Post-16 qualification pathways
Inflexibility in post-16 education pathways, limiting students' ability to combine A Levels, Applied General Qualifications, and T Levels.
Source spread
Where this theme appears
This theme appears across 6 independent accountability sources, so the source mix matters as much as the headline total.
106 committee recs
1 NAO rec
17 IMB recs
1 detention investigation rec
19 LGO/SPSO decisions
Browse by source
Source-grouped records are useful for tracing where a concern came from. Large sections show the 50 strongest matches for that source; counts still show the full theme total.
Select committee recommendations(106)— showing 50 strongest matches
#27 —
Recommendation: We welcome the Government’s steps to make flexibilities around maths and English requirements accessible to people without an Education, Health and Care Plan. The Government should launch a campaign to clearly communicate the new criteria, promote apprenticeships to employers and …
Response attribution not verified
#26 —
Recommendation: We welcome the steps taken to make apprenticeships more accessible to young disabled people, including those without an EHCP, and the commitment to nurturing peer support and learning through the Disabled Apprentice Network.
Response attribution not verified
#25 —
Recommendation: The Government should continue to take steps to widen eligibility for supported internships beyond those with Education, Health and Care Plans while ensuring that supported internships are targeted at those who need a high level of support.
Response attribution not verified
#24 —
Recommendation: We welcome the roll-out of supported internships and the Government’s efforts to widen eligibility for them.
Response attribution not verified
#21 —
Recommendation: The Government’s review of post-16 qualifications reform must consider and prioritise the impact that reforms will have on young disabled people. The Government must commit to retaining all extant BTEC courses at least until there has been a full evaluation …
Response attribution not verified
#20 —
Recommendation: The introduction of T Levels offers opportunities for young disabled people to gain valuable workplace experience and skills. There is a risk, however, that it will prevent some from progressing in further education through other routes. For those unable to …
Response attribution not verified
#19 —
Recommendation: The Government’s review of post-16 qualifications reform must take into account the employment outcomes, qualifications and assessments open to young disabled people.
Response attribution not verified
#21 —
Recommendation: We recommend that the government, through the Department for Education (DfE), ensure that schools, colleges and educators are aware of and actively promote apprenticeships and other non-academic ‘earn and learn’ pathways alongside academic routes. The government must show clear cross-departmental …
Response status not verified
#20 —
Recommendation: England’s apprenticeship system is complex and difficult for employers to understand. The government must do more to communicate how it works and help employers understand the opportunities available. In its response, 46 DWP should explain what steps it will take …
Response status not verified
#19 —
Recommendation: Having launched the growth and skills levy, the government must now closely monitor the impact of this change. It needs to build a greater understanding of when to intervene and how to mitigate unintended consequences. In its response to this …
Response status not verified
#18 —
Recommendation: In recent years, England’s apprenticeship system has not delivered as well as it could or should have done. 55% of levy funds go unused, with employers choosing to lose these funds rather than take on more apprentices. Constant tinkering with …
Response status not verified
#17 —
Recommendation: Many people would be surprised to learn that last year more than 50% of apprenticeship starts were by over 25s. The government is right to look to rebalance apprenticeships towards young people. However, its approach of defunding a handful of …
Response status not verified
#16 —
Recommendation: Apprenticeships are a fantastic opportunity. Other countries demonstrate that a well-designed and well-respected apprenticeship system is effective at reducing youth unemployment and creating invaluable opportunities for young people. (Conclusion, Paragraph 91)
Response status not verified
#3 —
Recommendation: It is clearly iniquitous that sixth-form colleges have to pay VAT while post-16 academies and schools with sixth forms do not. As part of the area reviews of post- 16 education and training provision, sixth-form colleges were given the option …
Response attribution not verified
#43 — England's upper secondary education curriculum remains internationally narrow and specialised
Recommendation: Whereas many other countries insist on students covering a broad and balanced curriculum up to age 18, England is an international outlier in the narrowness of its upper secondary education. The average number of A levels taken by a student …
Response attribution not verified
#20 — T Level content adaptation remains slow, requiring at least 18 months for substantive changes.
Recommendation: The Department said that as T Levels reflect a major change to the technical qualification landscape, it will take time to develop course content.58 We challenged the Department on how quickly T Level content could be adapted to ensure students …
Response attribution not verified
#19 — T Level content faces concerns of overspecialisation and not fully meeting employer skills needs.
