Question to the Department for Education:

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; and whether she plans to expand the use of (A) Functional Skills and (B) alternative competency-based qualifications to support learners for whom repeated GCSE retakes are not appropriate.

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.