Commenting on the GCSE results, Chris Keates,
General Secretary of the NASUWT-The Teachers’ Union,
said:
“The fact that there has been a small overall fall in outcomes is
to be expected and is the consequence of the changes to both the
grading system in English and maths and changes to the
accountability system.
“The fact that such relatively stable results have been achieved
against a backdrop of uncertainty and anxiety caused by the
rushed reforms to the grading system and the ongoing resource
pressures within schools is a great tribute to the hard work and
dedication of the young people and their teachers.
“This year’s enforced changes to the grading of maths and English
created great uncertainty for pupils, teachers, parents and
employers. Schools have been forced largely to navigate the way
for themselves largely due to the rushed and poorly planned
reform timescale imposed by the Government.
“Fortunately they were able to come through for the young people
involved, driven by the recognition of the importance of these
examinations to the life chances of pupils. The expectation
that schools will continually plug the gap for Government
failures simply cannot continue.
“Before rolling out the new grades to further subjects, the
Government must learn from the mistakes of the last twelve months
and provide clear and timely guidance to schools to prevent a
repeat of the unnecessary anxiety, confusion and additional
workload which has added to the pressures teachers are already
facing.
“Once again the adverse impact of the EBacc is evident in the
alarming drop in the number of students taking artistic,
practical and creative subjects at GCSE.
“The NASUWT has long raised concerns about the EBacc depriving
young people of the opportunity to take creative subjects in
which many of them have the skills and talents to excel and
despite the clear link of many of these subjects to careers and
occupations in sectors in which the UK leads the field.
“This clearly shows the Government’s high-stakes accountability
regime and its pointless EBacc measure is denying children the
opportunity to access the broad and balanced curriculum to which
they are entitled.”
