01/05/2026
https://www.bbc.co.uk/news/articles/cwydyz2ej1no?app-referrer=deep-link
At EQUITY, we are concerned, but not surprised, by the pressures currently being experienced in schools. During the consultation on the reformed GCSEs, Equity Foundation explicitly warned about the unintended consequences of the increased volume of content and the expansion of non-exam assessment (NEA), especially within the new GCSE English specification (which reads like an undergrad course), but other GCSEs are proving difficult to manage too.
Our concern was straightforward: a system requiring sustained high workload across the year, combined with coursework-style elements that must be completed within tight windows, leaves very little margin for disruption of any kind. Students are expected to keep pace with demanding content while simultaneously managing assessed work, often with limited flexibility.
This is not simply an issue of individual performance. It is about a structural lack of resilience. The current model assumes consistent, uninterrupted progress, which does not reflect the reality of schools and learners, especially those that we have the pleasure of working with.
The result is predictable: increased stress on pupils, logistical strain on staff, and a heightened risk of inequity between those who can maintain pace and those who cannot.
We urge policymakers and regulators to revisit the balance between content volume, NEA requirements, and system resilience. Without adjustment, these pressures will continue to undermine both learners wellbeing and the fairness of outcomes.
Equity Foundation remains committed to advocating for a more proportionate and resilient assessment system—one that recognises the real conditions in which students learn.
