School leaders congratulate students on GCSE and VTQ Level 1 and 2 results

As students across the country received their GCSE and VTQ Level 1 and 2 results today, Paul Whiteman, general secretary of the school leaders’ union NAHT, offered his congratulations.

“Congratulations to all students receiving their GCSE and VTQ Level 1 and 2 results today. These grades will be the culmination of years of hard work by both pupils and teachers, and they should all be very proud of their achievements,” he said.

Regional variation

Mr Whiteman also highlighted persistent regional gaps in attainment. “The differences between London and the West Midlands and Yorks/Humber at C/4 are particularly significant – although this gap has reduced, it is because of a dip in London grades rather than improvements elsewhere.

“The reasons for this continued regional disparity need to be properly understood if they are to be tackled. This could range from differences in the impact of COVID and the cost-of-living crisis, to specific areas of poverty, and varying investment into education, health, social care and other support services and infrastructure in London and the South compared to the North.

“We also need to see similar data collected for VTQs in order to build a complete picture of the situation, as these qualifications are equally important in supporting young people to take their next steps.”

English and maths resits

Commenting on GCSE resits, Mr Whiteman said the current policy is not fit for purpose. “Less than 20 per cent of 17–19-year-old students achieve a grade 4 in English, and just over 15 per cent in maths. NAHT has long called for reform of the current policy that forces students into repeated resits, which is demotivating and ineffective.

“What is needed are more appropriate and engaging alternatives to GCSEs in English and maths at KS4. Post-16 students who need to continue these subjects must be allowed to study qualifications that suit their needs and ambitions, rather than defaulting to GCSE resits. Gaining the numeracy and literacy skills they need is what’s important, not what the qualification is called.

“In general, we need changes to improve students’ experiences of maths and English at Key Stage 4 and beyond, prioritising literacy and numeracy skills for everyday life. The curriculum should be engaging and motivational; excessive content in GCSE maths and English should be cut, and exams shortened and simplified.”

GCSE reform

With more than 360,000 VTQ results issued today, Mr Whiteman emphasised the importance of these qualifications alongside GCSEs.

“GCSEs alone don’t meet the needs of all learners. The volume of content, reliance on final exams, and the average of 30+ hours of exams per student at the end of Key Stage 4 are excessive and unnecessary.

“We must move away from an almost exclusive reliance on fully linear, terminal exams. Modular assessments, non-exam assessments, and project-based work should complement exams to better assess what students know and can do.

“We need to value a broad mix of qualifications, including vocational options, and restore meaningful subject choice at Key Stage 4 to reduce the negative impact of limiting options. EBacc must be scrapped and Progress 8 reformed to enable this. There is a lot to improve at Key Stage 4, and we hope the recommendations of the Curriculum and Assessment review reflect this urgent need for change.”

Education Record app

A new “Education Record” mobile app is being piloted this summer in two regions.

“Providing students with a digital record of their exam results seems an entirely sensible development. If it goes well with GCSE results this year, expansion to include post-16 qualifications could make this a really useful tool for moving between education providers, or for training and employment applications.

“It’s important to remember this app is not designed to replace the experience of students going into school to collect their results, where they have access to support from teachers and friends. We will be watching closely to see how the app performs today, hear feedback from participants, and consider its potential expansion.”

Competition for sixth-form places

Finally, Mr Whiteman acknowledged the pressures on post-16 admissions this year. “There is extra pressure on secondary and sixth-form admissions due to a pupil population bulge. Some sixth form colleges may be over-subscribed, especially in areas with new house building.

“However, there is a wide range of post-16 options for young people. Attending a sixth-form college to do A-levels is not the only route. Colleges are often flexible in response to applications and offer a wide range of academic and vocational courses. Young people should be confident they will find a course that suits them and allows them to take the next steps in education or training.”