Listen to this story Members can listen to an AI-generated audio version of this article. 1.0x Audio narration uses an AI-generated voice. 0:00 0:00 Become a member to listen to this article Subscribe The Department for Education is currently consulting on proposed post-16 English and maths stepping stone qualifications for students who leave school with a GCSE grade 2 or below. As most of these students study in colleges, how should the sector respond? Around a third of secondary students do not achieve a GCSE grade 4 in English and/or maths by the age of 16. Although many have developed their literacy and numeracy skills over time, their Year 11 results mean they often arrive at college demoralised and demotivated, while also facing greater socio-economic disadvantage. College teachers work hard to rebuild these students’ confidence and get them back on track. In 2024-25, more than 70,000 college retakers improved their GCSE grade in either English or maths, and 27,000 (39 per cent) of these improved from a grade 2 or grade 1. From my own experience of teaching basic numeracy, I know that with encouragement, structured support and effective feedback, these students can succeed. Aiming for fluency in English and maths cannot be optional, and restricting ourselves to the merely ‘functional’ would cap aspiration and add curriculum disadvantage to socio-economic disadvantage. I have spent my professional life arguing against the labelling, tracking and segregation of young people based on prior attainment because we know who loses out in these systems. But there is no magic bullet for raising achievement; it requires a positive institutional culture alongside coherent and well-grounded pedagogy. That is the message of the DfE’s recent publication on effective college retake practice. So how might new stepping stone qualifications help GCSE retakers? For many students at this level, the gap between where they are and where they want to be can feel too wide. They are a highly diverse group with a broad range of needs, but we know that to re-engage them we must start where they are, while recognising and valuing their progress. The point of a stepping stone qualification is precisely to overcome barriers, break the journey to grade 3 into manageable stages and build confidence for the next step towards grade 4. The Social Mobility Commission has recognised the importance of smaller, incremental steps rather than a ‘massive leaps’ approach. Social immobility is shaped by a complex interaction of inequalities and will not be solved simply by introducing a new qualification. However, well-designed stepping stones can help support progression. Providing stepping stones is what colleges already do. Everything we offer students is a step towards something else: employment, higher-level qualifications or further skills development. A good stepping stone should build confidence and mastery while leading somewhere meaningful. It should value incremental progress towards a shared goal and ensure that no one is excluded, segregated or left on a road to nowhere. That is the exact opposite of a two-tier or tracked system. We also need to avoid myth-making about new qualifications before we know what they will look like. At this stage, the design is still under discussion, but some points are already clear. First, the standard will be pitched at a strong GCSE grade 3 which, like grades 1 and 2, sits within level 1. Progress within a level does not mean standing still; it is real progress and can be measured. Second, there is no suggestion that stepping stone qualifications will be mandatory or that learners will be prevented from retaking GCSEs as soon as they are ready. Third, they may not have a simple pass/fail outcome, with grading at both module and qualification level appearing possible. Reform always creates pressure and brings opportunity costs. But change in this area is long overdue, and the benefits of a more inclusive and staged approach, alongside the proposed pedagogical support, could far outweigh the initial costs. College English and maths teachers deserve the best possible tools for the work they do. That includes qualifications which recognise student progress at every stage, from GCSE grade 1 towards grade 4 and beyond. Stepping stones may be exactly what we need to support students who have experienced the stumbling block of “failure” at 16. Whether you agree or not, please engage with the DfE consultation.
Maureen Houghton 24 May 2026 This is excellent in theory but having a son who works in this sector, he has seen year after year financial cuts to post 16 colleges (and lack of pay increases to especially the non-teaching staff). The government needs to invest more in this type of education so that these youngsters feel it is for them and gives them a different route to eventual employment.
Gill Scott 26 May 2026 The key challenge is not the name (functional, applied or similar) but the assessment methodology – in our norm referenced (statistically adjusted is the new term – this to hide the reality of what it means) approach we still have the bell curve grading model which, a model of demonstrating the ability to know and apply English and maths skills in context. Having stepping stones matters less than the assessment model to ensure that 100% achievement is potentially possible, and if designed well expected. High stake end exam assessment is also problematic for young people for various reasons, and there needs to be consideration of robust, rigorous assessment that enables students to clearly demonstrate their knowledge and skills. Will certainly add my thoughts to the consultation and also reference the concerns raised by Kathleen Tattersall, when she resigned as Chair of Ofqual when Gove introduced his education reforms – she predicted the impact on young people of the academic focus of the curriculum that is now so evident in NEET stats – we saw this coming and we are now responsible to make things better – we need to listen to what young people say about becoming NEET and to better design learning for all. Stepping stones qualification design is not just about the name or the size but about creating genuine steps to success with assessments that are robust, well-designed and enable progress – “Education is about encouraging success and the raising of aspirations, not the writing off of a generation” Kathleen Tattersall Letter of resignation to Secretary of State for Education July 2010 – for further reflection on NEET and qualification reforms https://gillscottconsultancy.co.uk/gills-blog-shaping-excellence-from-the-year-of-the-wood-snake-to-the-year-of-the-fire-horse/
Ingrid Eke 28 May 2026 Stepping stones should demonstrate progress made beyond just aiming for the final product or end result. We are at risk of having more NEET learners if every ‘step’ or ‘stone’ does not present time value useable outside the study program. What skill attained would it reflect? If a learner does not attain the desired grade 4 and above in GCSE, would these stepping stones enable them gain employment or opportunities for further studies and advancement in their chosen field of study? We need to consider these groups of students as their effort and time is valuable. We don’t want the ‘stepping stone’ qualification to become a stigma. Give it real value.