Research Calls for Clearer Purpose for Key Stage 3 Education

England's Key Stage 3 education phase needs a clearer national purpose, according to a new report published by PF Global on October 13, 2026. The research warns that Years 7-9 risk becoming an extension of GCSE preparation rather than a distinct stage of secondary education, potentially limiting improvements to pupils' learning experiences. The report, titled Education’s Overlooked Middle Child, argues that policymakers, schools and academy trusts need a shared understanding of what pupils should achieve during these three years.

It was commissioned by the International Baccalaureate and overseen by the newly formed Early Secondary Advisory Group. The report describes Key Stage 3 as a phase that lacks a clear and shared purpose of its own, according to PF Global. The researchers also warn that the period is too often treated as a dumping ground for early GCSE preparation.

The findings arrive as the government increases its focus on Key Stage 3 through the Key Stage 3 Alliance. Co-chaired by Becks Boomer-Clark, chief executive of Lift Schools, and Dame Lesley Powell, chief executive of the North East Learning Trust, the alliance aims to establish an evidence base for effective practice in Years 7-9.

Without an agreed national framework, the report warns, current initiatives could produce significant activity without substantially improving pupils’ experiences of Years 7 to 9. The concern extends to planned changes involving curriculum, assessment and enrichment. A survey of nearly 600 secondary teachers found that only 2 percent were satisfied with the current approach to Key Stage 3. According to PF Global, 14 percent wanted an own distinct curriculum separate from GCSE preparation, while more than a quarter favored greater emphasis on skills and wider development.

The largest group, representing 57 percent of respondents, wanted a clearer identity for the phase while retaining examination preparation as a central priority. The survey was unweighted, according to the report. A separate survey involving more than 800 teachers examined how schools allocate resources between Key Stage 3 and examination years. Forty percent said Years 7-9 received less teaching time and leadership attention, compared with 19 percent who reported receiving more.

On funding and resources, 30 percent said Key Stage 3 received less than examination years, while 17 percent said it received more. Nearly half reported that the allocation was about the same. Teachers also expressed concerns about the phase's professional standing.

More than half described Key Stage 3 teaching as less desirable than teaching examination years, while only 8 percent preferred it. PF Global recommends that the government, schools and academy trusts agree what every pupil should gain from Years 7-9. It also calls on education leaders to use that to guide decisions about teaching, staffing and assessment, linking the phase's purpose to practical decisions about school provision.

Ed Dorrell, a partner at PF Global, said progress remained limited since Ofsted published its Key Stage 3 Wasted Years report 11 years ago. That earlier report found that the phase was not a high priority for many secondary school leaders in timetabling, assessment and progress monitoring.

Boomer-Clark has also previously argued that Key Stage 3 needs a stronger identity. Writing for Tes earlier in 2026, she described the phase as lacking a clear identity and purpose and called it a phase rich with opportunity but lacking the national focus it deserves. Speaking about the latest research, Boomer-Clark said there was momentum for change in the early years of secondary education.

She added that the findings would help build the evidence base needed to turn that momentum into practical action. The Early Secondary Advisory Group includes Jennese Alozie, chief executive of University of Chichester Academy Trust; David Watson, chief executive of Sherborne Area Schools’ Trust; Liz Robinson, director of education transformation at Oasis Community Learning; Lee Wilson, chief executive of Outwood Grange Academies Trust; and Emily Verow, chief executive of Three Spires Trust.