GCSE Attainment: Exacerbating Disadvantage

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In 2024, approximately 175,898 students failed to achieve a standard pass in GCSE Maths, and 181,682 students did not pass their GCSE English. Several factors including changes in curriculum, grading systems and the wider educational landscape have contributed to achievement level variations over the years, with significant fluctuations seen due to the impact of the COVID-19 Pandemic. However, persistent trends, such as the widening disadvantage gap and significant regional disparities in attainment have continued to deepen the inequalities that affect young people’s opportunities.

GCSE Results affect life chances

A recent study by the Nuffield Foundation which linked data from the National Pupil Database (NPD) and Longitudinal Education Outcomes (LEO) to track a cohort of students who did not achieve a standard pass in GCSE Maths and English found that background plays a significant role in predicting both attainment at Key Stage 4 and subsequent post-16 pathway options. This is particularly evident for students who have ever been eligible for Free School Meals (FSM) and achieved grades of E, F, or G.

Over the four-year period (2011-2015), pupils who were ever FSM and obtained grades of E, F, or G were more likely to be NEET (Not in Education, Employment, or Training), with 30% of them falling into this category by 2015. This is compared to just 17% of students who had never received FSM but achieved similar grades. In contrast, only 31% of students who were ever FSM were employed by 2015, compared to 43% of their peers who had never received FSM.

The latest research by the L&W Institute indicates that where you live matters. In the West Midlands, 27% of adults are qualified below GCSE level, compared to 9% in West London, showing that individuals in the West Midlands are three times more likely to lack basic qualifications than those in West London. If these trends continue, it is predicted that by 2035, 74% of adults in London are expected to have at least an A-Level or equivalent qualification, whereas only 59% in the West Midlands will.

Why does this matter to Youth Friendly Employers?

Many employers are focused on increasing opportunities for a diverse workforce in their business, so understanding where there may be barriers to entry is a key component to recruiting diversely. If employers standardise entry requirements such as English & maths GCSE they will be excluding quite a significant proportion of the young people in their community.

It makes sense why English and maths are measured, and sometimes a job role will require this level, but that is not always the case. And we must remember that there are lots of reasons young people do not achieve English and maths, but that their capability and skill set could be really valuable for the right employer and opportunity.

What we advise employers

We talk about this challenge with our Members often and have a range of resources on our Members’ dashboard about the alternatives to standardising exam results. Here are some key practices that youth-friendly employers are adopting:

  • Evaluate job specifications and recruitment criteria thoughtfully. Look at each job spec and the recruiting criteria on a case-by-case basis to identify what skills, experience and qualifications are truly essential for the role. Evidence suggests that focusing on critical requirements rather than formal qualifications helps create a more inclusive hiring process, opening up opportunities for a broader talent pool.
  • Address skills gaps through training and development. When skills or qualifications gaps are identified, consider investing in training opportunities. This could include in-house training or outsourced, such as with external providers.
  • Value transferable skills. Consider the knowledge and transferable skills that young people from disadvantaged backgrounds may have acquired, such as resilience, problem-solving and creativity. These transferable skills are often acquired through overcoming challenges and can be readily applied to the workplace with minimal additional training.

Youth Employment UK’s views from a policy perspective

The curriculum and Assessment review that is happening, which is looking at the education landscape, really needs to factor in the inequality of a ‘one-size-fits-all’ approach as we have now. It is leaving young people behind and the gaps for those who face barriers are growing. We have made our recommendations to the Curriculum and Assessment Review and continue to promote and share the work we have done on the Young Persons Entitlement, a more flexible and student-centred approach to education and skills.

For more information, please email info@youthemployment.org.uk or call 01536 513388.

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As experts on youth employment and co-founders of the Youth Employment Group, we are ideally placed to understand the complex landscape facing young people, employers and policy makers.