Recommendation: The Department for Education’s (The Department’s) aims for T Levels include improving technical education and work outcomes for young people, alongside having qualifications that better meet employers’ skills needs. T Levels are based on occupational standards that are developed and …
Response attribution not verified
#18 — Department extends funding for overlapping qualifications, delaying full T Level qualification rollout.
Recommendation: In December 2024, following its previous decision to pause defunding qualifications overlapping with T Levels, the Department announced funding would continue for certain qualifications until 2027. It also committed to continually reviewing those qualifications with low or no enrolments and …
Response attribution not verified
#10 — T Level Foundation Year progression remains low; higher education acceptance is limited.
Recommendation: The Department introduced the T Level Foundation Year for those needing support before starting a T Level. However, few of those on these courses progressed to T Levels – in 2021/22 only 8% of those completing the Foundation year then …
Response attribution not verified
#9 — Student T Level awareness and enrolment hindered by unclear offer and excessive assessment burden.
Recommendation: We heard of various reasons for students not being aware of T Levels or keen to enrol. Written evidence we received described students being unclear about what T Levels offered and uncertainty over their position particularly following government’s announcement to …
Response attribution not verified
#4 — Accelerate T Level content development and review with awarding organisations for evolving skills needs.
Recommendation: T Levels are intended to address skills gaps and meet employers’ needs, but they cannot quickly be adapted to meet this objective. T Levels have been developed and approved by employers to, for example, better meet their needs and improve …
Response attribution not verified
#3 — Publish clarity for students, colleges, and teachers on T Levels' alignment with other qualifications.
Recommendation: The Department has not provided clarity on how T Levels align with other technical qualifications and career pathways. After pausing the previous government’s decision to defund qualifications overlapping with T Levels, in December 2024 the new government announced funding would …
Response attribution not verified
#43 — Introduce a three-route model for post-16 English and maths GCSE achievement.
Recommendation: The Government must introduce 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/employment pathway: • Students who, based on …
Response attribution not verified
#42 — Reform post-16 funding condition for mandatory GCSE English and maths resits.
Recommendation: The post-16 condition of funding, whereby students who have not achieved a grade 4 or above in GCSE English and maths are effectively repeatedly required to take GCSE resits in those subjects as part of their programme of study, must …
Response attribution not verified
#72 —
Recommendation: The terms of reference for each new town delivery body must include a requirement to establish strong and effective working arrangements with employers and training providers. This should lead to the establishment of accredited training and apprenticeships tailored to the …
#64 —
Recommendation: We heard that construction training programmes are often highly fragmented themselves and rely on multiple different routes, which can be challenging to navigate for learners. 102 Ms Egan suggested that streamlining qualification routes could provide greater clarity. 103 We were …
#36 —
Recommendation: As part of the rollout of Universal Support, the Government should take steps to link Universal Support offers to supported internships to ensure that young disabled people with the highest needs do not drop out of work at the end …
Response attribution not verified
#23 —
Recommendation: The Government must ensure that young disabled people are given equal access to work experience and must work with DWP, schools, and local government bodies to address the barriers to access to work experience for young disabled people identified in …
Response attribution not verified
#5 —
Recommendation: The Government should work with local authorities to improve the availability of ‘ready to work’ programmes such as that provided by ThinkForward, to support young people from school until they are settled in work. A plan and timeline for the …
Response attribution not verified
#4 —
Recommendation: Continuous, joined up support for young disabled people, starting in school and continuing until they have secured secure employment, bridges the gap between education and work. It empowers young disabled people both to enter the workplace and to thrive once …
Response attribution not verified
#11 —
Recommendation: We also recommend that DWP undertake a comprehensive review of all its benefit rules to ensure they are all coherent with the priority of supporting youth employment, education and training. (Recommendation, Paragraph 56) 44 The Youth Guarantee
Response status not verified
#9 —
Recommendation: The Secretary of State told us that increasing youth employment, education and training is his top priority, yet certain benefit rules disincentivise young people from pursuing opportunities. It is particularly concerning that 16 to 18-year-olds who take on an apprenticeship …
Response status not verified
#6 —
Recommendation: The government should bring forward a youth employment strategy. A cross-departmental strategy would demonstrate its seriousness about this issue, set a long-term path and ensure cross-government efforts. This should include ambitious targets for increasing the rate of youth employment, education …
Response status not verified
#35 —
Recommendation: The Department should ensure that its work on developing the new English curriculum is considered through the lens of reading for pleasure, especially with regards to GCSE English Literature. It should consider removing content to allow teachers more time and …
Response status not verified
#29 —
Recommendation: The Department has not had a clear long-term strategy covering the college sector’s role, structure and funding in an integrated way.56 The Department said that there had been individual elements of long-term strategy, such as giving employers more of a …
Response attribution not verified
#5 —
Recommendation: The Department’s funding decisions are based on previous years’ student numbers, which risks holding back colleges that are growing. Funding for students aged 16 to 19, which makes up around half of college income, is based on the previous year’s …
Response attribution not verified
#13 —
Recommendation: We recommend as an alternative to compulsion the introduction of a requirement for pupils who do not continue with a STEM subject post-16 to take the Advanced Mathematical Support Programme or a Core Science course. Core Science could be developed …
Response attribution not verified
#42 — Revisit decision to withdraw funding for IB Careers Programme or prove replacement's superiority
Recommendation: The Department must revisit its decision to withdraw funding for the IB Careers Programme. It should continue to fund this rigorous and accessible qualification, or provide evidence that any replacement will generate improved outcomes.
