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Qualifications and assessment

NGA's position statement on qualifications and assessment

school-environment someone walking around during exam conditions

In order for governing boards to carry out their accountability role they must have access to high quality and comparative performance data.

Schools’ effectiveness should be judged on both progress and attainment measures to ensure the school’s impact can be properly assessed.

Pupils need to be given the best possible opportunity for a successful life after school and the qualification system must offer high-quality vocational and academic qualifications.

NGA continues to participate in the ongoing discussions around the suitability of the current exam system. We agree with our members and partners in the education sector that the current system for 14 to 19-year-olds still requires reform.

The drive to pre-pandemic grade distribution also underlines trends that existed in 2019 and the need to look at exam reform seriously. This includes the continued disparity and outperformance of girls compared to boys and the need for an exam system that benefits the ‘forgotten third’, those young people who won’t achieve at least a grade 4 standard pass in GCSE English and maths by the end of 12 years of schooling.

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