The persistent cycle of resitting GCSEs in maths and English has come under scrutiny as educational leaders voice their concerns over its effectiveness. The Association of School and College Leaders (ASCL) has declared that the current system is “simply not working,” as many students continue to fail and are trapped in a seemingly unending loop of retakes. With nearly 25% of GCSEs in these subjects taken by students aged 17 and older, the need for reform is becoming increasingly urgent.
A System in Crisis
The ASCL has pointed out that a “significant proportion” of students are unable to pass their maths and English GCSEs, often leading to repeated attempts that yield little success. General Secretary Pepe Di’Iasio likened the situation to “force feeding” students a “relentless diet of GCSE English and maths,” which not only limits their educational opportunities but may also contribute to the alarming number of young people who find themselves outside of employment, education, or training.
The government is aware of the challenges posed by this cycle and has announced plans to introduce a new “stepping stone” qualification by 2028. This qualification will be positioned at Level 1, just below the GCSE standard, allowing students who do not pass to gain essential skills and knowledge before attempting the GCSEs again.
The Experience of Students and Families
The experience of families navigating this system is often fraught with frustration. Marianne, a mother from Cambridgeshire, shared her mixed emotions on results day, where her son Tobias faced disappointment after failing his maths GCSE for the fifth time. Despite his effort and determination, Tobias’s inability to pass is now jeopardising his aspirations to pursue a degree in history education.
“It’s horrendous making him keep doing it,” Marianne remarked. “I don’t think it’s fair, the pressure on them to keep resitting it.” This sentiment echoes a broader concern among parents and educators that the current model may be detrimental to students’ mental health and future prospects.
A Glimmer of Hope in Alternative Qualifications
The proposed stepping stone qualification aims to break this cycle by allowing students like Tobias to progress without being held back by a single exam. Although details remain sparse, the Department for Education (DfE) has indicated that students who do not achieve a passing grade will be directed to this qualification. It is hoped that this initiative will provide an essential foundation and better prepare students for their GCSEs.
Abdi, a 17-year-old from East London, expressed the pressure of the resit system, noting that failing to pass his exams for the third time could prevent him from completing his college course. “You have to be self-disciplined because juggling resits and college is not easy,” he said, highlighting the balancing act many students face.
The Need for Early Intervention
Catherine Sezen from the Association of Colleges emphasised that the stepping stone qualification should be introduced earlier in students’ educational journeys. She pointed out that those who struggle in their SATs at age 11 often continue to face challenges later, making it crucial to address academic support from the earliest stages.
The impact of the pandemic has also left a lasting legacy, with many students missing foundational educational experiences during critical years. “These young people would have been in Years 6, 7, and 8, and so possibly haven’t necessarily got the basic foundations in these subjects which are really fundamental,” Sezen noted.
Success Stories Amidst Challenges
Despite the prevailing difficulties, there are success stories that shine a light on resilience and determination. Amandeep, a 17-year-old student from Sandwell College, recently celebrated passing her maths and English GCSEs after a year of hard work and perseverance. Her achievement not only marks a personal victory but also opens the door for her to pursue further studies in health and social care.
Similarly, Wynne Hindle, a 52-year-old grandmother from Suffolk, rejoiced after passing her maths GCSE on her fifth attempt. “I just wanted to achieve something, and I’m a resilient person,” she shared, offering encouragement to others who may find themselves in a similar predicament.
Why it Matters
The pressing issue of GCSE resits highlights the need for a comprehensive overhaul of the educational system, particularly for core subjects like maths and English. As students and families continue to navigate the challenges of repeated exams, it becomes increasingly clear that alternative pathways and early intervention strategies are essential for fostering success. The proposed stepping stone qualification could offer hope to many, but it is crucial that educational leaders act swiftly to implement reforms that support all students in achieving their academic and career ambitions.
