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The controversial policy of mandatory GCSE resits for maths and English faces mounting criticism, prompting a government-led review and plans for a new vocational pathway to better support student achievement and morale.<\/p>\n<\/div>\n
The current policy requiring students who fail GCSE maths and English to repeatedly resit these exams during post-16 education is facing strong criticism from education experts and leaders, with calls for significant reform. Becky Francis, head of the government\u2019s curriculum review, has described the policy as too inflexible and detrimental to student progress and morale. Highlighting recent figures, she noted that of 3,400 17-year-olds who scored a grade 2 in GCSE maths in summer 2024, only around 50 managed to achieve the government\u2019s benchmark grade 4 in their resits later that year. This low success rate has raised concerns about the effectiveness of mandatory resits and their impact on young people\u2019s confidence and future prospects.<\/p>\n
Francis is spearheading a full curriculum review ordered by education secretary Bridget Phillipson, with recommendations aimed at developing a more nuanced and evidence-driven strategy to support students post-16. According to The Guardian, these recommendations will be reflected in an imminent skills white paper, expected early next week, which is also set to introduce a new vocational qualification alongside A-levels and T-levels. Known tentatively as V-levels, this qualification seeks to offer a third pathway for students, particularly benefiting those from socioeconomically disadvantaged backgrounds who disproportionately pursue vocational routes. Francis emphasised that a strong third vocational pathway is crucial to diversify post-16 education options beyond the current academic and technical routes.<\/p>\n
Industry voices have been vocal about the flaws in the compulsory resits policy. Jill Duffy, former chief executive of the OCR examination board, described the volume of resits as a crisis, attributing poor outcomes to students missing fundamental skills earlier in their schooling. Similarly, the Association of School and College Leaders\u2019 general secretary, Pepe Di\u2019Iasio, expressed frustration that mandatory retakes often fail to help students reach the required standard and instead erode their confidence. He welcomed the government\u2019s plans for reform, underscoring the importance of creating qualification pathways that instil pride and lead to higher education, apprenticeships, or careers.<\/p>\n
The policy has encountered opposition from MPs on the House of Commons education select committee and headteachers\u2019 unions, some of whom have labelled the resit requirement a demotivating \u201cremorseless treadmill.\u201d Calls have been made to scrap the policy or at least offer more engaging alternatives to GCSEs in maths and English during Key Stage 4, reflecting the growing consensus that the current approach may do more harm than good.<\/p>\n
Academic experts have also weighed in; Professor Alan Smithers described the compulsory resit system as \u201cdemoralising\u201d and \u201csoul-destroying,\u201d advocating for alternative programmes focused on building fundamental fluency in literacy and numeracy rather than repeated exam attempts.<\/p>\n
Meanwhile, government policy has mandated minimum teaching hours for students retaking maths and English\u2014three hours weekly for English and four for maths\u2014to boost acquisition of these essential skills. Updated funding conditions for the 2025-2026 academic year require students to pass a qualifying period on each qualification to ensure adequate support and engagement before results count, reflecting ongoing attempts to improve the system beyond the resits mandate.<\/p>\n
The forthcoming skills white paper will provide further detail on how the government plans to balance examination standards, support for struggling students, and the expansion of vocational education in response to widespread concern about the current resit policy\u2019s limitations.<\/p>\n