Response attribution not verified
#41 — Successful IB Careers Programme faces unwarranted defunding despite strong student progression outcomes
Recommendation: The IB Careers Programme (IBCP) is a broad and flexible post-16 qualification, enabling students to acquire a valuable blend of academic, vocational and employability skills. The IBCP prepares students effectively for a range of progression opportunities. A destinations survey for …
Response attribution not verified
#5 — T Level students face significant uncertainty and limited progression options
Recommendation: There remains some uncertainty around progression options for T Level students. For example, we heard that T Level students are unlikely to have acquired the occupational competency and experience needed to begin a level 4 apprenticeship. While Higher Technical Qualifications …
Response attribution not verified
#31 — Apprenticeship pathway remains unclear and discouraging for many
Recommendation: We welcome the Government’s reforms of the apprenticeship system and the introduction of the Growth and Skills Levy. The former apprenticeship levy was seen by some organisations—particularly small and medium- sized businesses—as being part of an overly complex and inflexible …
Response attribution not verified
#28 — Current post-16 GCSE English and maths resit policy proves ineffective and burdensome.
Recommendation: The current requirement for all post-16 students who have not achieved a grade 4 or above in GCSE English and maths to continue to study those subjects alongside their other studies is not working for the majority of post- 16 …
Response attribution not verified
#26 — Ensure post-16 students can combine A Levels, AGQs, and T Levels for tailored pathways.
Recommendation: The Department for Education should ensure that post-16 students are able to pursue a mixture of A Levels, Applied General Qualifications and T Levels in order to support more tailored and inclusive educational pathways. Providing students with the flexibility to …
Response attribution not verified
#25 — Commit to long-term retention and sustained funding for essential Level 3 qualifications and AGQs.
Recommendation: Level 3 qualifications—including Applied General Qualifications—which provide students with a popular and respected alternative to both A Levels and T Levels must remain an option for all young people. The Government must publicly commit to the long-term retention of these …
Response attribution not verified
#23 — Introduce modular T Level qualifications to enable flexible student pathways and employer engagement.
Recommendation: We recommend the introduction of modular or smaller-sized T Level qualifications (e.g. equivalent to one A Level) to enable students to study a blend of academic and technical qualifications and allow more flexible entry and exit points. Employers should be …
Response attribution not verified
#19 — Post-16 pathway information fragmented and apprenticeship applications lack national framework.
Recommendation: Information about post-16 pathways can be fragmented, with no single platform covering both academic and vocational options. Apprenticeship applications are particularly complex due to the absence of a national framework and regional inconsistencies. Additionally, vocational application timelines are misaligned with …
Response attribution not verified
#16 — Review and support modular apprenticeships for candidates with caring responsibilities in transport manufacturing.
Recommendation: Skills England must undertake a review to ensure that it supports a range of modular or part-time apprenticeships, or other training options in the transport manufacturing sector, to help attract candidates with caring responsibilities or those returning to work from …
Response attribution not verified
#15 — Strengthen accountability for careers advice and subject choice guidance in schools for manufacturing pathways.
Recommendation: The Department for Transport should work with relevant government departments to strengthen accountability for careers advice and subject choices guidance in schools to ensure that pathways to careers in manufacturing are not disadvantaged. (Recommendation, Paragraph 74)
Response attribution not verified
#9 — Ensure apprenticeship standards are updated every three years with transport manufacturer involvement.
