Actually, I don't think that's at all a bad idea. Far better than the false British equation that wearing uniform somehow equals discipline.
Another thing the British compulsory sector gets wrong, IMO, is the spectrum of work teachers are routinely expected to do. And naturally, the thinner they spread themselves, the less well the work gets done. Differentiation to embed SEN support. Three different session plans for the same class to take account of varying abilities. Counselling and pastoral support. Crowd control. Classroom and behavioural management. Managing bullying. In some cases, changing nappies and catering for kids who can't even use a knife and fork.
In France, for example, there are dedicated professionals taking care of most of these areas, leaving teachers completely free to do what they are paid for and have qualified to do. Teach. There can be no way that this doesn't improve the quality of their teaching. It has to.
As for the National Curriculum, the GCSE area of this hasn't received a major subject content overhaul, at least in the discipline I'm versed in and know most about, since 1988. And phonics is a disastrous system of teaching literacy and is particularly bad for kids with SEN like dyslexia.
IMO, the whole system needs a radical shake-up from top to bottom.