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To ask the Secretary of State for Education, what assessment she has made of the reasons why approximately 30% of 16-year-olds did not achieve a grade 4 or above in a) GCSE English and b) GCSE Mathematics in 2026.
To ask the Secretary of State for Education, what assessment she has made of the reasons why approximately 30% of 16-year-olds did not achieve a grade 4 or above in a) GCSE English and b) GCSE Mathematics in 2026.
To ask the Secretary of State for Education, what assessment she has made of the factors contributing to regional disparities in 2026 GCSE a) English and b) Mathematics attainment.
To ask the Secretary of State for Education, what assessment she has made of the factors contributing to regional disparities in 2026 GCSE a) English and b) Mathematics attainment.
To ask the Secretary of State for Education, what assessment she has made of the effectiveness of the current requirements for students who do not achieve a grade 4 in GCSE a) English or b) Maths to continue studying those subjects post-16.
To ask the Secretary of State for Education, what assessment she has made of the effectiveness of the current requirements for students who do not achieve a grade 4 in GCSE a) English or b) Maths to continue studying those subjects post-16.
To ask the Secretary of State for Education, what information her Department holds on the reasons for levels of pass rates among students aged 17 and over resitting GCSE a) English and b) Maths in 2026.
To ask the Secretary of State for Education, what information her Department holds on the reasons for levels of pass rates among students aged 17 and over resitting GCSE a) English and b) Maths in 2026.
To ask the Secretary of State for Education, what assessment she has made of the effectiveness of GCSE resits in improving a) English and b) Maths attainment among students who did not achieve a grade 4 at age 16.
To ask the Secretary of State for Education, what assessment she has made of the effectiveness of GCSE resits in improving a) English and b) Maths attainment among students who did not achieve a grade 4 at age 16.
To ask the Secretary of State for Education, whether students required to resit GCSE Mathematics alongside A-level study are mandated to attend school-delivered resit classes, including in cases where they are receiving private tuition outside of school.
To ask the Secretary of State for Education, whether students required to resit GCSE Mathematics alongside A-level study are mandated to attend school-delivered resit classes, including in cases where they are receiving private tuition outside of school.
Progress towards and attainment of Level 2 maths and English is essential for helping students seize opportunities in life, learning and work. The 16 to 19 maths and English Condition of Funding ensures students have this opportunity. Students aged 16 to 19 who have not yet achieved a GCSE grade 4 in maths are required to continue studying towards Level 2 maths as part of their study programme. Under the 16 to 19 maths and English Condition of Funding, institutions are required to deliver a minimum of 100 hours in-person, whole class, standalone teaching in maths each academic year for eligible students on 16 to 19 study programmes and T Levels. Any additional support, including remote, online delivery or private tuition can be delivered in addition to the minimum teaching hours.
To ask the Secretary of State for Education, what support she is providing to students who want to pursue a creative course for further education but cannot due to not obtaining English and Maths GCSEs despite resits.
To ask the Secretary of State for Education, what support she is providing to students who want to pursue a creative course for further education but cannot due to not obtaining English and Maths GCSEs despite resits.
Level 2 English and mathematics skills are essential for progression in work and further study, and providers are required to continue teaching English and/or mathematics to students aged 16 to 19 without these skills. Learners aged 16 to 18 at the start of their apprenticeship are required to achieve English and/or maths qualifications as an exit requirement.
The department does not set entry requirements for further education (FE) courses and guidance is clear that decisions to enter students into English and mathematics exams should be based on readiness to improve their grade.
The Post-16 Education and Skills White Paper outlined further support for providers to improve outcomes for all students, on study programmes. We have introduced teaching hours requirements and will also introduce new Level 1 preparation for GCSE qualifications. We are working with the FE Commissioner to share effective practice. Proposed reforms to level 2 and 3 vocational and technical pathways will also be designed to ensure there is sufficient time to continue studying English and mathematics.
To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of the requirement to resit Maths and English GCSEs until passing on young people starting their careers and pursuing vocational further education and apprenticeships.
To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of the requirement to resit Maths and English GCSEs until passing on young people starting their careers and pursuing vocational further education and apprenticeships.
Level 2 English and mathematics skills are essential for progression in work and further study, and providers are required to continue teaching English and/or mathematics to students aged 16 to 19 without these skills. Learners aged 16 to 18 at the start of their apprenticeship are required to achieve English and/or maths qualifications as an exit requirement.
The department does not set entry requirements for further education (FE) courses and guidance is clear that decisions to enter students into English and mathematics exams should be based on readiness to improve their grade.
The Post-16 Education and Skills White Paper outlined further support for providers to improve outcomes for all students, on study programmes. We have introduced teaching hours requirements and will also introduce new Level 1 preparation for GCSE qualifications. We are working with the FE Commissioner to share effective practice. Proposed reforms to level 2 and 3 vocational and technical pathways will also be designed to ensure there is sufficient time to continue studying English and mathematics.
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of the compulsory GCSE (a) English and (b) maths resit policy on the (i) wellbeing, (ii) progression and (iii) attainment of post-16 learners, including those with SEND or who experienced pandemic-related disruption;...
