Annex 2
Early entry to GCSE mathematics
This practice has become increasingly popular, noticeably in schools where the
proportion of pupils reaching the threshold grade C is crucial to school targets.
There has been much discussion at national level between QCA, HMI, and the
NS regarding advice on early entry to GCSE mathematics. As a result there is a
consensus among these bodies that wholesale early entry of an entire year
group is not recommended and that subject leaders and their line managers
need to make informed decisions on a case by case basis. That is what a
personalised and flexible curriculum means. All bodies are concerned about the
consequences described below.
Reasons to be cautious
Pupil progress: - pupils do not make the progress of which they are capable.
Many could achieve a better grade but ‘settle’ for the grade they get even when
they are given an opportunity to improve it.
Pupil engagement and attitude: - pupils are often rushed towards the
examination and many express dissatisfaction with the subject. They do not like
it and describe it as ‘boring’. On occasions teachers offer similar remarks as
justification for the policy ‘We enter early because the pupils get bored or go off
the boil in Y11’.
Pupil pathways post 16: - pupils who are dissatisfied with the subject are less
likely to select a post 16 pathway which involves mathematics and may even
avoid a course with significant mathematics content such as engineering. They
may not have done any mathematics in Y11 and so feel less confident to pick
up the subject again. Post 16 progression rates from early entry pupils are very
poor. Finally a grade depressed by early entry e.g. B instead of an A could
affect a pupils opportunities beyond 16 e.g. Oxbridge, medicine and some A
level combinations (maths and further maths).
Pupil entitlement: - pupils have an entitlement to cover the full programme of
study at Key Stage 4. In many cases early entry involves a tight focus around
examination preparation and pupils experience a very restricted diet.
Questions to ask
How much progress will the pupil make relative to their Key Stage 2
mathematics level? - Do not factor in context such as deprivation or ethnicity
because this reduces expectations and becomes a self fulfilling prophecy.
Track progress from KS2 mathematics level to KS3 mathematics levels and into
KS4 mathematics grade. Expect all pupils to achieve a minimum of 3 levels of
progress.
o level 3 to a grade D and some to a grade C or better
o level 4 to grade C and some to a grade B or better
o level 5 to grade B and some to a grade A or A*
If the predicted progress through early entry is less than this then the full time
should be taken to complete the programme of study and strategies put in place
to support better progression.
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From September 2010 there is a new KS4 curriculum in which pupils are
expected to develop skills in mathematical process in order to be successful on
the new GCSE papers. It is worth thinking about whether teachers have time to
support these skills over a shorter time.
How well do pupils engage with their learning? - Has there been a survey of
pupils’ attitudes to mathematics? Has early entry improved or worsened these
views? What do lesson observations show about pupil engagement with their
mathematics learning in early entry classes, how does this compare with other
classes?
How could the entry policy affect pathways Post 16? - Have you tracked the
post 16 route of early entry pupils? How many of them study mathematics or a
mathematics related course?
We cannot make assumptions about the pathways which learners may choose
beyond 16 and level 2 FS will be a requirement for routes involving diplomas
and apprenticeships. From September 2010 pupils need to be offered
opportunities to build and apply the key mathematical skills, developed as part
of GCSE mathematics teaching, in a variety of contexts so that they become
confident and independent learners. When could these opportunities be made
available to pupils entered early for GCSE?
Will pupils have access to the full Key Stage 4 programme of study? – Can
this be achieved in the shortened time? What further opportunities will be made
available to the pupils beyond their GCSE examination?
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November 2009