Schools play a vital role in helping the government to deliver its vision to break down barriers, giving every child a chance to succeed. Recently, the Department for Education (DfE) has set out major changes, impacting the asks of schools in delivering this vision. This includes supporting more pupils with additional needs, closing the disadvantage gap and managing staffing pressures 鈥� long-standing, systemic challenges we have also highlighted in recent years. does not assess how well schools deliver the government鈥檚 vision. Instead, we look at how well the government achieves value for money. This includes how it supports the system to make effective local decisions through, for example, a national strategy and support. Given the importance of the DfE鈥檚 relationship with schools, we recently set out what we think the department should do to make this support effective. This will in turn help schools to understand the government鈥檚 expectations and how they can help support strong national stewardship. Our work shows that the success of ministers鈥� recently announced changes will depend on getting these basics right and on how well the system works practically. But, as the DfE relies on the insight, data and leadership of schools, what does our work mean for them? Collaboration will be essential but must be practical The white paper puts collaboration at its heart, with plans for all schools to be in high quality trusts and work more closely with each other and with local authorities and community bodies. This reflects what we have seen 鈥� the DfE can only deliver its aims through local organisations working together. As collaboration is not just about intent, the DfE can help to make this happen through clear roles and responsibilities, aligned with abilities to act, and shared information and objectives. Our report on SEND found parts of the system did not have the right levers. Local authorities could not require academies to admit children, and schools could not always access healthcare support. We have also found that schools, local authorities and trusts need to work closely together to respond to changing demand for school places. But, while the DfE can clarify roles and align priorities, collaboration depends on all partners investing in relationships and sharing the right information. The DfE鈥檚 reforms rely on education, health and care service partnerships, alongside mainstream and special schools, working closely together. Strong evidence and data will be increasingly important The DfE faces inherent challenges in gathering information from schools, impacting its ability to make national decisions. Across several reports we have commented on how well the DfE understands how funding is used, what approaches work, and the outcomes achieved. For example, our work on supporting the attainment of poorer children found that the DfE did not have a systematic way to understand how disadvantage funding was spent and the difference it made. The schools white paper responded by committing to improve evidence to better target disadvantage funding. However, this will only work if schools share reliable information on what is happening on the ground. Our 2023 work on school buildings put this into context. The DfE lacked comprehensive information on school building safety at the time of our report. By November, the DfE had received information for all high-risk schools, and had targeted specialist visits, with all critical RAAC safety concerns later addressed. The DfE must gather information in a considered and proportionate way. But schools must also be ready to provide feedback to inform national decision-making and help the government to better assess what works where. Supporting schools to make local decisions DfE support and guidance is most effective when it is proportionate and focused on high-risk areas. For example, as the government looks to give schools new tools and flexibilities, such as around their teacher offer and tackling workload pressures, schools will need evidence of what works to make decisions. We have found that the DfE has limited evidence on the effectiveness of initiatives to improve teacher workload or wellbeing, despite these being common reasons for teachers leaving. The DfE must also consider schools鈥� capacity and capability to manage change. Our 2024 work on disadvantaged children recommended that the department better understand the cumulative impact of its decisions. Looking ahead, schools have an opportunity to innovate and take greater control tackling systemic issues, learning from others in the sector. The DfE must champion good practice and be realistic about what can be delivered and be ready to help or guide schools where valuable.