Read our full response to the review and the Government's proposals to introduce an entitlement to Triple Science at GCSE ⤵️

www.suttontrust.com/news-opinion...

We were pleased to have made a submission to the Government’s call for evidence for this review.

Read our full response to todays’ announcement ⤵️

www.suttontrust.com/news-opinion...

In order to successfully introduce an entitlement to Triple Science, more ambitious and targeted teacher training bursaries are needed, alongside a renewed emphasis on teacher retention.

We know that those from poorer backgrounds are less likely to take Triple Science as a GCSE option.

As the Government looks to deliver on its Industrial Strategy, improving access to Triple Science could be an important step forward.

Measuring progress is important and as the Department for Education consults on the Progress 8 measures, we’d like them to consider an additional measure that includes wider contextual factors (such as socio-economic disadvantage, which can affect children’s attainment at school).

Maths and English are crucial to the educational success of young people.

With that in mind, we would support the introduction of diagnostic assessments in English and Maths, and the strengthening of writing assessment, to ensure all pupils can get additional support where needed.

We know that those from poorer backgrounds are less likely to take Triple Science as a GCSE option.

As the Government looks to deliver on its Industrial Strategy, improving access to Triple Science could be an important step forward.

Measuring progress is important and as
the Department for Education consults on the Progress 8 measures, we’d like them to consider an additional measure that includes wider contextual factors (such as socio-economic disadvantage, which can affect children’s attainment at school).

Maths and English are crucial to the educational success of young people.

With that in mind, we would support the introduction of diagnostic assessments in English and Maths, and the strengthening of writing assessment, to ensure all pupils can get additional support where needed.

This research gives us important insights into the effects of both the pandemic and the cost-of-living crisis on young people at a key moment in their transition to adulthood.

Read the report to hear directly from the young people 👇

www.suttontrust.com/our-research...

Stan, who is doing an apprenticeship to become an electrician, said that that money has always been a concern for his family.

But he feels their situation had got worse since the COVID-19 pandemic, and has also been exacerbated by the cost-of-living crisis.

On the cost-of-living crisis, a range of variables shaped how participants felt about it.

Denise, for example, was very aware of rising prices and her household’s financial situation due to the fact that she was on free school meals and received a bursary at sixth form.

And there were some surprising reflections on what would typically be considered negative experiences.

For example, some young people reported that one positive outcome of the disruption was that it lessened the relative impact of more recent setbacks in their lives.

Overall, participants had different feelings about online learning:

💬 "The whole period that was online-only was a black hole in my education."

💬 "Online learning…was good. It was alright, but since I'm like a very antisocial person, I guess I prefer doing it at home."

One participant, Esme, was required to shield because her mother was at high risk of complications, which meant missing more school than her peers.

Her grades were based on coursework she completed during online learning while shielding, which had a big impact on her results.

The analysis finds that some disadvantaged young people felt their disrupted pandemic education led to educational setbacks and poor grades, causing them to change their desired plans.