Newington's Alison Clews examines the Government's education reforms. 

As you’re jetting off on holiday, or enjoying the glorious sunshine that has been bathing most of the country, spare a thought for the thousands of young people across England who are anxiously looking ahead to 23 August - GCSE results day. Results day is always a stressful time - for pupils, parents and teachers alike - but it’s been subject to a new level of analysis of late, as former Education Secretary Michael Gove’s much-debated reforms start to work through the system.

Last year saw the first results go live for the new 9-1 grading system for three core subjects (English language, English Literature and Mathematics), but 2018 will see a further 17 subjects also graded in this way – including double science, modern foreign languages, geography and history – the biggest changes since GCSEs were first introduced 30 years ago.  Interestingly, the then Education Secretary Sir Keith Joseph said the overhaul would make the system tougher, but fairer, more intelligible, and with the ability to stretch pupils more; not that much different to the premise behind the current reforms.

So what are the main changes, other than the introduction of a need for those of us used to the traditional system constantly asking what each new grade is equivalent to (and frustrating every child and teacher every time)?

Assessment is now overwhelmingly by examination, with courses designed for two years of study, no longer divided into different modules. Content is more demanding too, and there is a greater emphasis on essay-style questions and answers. 

The Government has long argued that the changes are needed to match the standards of the strongest performing education systems in the world, and to differentiate more clearly between the highest performing pupils.  But they have consistently come under fire, with teachers’ union NAWSAT last year launching a bitter attack on the reforms, arguing they have been driven by political imperative, resulting in greater pressure on young people who are already suffering from increased anxiety and mental health difficulties.

And they aren’t the final reforms that secondary (and primary) schools will see. Just before recess, the Government published draft statutory guidance on the new relationships and sex education curriculum. The existing guidelines were last updated 18 years ago, and don’t cover topics such as mental wellbeing, consent, keeping safe online and physical health and fitness. Open to consultation, the new guidelines are set to become compulsory from 2020. 

Only time will tell whether these reforms will have the impact the Government intends, and current Education Secretary Damian Hinds will have everything crossed that the gamble will pay off. He, and the wider Government, will be judged on a wide range of criteria, not least how well equipped England’s school children are for the modern working world, their mental health and wellbeing, attainment, and teacher recruitment and retention.  And this is all against a backdrop of the Government’s continued mission to improve social mobility, something that Hinds, just like his predecessor, insists is at the top of his agenda. 

Will the Government get the grades it’s aspiring for? We’ll all have to wait and see.