Recommendation: Skills England should ensure that, notwithstanding the recent change to remove the requirement to undertake reviews at fixed points, apprenticeship and other technical education training standards are revised and updated at a minimum of every three years. It is essential …
Response attribution not verified
#8 — Outdated apprenticeship standards contain gaps, failing to meet transport manufacturing sector employer requirements.
Recommendation: Apprenticeship standards and other technical education training standards are not consistently being kept up to date and sometimes contain significant gaps or irrelevant content. As a result, the skills provided do not always meet the requirements of employers in the …
Response attribution not verified
IMB individual recommendations(17)
Moorland (2024)
Can the commissioning of education and training be revised to enable prisoners to acquire a greater range of recognised qualifications to enhance their prospects of successful rehabilitation and resettlement?
HMPPS
In Progress
Werrington (2023)
Why is there such limited provision for supporting young people working towards GCSEs and other, higher qualifications within the education contract?
HMPPS
Rye Hill (2023)
The Board is concerned over the number of older prisoners who have complained to the IMB about being required to retake English and maths level 1 qualifications to obtain a particular work role because they have no way to prove their qualification/s. We would like to see a balanced approach taken when prisoners are clearly proficient in the skills even …
Governor / Director
Belmarsh (2023)
Will HMPPS review the new initiative that restricts prisoner opportunity as all are expected to have level one English and maths before becoming employed?
HMPPS
Lancaster Farms (2020)
There should be increased provision for educational courses beyond levels 1 and 2 (see paragraph 9.9).
Governor / Director
Feltham (2020)
Will sufficient resources be committed, to ensure that all young adult prisoners receive a variety of relevant training opportunities to properly justify the listing of Feltham as a category C training prison?
HMPPS
In Progress
The Mount (2022)
Education programmes need more investment so that more prisoners can access them, together with more investment in the workshops with meaningful employment that can lead to qualifications to improve employment opportunities on release.
HMPPS
In Progress
Sudbury (2023)
The Board has commented on the low levels of functional skills attainment amongst prisoners arriving at the prison, despite many having served substantial sentences in the closed estate. What can be done to address this and ensure that education provision in closed prisons helps prisoners to be ready for the external work opportunities offered at prisons such as Sudbury?
HMPPS
Maidstone (2023)
Improve the quality and quantity of education and training opportunities.
Governor / Director
Werrington (2024)
Is there confidence that People Plus can meet the learning and curriculum needs of young people, including those who are over 18 years of age?
Governor / Director
Hollesley Bay (2020)
While it is recognised there has been significant progress made in increasing the number of opportunities for work placements outside the prison, there is an underlying question as to whether the quality of educational and training provision at Hollesley Bay could be enhanced, thereby improving prisoners’ chances of employment upon release.
Governor / Director
In Progress
Cookham Wood (2020)
Currently, prisoners are not allowed to start an apprenticeship. Will the Ministry of Justice allow boys who would like to start an apprenticeship to do so while they are still in prison?
Ministry of Justice
Partially Accepted
Brinsford (2020)
As the COVID-19 restrictions are eased and education provision is restarted, what steps will the Prison Service take to ensure that the contract requires the provider to deliver meaningful and beneficial education to prisoners?
HMPPS
In Progress
Stoke Heath (2021)
Prisoners should be encouraged to take up and work toward the achievement of maths and English qualifications at an earlier stage in their sentence, before coming to Stoke Heath, to allow more focus on their vocational training.
HMPPS
In Progress
Cookham Wood (2021)
When will the YCS allow full-time education to resume for boys in Cookham Wood so they can return to pathway-based education ?
HMPPS
In Progress
Feltham (2023)
What is being done to ensure an older cohort of prisoners have access to further education and training such that they can secure employment on release?
HMPPS
Rye Hill (2024)
The Board is concerned about the number of older prisoners who have complained to the IMB about being required to retake English and maths Level 1 qualifications to obtain a particular work role, because they have no way to prove their qualification/s. We would like to see a balanced approach taken when prisoners are clearly proficient in the skills even …
Governor / Director
Independent reviews(50)
Dearing 16-19 Review — Rec 1
There should be a National Framework of Qualifications. All qualifications in the national framework will be allocated to four National levels known as Advanced, Intermediate, Foundation and Entry level. (Section 3.8.)
Education
Henley Music Education Review — Rec 5
Music should continue to be offered by schools at Key Stage 4 and beyond, allowing pupils to gain GCSE, BTEC and A level qualifications in the subject.
