A government-commissioned review is set to recommend more nuanced, evidence-based approaches to retaking GCSEs in maths and English after 16, including alternative pathways like A-levels, T-levels, and new vocational qualifications, with the final report expected soon.

The current policy mandates that students who do not achieve a grade 4 in maths and English GCSEs at 16 must continue retaking these exams, a system widely criticized for being ineffective and damaging to student confidence.

The review aims to reform the inflexible approach to GCSE resits, especially in maths and English, to better support student progress and reduce the failure cycle.

Professor Becky Francis advocates for a more nuanced, evidence-based approach, criticizing the current policy's negative impact on students' confidence and progress.

Data from 2024 shows only about 1.5% of the 3,400 students who retook GCSE maths achieved a grade 4, highlighting the policy's limited success and its toll on morale and resources.

Leaders like Pepe Di’Iasio and Paul Whiteman emphasize the need for more engaging, appropriate alternative qualifications and pathways, including vocational options, to better align with students' ambitions.

V-levels are expected to replace some qualifications like BTECs, aiming to offer more tailored and accessible options, especially for socioeconomically disadvantaged students.

The upcoming government white paper will incorporate the review’s findings to improve post-16 education pathways and support student progression.

At a recent conference, Ofsted announced reforms to school inspection reports, including the introduction of new report cards in November that will replace one-word judgments, amidst criticism and legal challenges from teaching unions.

Ofsted’s reforms aim to foster systemic transformation in education, despite concerns from unions about potential negative impacts on staff wellbeing and the need for legal scrutiny.

Educational experts and MPs have condemned the existing policy, describing it as a crisis that exposes students to repeated failure and undermines their morale.