GCSE resits in Maths and English are often the last chance for many young people to ensure they leave formal education with the qualifications they need to get on in life. Every year, large numbers of students resit one of these qualifications. In 2024, over 185,000 retook GCSE maths and 148.000 resat English. Yet just 17.4% passed maths, while 20.9% passed English with at least a Grade 4(1).
In recent years, practitioners and researchers have been exploring collaborative approaches to improve the academic outcomes of those taking GCSE resits.
One of these initiatives, the GCSE Resit Hub, was set up following the EEF’s review into what we know about effective approaches for delivering resits and improving student progress. The hub collates, curates and distributes resources and support, with a specific focus on teacher collaboration and improving student outcomes.
The review revealed an appetite in the sector for further research and professional development, so CPD is a key element of the Hub.
Last year, in partnership with post-16 practitioners from across the UK, we delivered a series of free, online ‘spotlight’ sessions, focusing on a range of resit-related topics.
Delegates fed back positively on the sessions, both in terms of the philosophy and focus relating to student progress, and in terms of the research-informed, practical approaches that were shared. In our ‘leadership’ session, for example, attendees told us they appreciated the emphasis on ‘responsibility’ and prioritising a ‘culture of improvement’ around GCSE resits. Sessions focused on English and maths and explored valuable approaches such as peer dialogue and peer observations. Many colleagues reported that they would take ideas and strategies back to their settings and put them into practice.
So, what were some of other key takeaways from the sessions?
Targeted CPD is currently lacking
Hundreds of teachers and leaders joined the ‘spotlight’ sessions, demonstrating a clear demand for resits-focused professional development. As part of our engagement with post-16 colleagues, they emphasised that CPD was frequently too generic or too often aimed at the schools’ sector. The idea of more targeted, subject/qualification-specific opportunities was welcomed. Teachers were also particularly interested in hearing both about research relating to GCSE resits alongside effective, practical approaches and strategies which had been ‘tried and tested’ by those working in post-16 contexts.
A further question also arose from this work. To what extent does the CPD on offer focus on student outcomes? While there may be a lot of post-16 CPD available to colleagues, these opportunities are sometimes more concerned with rehearsing education theory, or on expanding teachers’ repertoire of strategies and techniques. They are sometimes less focused on making explicit connections to how teaching and learning activities can improve students’ experiences and attainment, or address barriers that they face. Both our broader work in this field and the ‘spotlight’ sessions underline the importance of keeping students’ learning and needs at the centre of CPD planning and delivery – an emphasis that may seem self-evident but benefits from restating.
Relevant research is needed
There is a widespread recognition in the sector of the value of engaging in and with research, and increasing awareness of the potential of evidence-informed approaches for supporting student success. However, many are also aware of the limited evidence base specifically relating to maths and English resits – a gap that has been highlighted by the EEF.
There is a pressing need for further research focused on what works in resit contexts, as well as thoughtful translation of effective strategies from other phases (e.g. KS4/higher education). While the existing evidence base around maths and English education can offer valuable insights, the distinct characteristics of resit learners and the particular challenges they face mean that approaches cannot simply be lifted wholesale; they need to be adapted and tested to ensure relevance and impact.
Collaboration is vital
The importance of networks and collaboration is imperative. Throughout our work on post-16 resits over the last couple of years, we have noted a real appetite within the sector for working together and moving towards a more ‘joined up’ approach to promoting success for GCSE resit students. If designed effectively, these collaborative approaches can support with the core aims of building knowledge, motivating staff, developing teaching techniques, and embedding practice, as outlined in the EEF’s guidance on professional development.
So where do we go from here?
What must remain at the heart of this post-16 work is an unwavering focus on student outcomes – both academic and non-academic. While funding clearly matters, colleagues have regularly shared their experiences and frustrations with limited or poorly targeted professional development for GCSE resits.
We are optimistic about the development of more high-quality research as a result of recent government funding and new initiatives from the EEF. Collaboration between researchers, teachers and other sector organisations is vital for improving the development opportunities available in post-16 contexts. It’s time that the support available to post-16 practitioners matches the opportunities for students’ learning and success within the sector.
Explore current EEF trials currently open to post-16 settings, such as Get Further’s GCSE Resit Tuition Programme, by searching your setting here.
Rebecca Morris researches and teaches in the School of Education, Learning and Communication Sciences at the University of Warwick. Prior to working in higher education, she was a secondary English teacher.
Debbie Grace has worked in the post-16 sector for 25 years. She taught Functional Skills maths and English before moving into Teacher Education roles in FE and HE. Debbie has worked as an FE Adviser for the Education and Training Foundation and is a doctoral researcher.
Tom Perry is a social scientist, education researcher and educator. His research and teaching focuses on advancing and applying research in education and teaching. This includes research into current policy and practical questions, as well as methodological work – especially in relation to research capacity and impact.