New GCSEs require broader take-up, says Ofsted

Schools should offer the new GCSEs to a wider range of students if the courses are to be held in similar esteem to traditional GCSEs, according to a report published today by the Office for Standards in Education (Ofsted).

The 'Developing New Vocational Pathways: Interim Report' on the introduction of the new GCSEs in schools says that, despite an urgent need for further development of the work-related strands of the courses, the new GCSEs show "encouraging signs" of meeting the aspirations of both the government and young people.

Standards of achievement and quality of teaching and learning in the new GCSEs are generally holding their own in comparison with traditional GCSEs.

Eight new GCSEs – Design; Business; Engineering; Health and Social Care; Information, Communication and Technology; Manufacturing; Science; and Leisure and Tourism – were introduced last September into schools and colleges as part of the government's programme to further develop the vocational provision for pupils aged 14-19.

The report found that teaching was good or better in over two fifths of lessons, a similar proportion to that found in traditional subjects. In applied science, pupils' achievement was higher than in other commensurate double science courses. In leisure and tourism, however, achievement was "generally unsatisfactory".

Her Majesty's Chief Inspector for Schools, David Bell, said: "There is some encouraging evidence about standards of achievement and the quality of provision, especially teaching, although there is too much variation in particular subjects.

"Overall we have found that the work-related dimension of these courses is significantly underdeveloped. These subjects are designed to provide students with the opportunity to gain vocational experience and it is disappointing to see that this is only happening in a minority of the schools visited. In order to enhance the work related dimension of the new courses, links with local businesses urgently need to be developed."

According to the findings of the report too many pupils were "unclear about progression routes" from the new GCSEs, as were some teachers, and many teachers were "unsure about assessment requirements and lack confidence in benchmarking pupils' portfolio work".

(gmcg)