Education
Francis Curriculum Review — Rec 27
Introduces a revised third pathway at level 3 to sit alongside the academic and technical pathways. This pathway should be based on new qualifications, which we recommend calling V Levels. V Levels should provide high-quality qualifications for those young people that want a broader or mixed level 3 pathway with …
Education
Roberts Review (STEM) — Rec 3.1
Students sometimes struggle to make the transition from A-level study to degree level study in science, engineering and mathematics, since undergraduate courses often do not pick up where the students' A-level courses ended. Furthermore, the increasing modularisation of A-level courses has led to students entering higher education with wider variation …
Education
Roberts Review (STEM) — Rec 2.11
The Review welcomes the attention that the QCA has given to the issue of inter-subject standards, and urges the Government to undertake definitive research into the greater apparent difficulty of science and mathematics A-levels and to take appropriate subsequent action. It is essential that pupils have a broadly equal chance …
Education
Roberts Review (STEM) — Rec 2.10
The Review welcomes the proactive approach of the QCA in considering the transition from GCSE science and mathematics to AS- and A-levels in these subjects. However, the consultation process revealed that the issue may not yet have been fully addressed and the Review therefore recommends that the Government give it …
Education
Heseltine Growth Review — Rec 82
All FE learning providers must consult and agree their provision with LEPs to ensure that the courses they offer to 16-18 year olds reflect local labour requirements. In addition, any vocational courses delivered by FE providers to learners of any age must conform to the defined national standards set by …
Other
Heseltine Growth Review — Rec 81
The budget for vocational training for learners aged 19 and over, and all funding currently set aside for apprenticeships for those aged 16 and over, should be devolved to local areas through the single funding pot described in Chapter 2. This therefore calls into question the continuation of the Skills …
Other
Dearing 16-19 Review — Rec 108
The regulatory and awarding bodies should develop units and qualifications which provide opportunities for applied learning at the proposed Entry level and progression to Foundation level. (Section 9.21.)
Education
Dearing 16-19 Review — Rec 106
Additional units should be developed to extend the choice of units available to GNVQ students, so that they can direct their studies more closely to particular NVQs and build up the required knowledge and understanding underpinning them. (Section 9.19.)
Education
Dearing 16-19 Review — Rec 62
In information technology (for which a range of full, combined or short course GCSEs and other vocational qualifications already exist, but none of which is necessarily taken by all students) the NCVQ units in information technology should be approved as a basis for assessment at Key Stage 4 in schools. …
Education
Dearing 16-19 Review — Rec 61
To underline the importance of number, the regulatory and awarding bodies should provide a separate grading for those aspects of GCSE mathematics concerned with calculation, estimation, and statistics. This grade would be shown separately on the face of the certificate. This would complement the recent proposal by the Secretaries of …
Education
Dearing 16-19 Review — Rec 60
The existing 'Qualifications and Credits' sheet in the NRA should be entitled the 'Record of National Awards' to record all qualifications and units recognised at national level as part of the national framework outlined in Section 3 of this Report. (Section 6.21.)
Education
Dearing 16-19 Review — Rec 59
Consideration should be given to making the NRA processes of recording achievement and action planning part of the schools' and colleges' inspection frameworks. (Section 6.21.)
Education
Dearing 16-19 Review — Rec 58
All students should receive guidance from schools and colleges on using the NRA in applying for a university places, jobs, and in interviews. (Section 6.21.)
Education
Dearing 16-19 Review — Rec 57
Use of the NRA as a tool for lifetime learning should be encouraged through Investors in People. (Section 6.21.)
Education
Dearing 16-19 Review — Rec 56
Use of the NRA throughout lifetime learning should be strongly encouraged and supported by the Government. employers, LEAs, TECs, schools, colleges, universities and other institutions. (Section 6.21.)
Education
Dearing 16-19 Review — Rec 55
The NRA should be introduced when decisions are being taken about the last two years of statutory schooling, say at 13 years rather than at 16. The present quality folder provided by the Government should be available to students at that age. (Section 6.21.)
Education
Dearing 16-19 Review — Rec 54
During 16-19 education and training, consideration should be given to assessing and certificating young people's skills in planning and managing their own learning. This could be done through NCVQ's unit, 'improving own learning and performance' ... (Section 6.21.)
Education
Dearing 16-19 Review — Rec 53
The NRA should have a major role in developing skills in planning and managing one's own learning through a self-contained section, based on specially designed worksheets, which guides the student through the process. The section should be worked out in consultation with schools and colleges ... (Section 6.21.)
