Votes at 16 Inquiry

Published 4 days ago

APPG launches an inquiry into Votes at 16

 
The APPG for Schools, Learning and Assessment has launched an inquiry into how schools can enable young people to feel empowered and enfranchised in anticipation of the introduction of votes at 16.
 
We are inviting written evidence from all interested parties and will also be hosting oral evidence sessions to further explore the topic. Please find below the terms of reference for the inquiry and details for how to submit evidence. 
 
The deadline for submitting written evidence is Friday 27 February 2026. All evidence should be provided in word document format, be of no more than 3,000 words and be emailed to appg.schools@neu.org.uk. Please note that the inquiry may close early once a sufficient number of responses have been received, so we advise submitting evidence as soon as possible. 
 
Terms of reference 
 
With the introduction of votes for 16 year olds at the next UK general election, the inquiry will bring together evidence exploring how the education system can enact democratic values in everyday school life so that young people leave education feeling empowered, enfranchised, and ready to participate fully in society. It will do this through a series of oral evidence sessions as well as written evidence from stakeholders.
 
The inquiry will consider how schools teach about democracy, critical thinking, and the skills needed to navigate online misinformation and disinformation, but also move beyond this to examine how democratic practices are embedded in pedagogy and school culture. This could include how schools use democratic and participatory pedagogies in the classroom and beyond, how schools create opportunities for young people to engage in democratic modes of governance and decision-making, and how schools work to meaningfully embed democratic values and approaches across school systems, policies, structures and practices.

The oral evidence sessions will focus on the perspectives of three core stakeholder groups: 1) young people; 2) teachers and educators; and 3) schools, charities, and other young person-facing organisations in Wales and Scotland (where 16 year olds can already vote in devolved government elections and local elections) and other national contexts with votes at 16. These sessions will explore evidence from a wide range of voices on both the existing and potential role of schools in enacting democratic values and practices, the challenges involved in this work, and how these barriers could be overcome. 

Written evidence can be submitted by any individual, organisation, or group with an interest in the inquiry. Written evidence may take a variety of forms, including personal experiences and perspectives, research findings, case studies, and examples of policy and practice. Submissions can respond to any or all of the following questions (we also welcome submissions that go beyond these to include any content relevant to the scope of the inquiry):
 
  • ● Are schools places that teach effectively about democracy and democratic participation? What helps this to happen, and what discourages it?
 
  • ● Do schools embed democratic practice in both teaching and learning and broader school culture? How could this be done differently or more effectively?
 
  • ● What key steps need to be taken to ensure that schools prepare all young people to participate actively and meaningfully in democratic life?
 
While focusing on pedagogy and culture, the inquiry will also consider whether the recent Curriculum and Assessment Review (CAR) and upcoming Schools White Paper create conditions for democratic citizenship to be enacted in schools. The CAR final report stipulates that "the curriculum should support democratic understanding and engagement, and develop awareness of and readiness for the planned lowering of the voting age to 16”. It recommends that citizenship – including teaching about democracy and government – should be made statutory in primary schools, and that democracy and government should be among new focal points for citizenship education at Key Stage 3 and 4. The inquiry will explore these ambitions alongside school based evidence to see if policy, culture, and pedagogy align to prepare all young people to participate actively and meaningfully in democratic life.
 
Content for the report will be agreed by the officers of the APPG. Supported by an academic researcher, the APPG will produce a report that outlines the role that schools can play in enacting democratic values and practices so that young people leave education feeling empowered, enfranchised, and ready to participate fully in society. The report will present a set of recommendations for the actions government could take to support schools in achieving this. 
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APPG Re-established

Published 1 year ago
This week the All-Party Parliamentary Group Schools Learning and Assessment was formally re-established at its inaugural meeting in the new Parliament. Peter Swallow MP and Tristan Osborne MP were elected Chair and Co-Chair. Baroness O'Neill of Bexley and Sam Carling MP were elected as officers. 

Download the minutes here.

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Towards a fairer, more useful and fit-for-purpose way to assess children and young people in the 21st century

Published 2 years ago
The APPG for Schools, Learning and Assessment (the APPG), chaired by Flick Drummond MP (Conservative) and Emma Hardy MP (Labour), launched its inquiry into assessment reform on 30 November 2022. It considered a vast range of evidence for its inquiry into assessment reform with submissions from university based academics who reported on their recent findings on England’s assessment systems as well as education campaign groups, think tanks and education consultants. Evidence was also heard from academics with expertise in assessment reform taking place in Australia, Norway and Singapore. The inquiry also received oral and written submissions from primary and secondary school heads and teachers, parents, and post-16 students, all with first-hand experience of current assessment systems in England.

Following the inquiry the Group have published our report 'Towards a fairer, more useful and  fit-for-purpose way to assess children  and young people in the 21st century'.

You can read the full report here and the appendices here. 
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Inquiry into assessment reform launched

Published 2 years ago

APPG launches an inquiry into assessment reform

 

The APPG for Schools, Learning and Assessment has launched an inquiry to look into the case for assessment reform. We will be inviting written evidence from all interested parties and will also be hosting evidence sessions to further explore the topic. Please find below the terms of reference for the inquiry and details for how to submit evidence. 

 

The deadline for submitting evidence is Friday 17 March. All evidence should be provided in word document format, be of no more than 3,000 words and be emailed to appg.schools@neu.org.uk.

 

Terms of reference 

 

The inquiry will look to bring together the evidence that currently exists on the need for assessment reform. It will do this through a series of evidence sessions, roundtables and written evidence from stakeholders.  

 

The evidence sessions will focus on the main areas of assessment and qualification reform: post-16, GCSE, vocational qualifications, primary assessment. These sessions will explore the evidence from a wide range of voices on the need to reform assessment, the problems with reforming assessment and how these barriers could be overcome.  

 

In relation to all these areas, it will consider such issues as: the effect of assessment on curriculum, with particular attention to breadth and balance;  the relationship between knowledge and skill; the extent to which assessment supports students’ learning; the extent to which the assessment and qualification systems provides a ‘climbing frame’ which enables all students to make progress through the system.   

 

The evidence sessions will also focus on the relationship between assessment and accountability, with particular reference to primary assessment, and Progress 8.  They will enquire into the extent to which  the pressure of accountability systems on schools has an adverse effect on the well-being and achievement of students and the extent to which the current system supports social mobility and educational opportunity.  

 

Evidence will be drawn from the work of various and current commissions looking into assessment reform, from education stakeholders, politicians, students and educators. Content for the report will be agreed by the officers of the APPG. 

 

Supported by an academic researcher, the APPG will produce a report that outlines the need for assessment reform and presents a set of recommendations for the actions government could take to improve the assessment system in England. 

 

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