The GCSE Resit Policy: A System in Crisis?

August 21, 2025 05:05 PM
Education Leaders Demand Urgent Reform of 'Demotivating' GCSE Resit Policy

Education leaders and policy experts are warning that the government’s mandatory policy for students to resit GCSE English and maths is "not fit for purpose," with many calling for a complete overhaul of the system.

The growing number of post-16 students required to retake these core subjects has ignited a debate over the effectiveness of the current approach. Despite educators working tirelessly to improve outcomes, new data shows a rising number of 16-year-olds failing to achieve a Grade 4 in English and maths, pushing more young people into the resit system.

According to analysis by the PA news agency, approximately 183,450 16-year-olds in England did not achieve a Grade 4 or higher in English language this year, an increase of 1,770 from last year. Similarly, while the number of failures in maths saw a slight decrease, 174,930 students still did not meet the standard pass. These figures coincide with a rise in the number of 17-year-old and over students taking GCSEs, up 12.1% from last year, further highlighting the scale of the challenge.

Critics of the policy argue that forcing students to repeatedly sit for the same exam is both ineffective and deeply demoralizing. Pepe Di’Iasio, general secretary of the Association of School and College Leaders (ASCL), highlighted the futility of the current system. “It is utterly demoralising for these young people,” he stated, emphasizing that a better way must be found to support literacy and numeracy skills. He urged the government’s ongoing curriculum and assessment review to "grasp this nettle" and address the issue head-on.

This sentiment was echoed by Catherine Sezen, director of education policy at the Association of Colleges (AoC), who called for a “more flexible, evidence-based approach” that empowers colleges to meet learners’ individual needs. She warned that continuous resits can "undermine confidence and motivation" and are not the answer to building essential skills.

The NAHT school leaders’ union also weighed in, with general secretary Paul Whiteman describing the policy as "demotivating and ineffective." He argued for more "appropriate and engaging alternatives" to GCSEs for post-16 students, allowing them to pursue qualifications that better suit their needs and ambitions. Jill Duffy, chief executive of the OCR exam board, went a step further, labeling the situation a "resit crisis" that requires fundamental reform, not just minor policy adjustments.

While acknowledging the rise in resits, Sir Ian Bauckham, chief regulator at Ofqual, linked the trend to a growing teenage population and the return to pre-pandemic grading standards. He defended the core policy, stating that continuing to study English and maths is the right thing to do, but stressed that the policy is not for students to do "multiple resets," but rather to continue their education in these subjects.

With the government’s curriculum and assessment review due to publish its final report this autumn, the pressure is mounting on policymakers to address the concerns of education leaders. Education Secretary Bridget Phillipson has confirmed the review will look at how to best support young people who do not achieve a good pass, a crucial step for opening up future opportunities.

The debate highlights a deep-seated tension in the UK education system: a desire to ensure all students have a strong foundation in core skills versus the reality of a policy that, for many, is failing to deliver. As the number of resits climbs, the call for meaningful reform grows louder, putting the spotlight on what a truly effective and supportive system for post-16 learners should look like.