Education
Dearing 16-19 Review — Rec 52
With the support of employers, the NRA should be reviewed and relaunched, possibly under a new name which would reflect its wider role in personal development. (Section 6.21.)
Education
Dearing 16-19 Review — Rec 51
While recognising that the focus lies with 16-17 year olds, there should be research into ways of addressing the balance of provision among 16-25 year olds. (Section 5.23.)
Education
Dearing 16-19 Review — Rec 50
Monitoring should be undertaken to identify whether the vocational route is being seen by young people as a means of accessing higher education, and whether qualified apprentices are being offered full-time or part-time university places on completion of their Modern Apprenticeships. (Section 5.23.)
Education
Dearing 16-19 Review — Rec 49
Participation and achievement for males and females, and people from minority ethnic groups, should be monitored at national, regional and industry sector levels. (Section 5.23.)
Education
Dearing 16-19 Review — Rec 48
Employers taking on Modern Apprentices should plan their deployment on the completion of the apprenticeship to ensure that momentum is not lost. (Section 5.23.)
Education
Dearing 16-19 Review — Rec 47
Progression routes should be defined to make it easier for young people who have attained relevant GNVQs in full-time education to progress to Modern Apprenticeships and NVQs. (Section 5.23.)
Education
Dearing 16-19 Review — Rec 46
Employers should ensure that apprenticeships provide not only the necessary skills, but sufficient underpinning knowledge and understanding to enable Modern Apprentices, having obtained the NVQ level 3, to go on if they wish to part-time, full-time, or sandwich courses leading to diplomas and degrees. (Section 5.23.)
Education
Dearing 16-19 Review — Rec 45
Schools and the Careers Service should be well briefed so that young people have the Modern Apprenticeship option presented to them. (Section 5.23.)
Education
Dearing 16-19 Review — Rec 44
Consideration should be given to reformulating the Government guarantee to those not in full-time education or employment in the light of proposals for National Traineeships and the National Entry level provision. Decisions on the appropriate provision for any individual should be based on a careful assessment of their training needs. …
Education
Dearing 16-19 Review — Rec 43
Appropriate arrangements should be devised for funding TECs to contribute with local partners to the National Entry level provision. (Section 5.14.)
Education
Dearing 16-19 Review — Rec 42
Quality assurance arrangements for National Traineeships should be developed consistent with those for the Modern Apprenticeships. Given the different features of the National Entry level provision, arrangements may differ at this level. All quality assurance arrangements should be closely linked to arrangements in other pathways. (Section 5.14.)
Education
Dearing 16-19 Review — Rec 41
To help young people take full advantage of available progression opportunities and to continue their development, all should receive support in drawing up a career and training plan when they start and when they leave National Traineeships and the National Entry level provision. (Section 5.14.)
Education
Dearing 16-19 Review — Rec 40
Clear routes of progression should be established so that young people can readily progress up the levels of the National Traineeship and into Modern Apprenticeships, college-based provision or jobs as appropriate. (Section 5.14.)
Education
Dearing 16-19 Review — Rec 39
As with Modern Apprenticeships, applicants for National Traineeships and the National Entry level provision should be required to enter into an agreement with the training provider/TEC, perhaps brokered by the Careers Service, outlining the responsibilities of both the individual and the provider. (Section 5.14.)
Education
Dearing 16-19 Review — Rec 38
LEAs, TECs, the Careers Service, schools, colleges and other organisations with experience in developing provision at this level should be involved in developing and managing the National Entry level provision. Opportunities for links with college and school-based initiatives for the Entry level group should be explored. in order to bring …
Education
Dearing 16-19 Review — Rec 37
The National Entry level provision should foster the development of the three key skills of communication, the application of number and information technology including self-expression, and handling an interview ... (Section 5. 14.)
Education
Dearing 16-19 Review — Rec 36
For those not yet ready for NVQ level 1, including those with special training needs and those unclear about their career direction, National Entry level provision should be developed, geared towards the Entry level qualifications proposed in this Report (see Section 12), and available through a range of motivating vocational …
Education
Dearing 16-19 Review — Rec 35
Acceptance to a National Traineeship should be based on an assessment of the applicant's suitability. It should not be the fall-back position for young people without a job. (Section 5.14.)
