Guidance

RISE North West: regional plan summary

Updated 3 July 2026

Applies to England

Summary    

This publication outlines the key elements of the North West RISE regional plan and how it will be delivered locally to improve outcomes for children and young people.

It brings partners together around the 4 national priorities, providing shared direction and a practical framework for strengthening practice, building capacity and sustaining improvement. The plan translates national priorities into a clear local approach and supports collaboration across schools, trusts and local authorities. Progress depends on every part of the system contributing insight, evidence and leadership so that every child can achieve and thrive.

Regional focus for North West

The North West is diverse, with urban, rural and coastal communities. Need varies widely across the region, with differences in deprivation, a growing number of pupils from minority ethnic backgrounds, and higher than average levels of pupils with special educational needs and disabilities (SEND). These patterns drive the regional focus aligned with the RISE national priorities:

• reception-year quality
• inclusive mainstream
• attendance
• attainment, with a focus on English and maths

Reception-year quality

The region records the lowest good level of development (GLD) outcomes nationally. Communication and language continue to be the most persistent area of weakness, while writing attainment remains below reading across the region. Outcomes are also significantly lower for disadvantaged children and those with SEND, reinforcing the importance of strengthening early language and literacy foundations.

Inclusive mainstream

There is variation across the region in SEND identification, inclusive teaching practice and access to specialist provision. Suspensions and exclusions disproportionately affect pupils with SEND and other vulnerable groups. Strengthening early identification and embedding high-quality inclusive classroom practice are therefore key regional priorities.

Attendance

Overall absence in the North West remains above national levels, particularly in secondary and special schools. Persistent absence increases sharply between primary and secondary phases, with notable declines in attendance between year 6 and year 7 and continuing through years 7 and 8. Disadvantaged pupils and those with SEND experience the highest levels of absence, highlighting the need for earlier intervention and stronger transition support.

Attainment, with a focus on English and maths

At key stage 2, writing continues to be a consistent regional weakness, while at key stage 4 maths outcomes remain below national benchmarks. Attainment gaps persist for disadvantaged pupils, pupils with SEND and some White working-class communities. Sustaining strong learning progression between key stage 2 and key stage 3 also remains a key challenge for many schools across the region.

What RISE will deliver in the North West

To achieve our regional focus ambitions, we will carry out the following activities.

Reception-year quality

RISE support for reception improvement.

• Strengthen early years practice and professional learning, through new reception networks and early years stronger practice hubs sharing excellent practice, hosting visits, offering continuing professional development (CPD), mapping support across the region, and improving collaborative working between schools, local authorities, dioceses and trusts.
• Strengthen data‑informed leadership by helping schools, trusts and local authorities use GLD and Early Years Foundation Stage Profile data to identify strengths and priorities. Structured conversations will support leaders to interpret patterns and focus on early vocabulary, oral language and literacy.
• Increase uptake of evidence-based early language, literacy and maths programmes such as Nuffield Early Language Intervention (NELI) and hub-led offers. Provide targeted CPD, audits, showcase events and specialist in‑school input to improve early writing, number and overall reception practice.
• Enhance engagement with English and maths hubs so reception staff can access expertise in phonics, early reading, language development, reading for pleasure and foundational maths. From September 2026, expanded hub packages will offer tailored training and classroom-ready approaches.

Inclusive mainstream

RISE support for inclusive mainstream education.

• Strengthen inclusion bases and wider specialist provision using the North West’s share of £3.7 billion capital funding, supported by clear guidance, templates, workshops and a regional community of practice.
• Improve early identification, inclusive classroom practice and key stage 2 to key stage 3 transitions through diagnostic tools and the Inclusion Exchange audit and toolkit.
• Promote Whole School SEND and national training, and share effective practice through webinars, networks and consistent pastoral or transition approaches.
• Deliver evidence‑informed school visits, events, collaborative projects and parental engagement activity, prioritising disadvantaged pupils and those with SEND.
• Work with high‑exclusion schools, hubs and multi‑agency partners to improve early‑help pathways, reintegration, pastoral systems, Fair Access support and effective use of EdTech and AI through showcases and learning events.

Attendance

RISE support for improving attendance in schools.

• High‑quality, evidence‑based support through attendance and behaviour hubs, including professional development, implementation support and targeted intensive help for schools with the greatest need.
• Stronger transition support between key stage 2 and key stage 3, including collaborative planning between primary and secondary schools, early identification of attendance risks, and improved parental engagement during transition.
• Targeted support for vulnerable pupils, particularly disadvantaged pupils and those with SEND, using tailored attendance strategies and stronger links between attendance, behaviour and inclusion practice.
• Improved use of attendance data, including structured attendance conversations and Department for Education (DfE) tools to identify pupils at risk of persistent absence and intervene earlier.
• Stronger regional collaboration, bringing schools, trusts, local authorities and hubs together to share effective practice and strengthen consistent attendance approaches across the region.

Attainment, with a focus on English and maths

RISE support for improving attainment in schools.

• Structured regional attainment conversations will use key stage 2 and key stage 4 data to identify underperformance and gaps for disadvantaged pupils, White working-class pupils, and those with SEND, enabling targeted actions to drive improvement.
• High-quality support through RISE English and maths hubs, offering CPD in early language, reading, fluency, and maths from reception to post-16, strengthening curriculum sequencing, mastery, and teacher expertise, with intensive support for schools facing significant challenges.
• Use of AI-supported assessment across the region, leveraging AI-enabled marking and feedback to increase consistency, reduce teacher workload, and provide timely insights that inform targeted interventions for priority pupil groups.
• Strengthened key stage 2 to key stage 3 transition through collaboration between year 6 and year 7 teams, with shared curriculum planning, joint assessment routines, and early identification of pupils at risk of decline in key stage 3.
• Multi-agency support for vulnerable learners, aligning academic strategies with SEND, inclusion, and attendance to provide coherent, well-coordinated help for pupils facing multiple vulnerabilities.
• Collaborative regional networks expand cross-phase literacy and maths support to improve writing, reading, and maths progression.

Regional themes

4 cross-cutting themes underpin and support delivery:

• Aligned leadership and collective stewardship will ensure trusts, local authorities and maintained schools work together effectively, supported through National Professional Qualifications (NPQs), teaching school hubs and clear governance to drive consistent improvement.
• Stronger use of data and shared insight will build confidence, sharpen diagnosis, and support targeted action, using DfE tools and regional review cycles to understand variation and scale what works.
• Inclusive collaboration and improvement capacity will be strengthened through targeted networks, cross‑phase working and school‑to‑school support, ensuring effective practice reaches areas with the greatest need.
• Responsible use of AI and education technology will reduce workload and enhance inclusion, with clear guidance, safer adoption, and improved access to assistive technologies for vulnerable pupils.