In this study, Hargreaves, Quick, and Buchanan explore the impact of England's National Curriculum and assessment system on lower-attaining children aged 7 to 12, highlighting how this system narrows their learning experiences by focusing predominantly on mathematics and English to the detriment of non-core subjects. This focus led to reduced opportunities for lower-attaining students to engage in diverse and enjoyable learning activities, negatively impacting their well-being and raising issues of social justice, as they were often withdrawn from preferred classes for additional tutoring in core subjects. The authors advocate for a socially just curriculum that offers equal opportunities for all children and emphasizes holistic well-being by valuing diverse talents and interests beyond standardized attainment in mathematics and English.