A thought piece by Harmesh Mangrah

'Gearing Maths and English Education to Support All Learners'

As a former Her Majesty’s Inspector for Ofsted with 40 years experience in the further education sector, as a teacher, manager, senior leader, an inspector, a non-executive director and a governor of a large FE college, I have experienced firsthand the challenges young people face in achieving the necessary GCSE grades, particularly in Maths and English at grade 4 or above.

With the recent decline in GCSE resit rates in English and Maths yet again, it is crucial to have a frank conversation about whether our current educational offer/requirements of Maths and English truly serves the diverse needs of our learners who don’t do particularly well at school in these subjects.

'GCSE Resit Rates: A Growing Concern'

Recent statistics highlighting the fall in GCSE resit rates, particularly in Maths and English, are cause for concern. For many young people, failing to achieve a Grade 4 or above in these subjects is more than just a setback; it can be a significant barrier to their future aspirations. These qualifications often stand as gatekeepers to progression, whether pursuing higher education, securing an apprenticeship, or accessing further training opportunities.

However, the current approach to resits may not be the most effective way to support those who struggle. The pressure to resit and pass these exams can exacerbate existing challenges, particularly for students who have already experienced difficulties in traditional academic settings. It’s time to consider alternative strategies that incentivise and support the achievement of these critical qualifications.

'Reimagining Support for Learners: A Workplace-Contextualised Approach'

One key issue is that traditional GCSE resits often do not align with the needs or circumstances of all learners, especially those in vocational training or apprenticeships. While initiatives like Functional Skills aim to bridge this gap, they often need to catch up with the relevance and engagement needed to motivate students. The solution may lie in developing programs similar to the Multiply initiative but explicitly tailored to the workplace context of apprentices.

By embedding Maths and English within the real-world context of a learner’s chosen field, we can create a more meaningful and practical learning experience. This approach will demonstrate the direct application of these skills in their current employment and future careers. This could be more effective than a generic resit approach, particularly for those who have struggled with the traditional academic environment.

'Addressing Underlying Factors'

Underlying issues for many young people for not achieving the required GCSE grades may not be their academic ability. These can include poverty including poverty of ambition, socio-economic challenges, poor company, mental health issues, or learning difficulties that are not adequately addressed in the current system. Therefore, any new initiative must also incorporate robust support mechanisms that address these barriers and promote ambition.

This could include personalised learning plans, self-directed learning , mentorship, access to mental health support, and targeted interventions considering the learner’s holistic needs. A supportive and inclusive environment can help more young people overcome these challenges and succeed in their educational journeys.

'The Impact of Qualification Reforms: Preserving Valuable Pathways'

Government’s plans to reform qualification at level 2, including the phasing out of BTECs will further narrow the pathways for learners who have not done well at school to gain qualifications in these two crucial subjects. T levels and push for greater participation in apprenticeship are vital to improve the skill base of our future workforce. While the emphasis on Maths and English remains essential, we must also recognise that these subjects, as currently taught and assessed, can be a significant barrier for some students.

Rather than removing the requirements for these subjects from say apprenticeships, we should evaluate and retain programmes that offer valuable, practical and technical skills that our country badly needs. How about letting the learners complete their skills part of the apprenticeship standards and pass the end point assessment, signing them off as skilled carpenter, electrician, engineer or customer service assistant so that they can-do entry-level jobs. This ensures that the apprentices will get a job but only progress to higher levels of pay, progression or training if they pass their qualifications in English and maths.

I have seen too many learners on NEET registers (Not in Education, Employment or Training) What a waste of human resources! We are playing with the life chances and future of our young people.

'A Call for Change'

The decline in GCSE resit rates should serve as a wake-up call for educators, policymakers, and training providers. It’s time to rethink our approach to supporting young people in achieving these critical qualifications. We can create a more inclusive and supportive educational landscape by developing workplace-contextualised programs, addressing the underlying factors contributing to academic struggles, and preserving valuable alternative qualifications.

In conclusion, while Maths and English are undoubtedly essential, how we currently approach their teaching and assessment may be doing more harm than good for some learners. As someone who has spent a lifetime in education, it’s our responsibility to ensure that every young person has the opportunity to succeed, regardless of their background or previous academic performance. It’s time to change our ways and build a system that genuinely supports the diverse needs of all our learners.

We all want our children to do well at schools and achieve good GCSE grades particularly in English and maths.
Listening to the results today, is it fair to write off some 30% of young people who do not get the grades in these subjects at grade 4 or above.
Let us just consider the human cost of depriving so many young people of opportunities to enter into further education, apprenticeships or employment. Just imagine the impact of this on the motivation levels of young people and their mental wellbeing?

Harmesh Manghra, Executive Chair at Pathway Group

‘As we rethink the approach to GCSE resits, the perspectives and insights of sector leaders and policymakers are more crucial than ever.

'What do you think?'
'How do these proposed changes align with your own experiences and strategies?'

We invite you to join the conversation and share your thoughts. Your input could be the catalyst for shaping a more effective and equitable educational system. Reach out to us and let’s collaborate to create meaningful change together.

Harmesh Manghra

harmesh.manghra@pathwaygroup.co.uk, 0121 707 0550