Source · Select Committees · Education Committee
Recommendation 29
29
Acknowledged
Introduce a three-route model for post-16 students not achieving GCSE English and maths.
Recommendation
We recommend the introduction of a three-route model for those who have not attained grade 4 GCSE in maths and/or English based on their level of attainment at age 16 and their chosen post-16 qualification or employment pathway: 95 • Route A: Students who, based on their GCSE results at age 16 and prior attainment, have a realistic prospect of achieving grade 4 in maths and/or English, should be supported to work towards those qualifications. • Route B: Vocational courses of study, for which the maths and English content required can be easily identified, should have that content built into the curriculum. Students taking courses with embedded maths and English content, which have been rigorously quality assured, may then be considered for exemption from the requirement to resit maths and English GCSE. • Route C: Students who, based on prior attainment, are very unlikely to attain grade 4 in maths and/or English despite multiple resits and who would benefit from pursuing a functional skills qualification in maths and/or English—for example, focused on financial literacy, debt and interest, and household budgeting—should be supported to achieve a pass in that form of qualification. (Recommendation, Paragraph 113)
Government response summary AI-generated
The government aims to improve English and maths achievement at Level 2 through reforms, including a new Level 1 stepping stone qualification, accountability changes, and additional support for FE providers, but does not explicitly commit to the proposed three-route model.
Summary of the government's response below — read the verbatim text to verify.
Government Response
Acknowledged
HM Government · verbatim extract
Acknowledged
PLANS ALREADY IN PLACE We will create two new pathways at level 2 that will simplify the current offer and provide a clear line of sight to either further study at level 3, through a Further Study pathway, or skilled employment, through an Occupational pathway. Both pathways will be designed to allow students to spend an appropriate amount of time on English and Maths. The Occupational pathway in particular will be two years long and allow those students who need to time to take the new level 1 stepping stone qualification in their first year before moving on to the GCSE in their second year. Gaining level 2 skills in maths and English helps students realise their potential, and gives them the opportunity to progress in life, learning and work. The Post 16 Education and Skills White Paper signals our intent to do more to support students to make progress towards and achieve Level 2 in English and maths by: introducing new level 1 stepping stone ‘preparation for GCSE’ English and maths qualifications to give lower-attaining students (grade 2 and below) time to build their foundational knowledge before resitting, making changes to the accountability framework to ensure it recognises providers’ efforts to progress all students toward Level 2, no matter their starting point, and that it incentivises providers to enter students into exams only when they are ready to make progress, and strengthening the dissemination of best practice, including through a new effective practice guide produced by the FE Commissioner. This is in addition to our minimum teaching hours requirement, CPD support and additional funding for 16–19 English and maths in 2025/26.
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