[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-206557-105":59,"doc-detail-206557-en":124},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":117,"head_meta":119,"extra_data":121,"updated_unix":123},105,"en","young-people-without-five-or-more-good-gcse-grades-at-16-better-assessment-system-recommendations","Young People Without Five or More Good GCSE Grades at 16 - Better Assessment System Recommendations","","A policy-focused analysis argues for a better system for young people who do not achieve five or more good GCSE grades at age 16. The document reframes this group as talented and valuable rather than failed, aiming to build confidence among learners, families, and employers. It reviews assessment at 16, GCSE retakes, post-16 progression, apprenticeships, careers guidance, and the balance between age-based and stage-based learning. It addresses success measures, alternative formats, and social justice outcomes, supported by methodology and a steering group.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/young-people-without-five-or-more-good-gcse-grades-at-16-better-assessment-system-recommendations/206557/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Quinn","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"Why does the document call for a better system for young people at 16 who lack five or more good GCSE grades?","Question",{"text":106,"@type":107},"It argues that these learners should not be treated as having failed, but instead recognized for their talent and value. The goal is to ensure confidence for learners, families, and employers about the future.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"What topics are covered under assessment and measurement at age 16?",{"text":111,"@type":107},"The document examines how ability is measured at 16 and considers learners alongside GCSE reforms. It also leads into how performance is handled through retakes and related formats.",{"name":113,"@type":104,"acceptedAnswer":114},"How does the report link progression and opportunities after 16 to social justice?",{"text":115,"@type":107},"It reviews progression rates, post-16 options, apprenticeships, and careers guidance, then frames outcomes through social justice and support for vulnerable or disadvantaged groups. Wage premiums and social mobility are discussed as part of the impact analysis.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},206557,1788594826,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":133,"language":134,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":135,"faqs":136,"seo_title":137,"seo_description":67,"update_tm":123,"read_time":138},962075114765,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","For all the young people – and there a great many of them – who don’t get five or more good GCSE grades at 16, there needs to be a better system. These young people shouldn’t be seen to have failed, but celebrated for the talented and important people that they are. We need to make sure our system does just that and fills them, their families and employers with confidence for the future.  \nPeter Mayhew-Smith, June 2016  \n1  \nCONTENTS  \nContents ............................................................................................................................................ 1  \nSpotlight Project.............................................................................................................................. 4  \nIntroduction ...................................................................................................................................... 5  \nRecommendations ........................................................................................................................... 7  \n1 Assessment at 16......................................................................................................................... 9  \n1.1. Measuring Ability at 16 ...................................................................................................................... 9  \n1.2. Learners and GCSE Reforms ........................................................................................................... 11  \n2 GCSE Retakes ............................................................................................................................. 13  \n2.1. Success Rates .................................................................................................................................... 13  \n2.2. Alternative Formats ........................................................................................................................... 15  \n2.3. English and Maths or Literacy and Numeracy? ........................................................................... 16  \n2.4. Trouble Ahead .................................................................................................................................... 17  \n3 16-18 Progression...................................................................................................................... 19  \n3.1. Post-16 Options ................................................................................................................................. 19  \n3.2 Unsatisfactory Rates of Progression ............................................................................................... 21  \n4 Apprenticeships.......................................................................................................................... 23  \n4.1. Apprenticeships 16-18 ...................................................................................................................... 23  \n4.2. Quality and Breadth .......................................................................................................................... 24  \n4.3. Pre-Apprenticeship Training ............................................................................................................ 26  \n5 Careers IAG ................................................................................................................................. 29  \n5.1. Making the Right Decisions ............................................................................................................. 29  \n5.2. Careers IAG in Schools (up-to 16) ................................................................................................. 29  \n5.3. Sixth Form Recruitment and IAG .................................................................................................... 30  \n5.4. Careers IAG & Apprenticeships ....................................................................................................... 32  \n5.5. Implementing ","cbCaihMB2IePxZC0","https://ap.wps.com/l/cbCaihMB2IePxZC0","pdf",484103,48,"English","# Spotlight Project\n# Introduction\n# Recommendations\n# Assessment at 16\n## Measuring Ability at 16\n## Learners and GCSE Reforms\n# GCSE Retakes\n## Success Rates\n## Alternative Formats\n## English and Maths or Literacy and Numeracy?\n## Trouble Ahead\n# 16-18 Progression\n## Post-16 Options\n## Unsatisfactory Rates of Progression\n# Apprenticeships\n## Apprenticeships 16-18\n## Quality and Breadth\n## Pre-Apprenticeship Training\n# Careers IAG\n## Making the Right Decisions\n## Careers IAG in Schools (up-to 16)\n## Sixth Form Recruitment and IAG\n## Careers IAG & Apprenticeships\n## Implementing Change\n# Age or Stage?\n## Rigidity vs. Flexibility\n## Tailored Learning Programmes: the Future?\n# A Question of Social Justice\n## Social Justice\n## Vulnerable Groups\n## Disadvantaged Young People: Outcomes\n## Wage Premiums\n## Working for Disadvantaged Young People\n## Social Mobility\n# Methodology and Steering Group\n## Methodology\n## Steering Group","[{\"question\":\"Why does the document call for a better system for young people at 16 who lack five or more good GCSE grades?\",\"answer\":\"It argues that these learners should not be treated as having failed, but instead recognized for their talent and value. The goal is to ensure confidence for learners, families, and employers about the future.\"},{\"question\":\"What topics are covered under assessment and measurement at age 16?\",\"answer\":\"The document examines how ability is measured at 16 and considers learners alongside GCSE reforms. It also leads into how performance is handled through retakes and related formats.\"},{\"question\":\"How does the report link progression and opportunities after 16 to social justice?\",\"answer\":\"It reviews progression rates, post-16 options, apprenticeships, and careers guidance, then frames outcomes through social justice and support for vulnerable or disadvantaged groups. Wage premiums and social mobility are discussed as part of the impact analysis.\"}]","Young People Without Five or More Good GCSE Grades at 16 - Better Assessment System Recommendations | PDF",121]