Education
Dearing 16-19 Review — Rec 34
National Traineeships should offer a broad and flexible learning programme for young people, designed by Industry Training Organisations (ITOs) and TECs and delivered in partnership with colleges of further education. Each Traineeship should incorporate NVQs (at levels 1, 2 and perhaps 3 as appropriate to the industry), the three key …
Education
Dearing 16-19 Review — Rec 33
Youth Training, however currently named, should be relaunched as a system of National Traineeships , available at Foundation, Intermediate , and perhaps at Advanced levels , providing a vocational progression route to Modern Apprenticeships and the work-based route. (Section 5.14.)
Education
Dearing 16-19 Review — Rec 32
Arrangements should be made to provide for Wales and Northern Ireland to take part in the work of any new bodies established to undertake the present work of the NCVQ and SCAA, and meanwhile they will be represented on the joint committee of the NCVQ and SCAA. (Section 4.35.)
Education
Dearing 16-19 Review — Rec 31
The CCEA in Northern Ireland and the WJEC in Wales should move into offering GNVQs, through association with one or more of the existing GNVQ awarding bodies. (Section 4.35.)
Education
Dearing 16-19 Review — Rec 30
Further consideration should now be given as a matter of urgency, to ACAC taking responsibility for the GNVQ framework in Wales. (Section 4.35.)
Education
Dearing 16-19 Review — Rec 29
The regulatory bodies in Wales and Northern Ireland (ACAC and CCEA) should not extend their roles to cover policy towards and accreditation of, the NVQ. (Section 4.35.)
Education
Dearing 16-19 Review — Rec 28
The Welsh Office and the Department for Education in Northern Ireland, together with ACAC, CCEA and their English counterparts, should consider which structure would best preserve the responsiveness and distinctiveness of the present arrangements, while progressing towards removing the academic/vocational divide. (Section 4.32.)
Education
Dearing 16-19 Review — Rec 27
In the meantime, the Government should support the co-ordinating work of the joint committee of the NCVQ and SCAA, with the full involvement of Wales and Northern Ireland. (Section 4.30.)
Education
Dearing 16-19 Review — Rec 17
Particular attention should be paid to how these arrangements might apply to the development and approval of NVQs and work-based training such as Modern Apprenticeships, and the new initiatives to replace Youth Training which are proposed in Section 5. (Section 3.43.)
Education
Dearing 16-19 Review — Rec 10
The joint committee might also consider whether in the longer term there is a case for a national subject framework for qualifications based on coherent groupings of broad subject areas. (Section 3.27.) (1) It is for consideration to what extent in Wales these should be identified as 'Welsh National'.
Education
Dearing 16-19 Review — Rec 6
The distinguishing characteristics appropriate to each pathway should reflect the underlying purpose, as outlined below. A level and GCSE - where the primary purpose is to develop knowledge, understanding and skills associated with a subject or discipline. Applied education (GNVQ) - where the primary purpose is to develop and apply …
Education
Dearing 16-19 Review — Rec 5
The form of the new certificates should be as illustrated at the end of Section 3. (Section 3.13.)
Education
LGO / SPSO decisions(19)
23-012-082 — Lancashire County Council
Summary: Mrs B complains about how the Council dealt with her son’s Education Health and Care (EHC) Plan. There was fault by the Council. It failed to issue a final EHC Plan or plan his transition post-16 placement for Z in 2022. The Council then failed to make a decision …
LGO (Local Government & …
Education
Upheld
Apr 2024
25-006-137 — Manchester City Council
Summary: There was fault in the way the Council considered Mr X’s application for post-16 transport assistance. The Council confused the law and policy for pre and post 16 pupils and this casts doubt on the accuracy of the decision made. The Council has agreed to review the decision, apologise, …
LGO (Local Government & …
Education
Upheld
Jan 2026
21-007-443 — Staffordshire County Council
Summary: Miss Y complains about the Council’s decision to suspend its Temporary Vacant Seat scheme on home to school transport and the way it communicated with her. We find the Council was not at fault in the way it reached its decision to suspend and then end the scheme. But …
LGO (Local Government & …
Education
Upheld
Apr 2022
23-009-930 — Kent County Council
Summary: Mrs X complained the Council unfairly refused her application and appeal for post 16 home to school transport for her child, Y. We have ended our investigation as the Council has agreed to offer Mrs X a fresh appeal due to a change in circumstances.