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of the compulsory GCSE (a) English and (b) maths resit policy on the (i) wellbeing, (ii) progression and (iii) attainment of post-16 learners, including those with SEND or who experienced pandemic-related disruption;...
The department recognises that Level 2 English and maths skills are essential for progressing in life, learning and work. That is why we require providers to continue teaching English and maths to students without these skills. This policy has seen hundreds of thousands of 16 -19 students attain Level 2, and many others improve their grade beneath that. It allows students to study towards a range of approved qualifications including Functional Skills Qualifications at Level 2, 1 and entry level.
In our Post-16 Education and Skills White Paper and response to the Curriculum and Assessment Review, we recognise we can further support providers to improve English and maths outcomes for all students. We have introduced a minimum teaching hours requirement, supported by additional funding, and will also introduce new Level 1 preparation for GCSE qualifications. To support student wellbeing, we have clarified our expectations around exam entry and are working with the Further Education Commissioner to share effective practice.
To ask the Secretary of State for Education, what assessment her Department has made of the effectiveness of the Education and Skills Funding Agency in enabling young people to retake English and Maths GCSEs to a timetable that enables them to undertake paid employment.
To ask the Secretary of State for Education, what assessment her Department has made of the effectiveness of the Education and Skills Funding Agency in enabling young people to retake English and Maths GCSEs to a timetable that enables them to undertake paid employment.
Progress towards, and attainment of, level 2 mathematics and English is essential for helping 16 to 19 students to by allowing them to seize opportunities in life, learning and work.
Under Part 1 of Education and Skills Act 2008, young people aged 16 and 17 who have not attained level 3 qualifications of sufficient size are under a duty to continue in education or training until their 18th birthday. However, schools and colleges can tailor a study programme to the needs of an individual student, and we know that many students undertake part time work alongside their studies.
Study programmes are designed to be full-time with a minimum of 580 planned hours per academic year, however, part time programmes may be agreed where, for example, a student combines part time education with full time employment.
I start by welcoming the noble Lord, Lord Mohammed of Tinsley, to his new role on the Front Bench. I will do my best to cover the points made by the noble Baroness, Lady Barran, and the noble Lord—although I note that, for the second time in a row in...
I start by welcoming the noble Lord, Lord Mohammed of Tinsley, to his new role on the Front Bench. I will do my best to cover the points made by the noble Baroness, Lady Barran, and the noble Lord—although I note that, for the second time in a row in...
Lords statement on plans to renew the national curriculum.
Lords statement on plans to renew the national curriculum.
My Lords, I start by acknowledging the work of Professor Becky Francis and her expert advisory team on this very important and detailed review. They were set clear criteria, which the team has diligently sought to incorporate. The level of detail in the review means that, given the time available,...
My Lords, I start by acknowledging the work of Professor Becky Francis and her expert advisory team on this very important and detailed review. They were set clear criteria, which the team has diligently sought to incorporate. The level of detail in the review means that, given the time available,...
Just how long will this take? Will the Back-Benchers ever get in?
Just how long will this take? Will the Back-Benchers ever get in?
They will get 20 minutes.
To take one example of curriculum change and how to spot misinformation, as Daisy Christodoulou wrote in her recent blog on the Pacific Northwest tree octopus, there is a risk that we end up with simple checklists that aim to identify misinformation but which, in practice,...
They will get 20 minutes.
To take one example of curriculum change and how to spot misinformation, as Daisy Christodoulou wrote in her recent blog on the Pacific Northwest tree octopus, there is a risk that we end up with simple checklists that aim to identify misinformation but which, in practice,...
My Lords, I too begin by thanking Professor Becky Francis for her Curriculum and Assessment Review report. There is much in this final report that we on these Benches can welcome.
Indeed, quite a few of the ideas bear a distinctly Liberal Democrat imprint: renewed emphasis on a broad and...
My Lords, I too begin by thanking Professor Becky Francis for her Curriculum and Assessment Review report. There is much in this final report that we on these Benches can welcome.
Indeed, quite a few of the ideas bear a distinctly Liberal Democrat imprint: renewed emphasis on a broad and...
My Lords, I congratulate the Minister and the Government on accepting the major recommendation of the Becky Francis report, which was to remove the EBacc curriculum that was imposed on all schools by Michael Gove—now the noble Lord, Lord Gove—in 2010. The EBacc consists of eight academic subjects. Word for...
My Lords, I congratulate the Minister and the Government on accepting the major recommendation of the Becky Francis report, which was to remove the EBacc curriculum that was imposed on all schools by Michael Gove—now the noble Lord, Lord Gove—in 2010. The EBacc consists of eight academic subjects. Word for...
I am going to sit down in a moment.
I am going to sit down in a moment.
Some of the long speeches we hear are not from the Back Benches but from the Front Benches, if I may say so. The only comment I will make is that the Government have in fact embarked on revolution, not evolution.
Some of the long speeches we hear are not from the Back Benches but from the Front Benches, if I may say so. The only comment I will make is that the Government have in fact embarked on revolution, not evolution.