Following what can only be described as a shambolic week, our attentions are now being turned onto GCSE results day.
As a head of year, there are a few questions that spring to mind when considering how to ensure our Year 11s are going to enrol onto the right A-level courses.
How can schools help guide students who miss the GCSE grades needed for a college course?
Getting this right is of such importance, so it’s important you ask the right questions when discussing options with your students.
1. How can you assess if your student is right for the course if they believe their GCSE grade is ‘wrong’?
The government has announced a full U-turn on GCSE results, which means centre-assessed grades (CAGs) will now be awarded, or the grade generated by the (now infamous) algorithm used - whichever is the highest grade.
Some students might feel that this grade is wrong and therefore argue that course X is the right course for them.
How do we make a judgement here?
What is really important is that we don’t do a disservice to our students by being too lenient. I would advise using the data from previous assessments, and if you can, speaking to their Year 11 teachers. And be blunt - do ask if doing an A level or BTEC in that subject or related subject is going to be suitable for that student?
2. Do you need to see if the student will consider another route or course combination?
Some students are adamant that they need specific courses. Usually, this is in order to go on to study their desired degree at university.
However, the chances are, universities won’t always require a specific combination of three A levels to study at degree level. Instead, they usually have one or two requirements from A-level courses.
So, my suggestion here is to look at a range of combinations for the same end goal. The only complication to this (which could be seen as a blessing) is if the student doesn’t have an end goal in mind.
I would recommend you have a discussion with the student about the courses they have chosen, and work out why they have picked these courses. If you feel they aren’t suitable or doesn’t make sense as a combination, it really is important that you explain this to the student.
Ultimately, it is their choice, but it is important you spell out to them any potential drawbacks so they can make an informed decision.
3. Can you balance student, parent and teacher expectations?
When enrolling students onto A-level courses, you will inevitably have to balance a range of expectations. Students (and their parents) will be expecting to be offered a place on the subjects they have done well in.
However, what happens when the moderated grade is higher than the CAG, and you have concerns that it would be wrong to allow that student onto the course?
It is so important that discussions with subject teachers are taking place.
Realistically, based on their previous data, are they right for the course? I would suggest that at this point, you are completely transparent with all parties. You are managing expectations of students, parents and staff - a tricky job, but with transparency, it can be dealt with really well.
4. Can you make a plan for going forward?
It might feel a long way off now, but once the term has begun, and you’ve allowed a student onto a course on a trial basis, what and when should you be monitoring?
By week five, you should be asking for feedback from staff about students they might be worried about.
Don’t be worried if this sounds like too long to leave the student without intervention, what you’re doing is letting them settle in. This allows for teaching, assessment, and, crucially, an opportunity to improve to take place.
If staff have concerns about a student’s ability to complete the course, it is much better to know earlier on rather than when it is too late to change courses.
It is also really important that you informally catch up with your students and ask them about how they feel about the subject they’ve enrolled onto.
Do they feel out of their depth? Could they benefit from a buddy? Do they need an action plan?
Whenever a student is allowed onto a course on a trial basis, I would suggest that you meet with them weekly to discuss their progress, for five or 10 minutes. In my experience it has been these more casual chats that have helped, as I have quickly been able to ascertain whether or not intervention needs to take place.
Every year there are students who slip through the net and end up on courses that aren’t right for them, but with monitoring and a rigorous enrollment programme, I think we can really make a difference in helping our students make the right course choices.