LGO (Local Government & …
Education
Not Upheld
Apr 2024
23-014-605 — Suffolk County Council
Summary: Mr X complained the Council wrongly asked him for a contribution to his son’s post-16 school transport. There was fault with how the Council took too long to issue a final EHC plan for Y and how it decided whether to charge a contribution towards Y’s school transport costs. …
LGO (Local Government & …
Education
Upheld
Sep 2024
24-018-884 — Nottinghamshire County Council
Summary: We will not investigate this complaint about the Council’s handling of Mr Y’s transfer to a post-16 educational placement. This is because there is either not enough evidence of fault by the Council or of any fault causing significant injustice, and Mr X, the complainant, has also used his …
LGO (Local Government & …
Education
Apr 2025
24-019-017 — Bury Metropolitan Borough Council
Summary: Mrs X complained about the Council’s handling of her child Y’s Education, Health and Care (EHC) Plan since 2023 including annual review delays and a failure to pay the personal budget. The Council was at fault. It failed to carry out annual reviews between August 2023 and July 2024 …
LGO (Local Government & …
Education
Upheld
Aug 2025
25-011-022 — Surrey County Council
Summary: We will not investigate Mr X’s complaint about the Council’s consultation into changes to its post-16 transport policy. This is because there is not enough evidence of fault by the Council to warrant an investigation.
LGO (Local Government & …
Education
Jan 2026
22-001-773 — West Northamptonshire Council
Summary: Mrs X complained the Council has failed to provide her son, Y, with suitable education while he was unable to attend school and he has missed education. Mrs X also complained the communication with the Council was difficult. Mrs X says she suffered distress and has had to give …
LGO (Local Government & …
Education
Upheld
Sep 2022
23-019-623 — City of Bradford Metropolitan District Council
Summary: We will not investigate this complaint about post-16 home to school transport for a young person with special educational needs. Further investigation will not lead to a different outcome.
LGO (Local Government & …
Education
Jun 2024
24-012-749 — London Borough of Sutton
Summary: We found fault by the Council on Mr Y’s complaint about the way it dealt with his application for post-16 Travel Assistance and appeals. It failed to properly consider them and give full reasons for its decisions. It also fettered its discretion. This caused distress as Mr Y does …
LGO (Local Government & …
Education
Upheld
Jun 2025
24-009-231 — Suffolk County Council
Summary: We will not investigate this complaint about the Council’s Post 16 transport policy and its decision not to provide transport for Mr X’s daughter, Y.
LGO (Local Government & …
Education
Nov 2024
201202165 — A Council
Mrs C's two children were educated at home. During the academic year 2011/2012, they both attended a course at a local community high school. However, with little notice, the course was withdrawn and there was no alternative provision. Mrs C was later told that community courses were only available to …
SPSO (Scottish Public Se…
Local Government
Partly Upheld
Oct 2013
201507799 — University of the West of Scotland
Mr C complained about the university's handling of his application to study an undergraduate degree, and therefore to qualify for home fee status. He said that there was unreasonable delay and confusion in assessing and classifying him for the purposes of tuition fees and that the application of the university's …
SPSO (Scottish Public Se…
Education
Upheld
Feb 2017
201808010 — University of the West of Scotland
Mr C, a solicitor, complained on behalf of his client (Mr A) about the university's handling of an academic appeal. Mr A was withdrawn from his degree programme because of inadequate attendance. Mr A appealed against this decision. The university did not uphold his appeal and concluded that the withdrawal …
SPSO (Scottish Public Se…
Education
Not Upheld
Oct 2019
21-007-495 — East Sussex County Council
Summary: Mrs X complained about the Council’s decision to refuse her son, F, post-16 home to college transport. The Council considered Mrs X’s appeal and the information she provided in line with relevant guidance in making its decision and was not at fault.
LGO (Local Government & …
Education
Not Upheld
Apr 2022
201004949 — Stevenson College
Mrs C's son, Mr A, applied to the college for a place on an automotive engineering course. There was an apparent mix up with his application and he did not get a place. By the time this came to light, the course was full and Mr A was offered a …
SPSO (Scottish Public Se…
Education
Not Upheld
Dec 2011
201004978 — Scottish Borders Council
Mr C's daughter was a candidate for the Scottish Qualification Authority (SQA) Higher physics examination in May 2010. In early 2010, she obtained a B grade pass in the school’s preliminary physics examination and had targeted the same grade in the final Higher examination. In the event, Mr C’s daughter …
SPSO (Scottish Public Se…
Local Government
Not Upheld
Feb 2012
25-012-655 — Bury Metropolitan Borough Council
Summary: We will not investigate this complaint about the Council’s decision to withdraw post 16 travel assistance. This is because an investigation would be unlikely to find fault with the Council’s actions.
LGO (Local Government & …
Education
Jan 2026