In England, young people who do not achieve a Grade 4 in GCSE maths and continue in education face more compulsory maths study. For many, that means returning to the same GCSE qualification they have already struggled with, sometimes repeatedly.
But for young people who have already had a difficult experience of maths, this approach compounds negative feelings towards maths and numbers. This can have a lifelong negative impact on people's lives and livelihoods, and on the UK economy.
At National Numeracy, we believe it is time to give young people a different route to success with numbers.
We have been calling for a rethink of the resits policy, a new stepping-stone qualification that genuinely enables learners to show what they know and can do for years, and have put forward evidence and recommendations on the closing the maths gender gap too. We look forward to hearing more detail about the government's plans.
Breaking the cycle of resits
Sam Sims, Chief Executive of National Numeracy, said:
“For far too many young people, repeated GCSE resits do not offer a new chance, they further entrench negative experiences of maths that often began many years earlier. Repeating the same approach that has already failed many of these learners is not only ineffective, but it is also, frankly, nonsensical.
“The current resit policy may be compounding the disadvantage that is often already deeply embedded by age 16. National Numeracy’s own research has consistently highlighted that motivation and engagement are key, particularly when it comes to resits.
"For young people who have spent years believing they are “bad at maths”, another unsuccessful exam can strengthen that belief. When someone no longer believes they can improve, simply giving them more of the same is unlikely to rebuild their confidence.
“If a young person lacks confidence in maths, feels they’ve failed before, no longer believes they can improve and sees little relevance in what they’re learning, it’s no surprise that their engagement is low.
“Without addressing those underlying attitudes and barriers, no amount of exam retakes will deliver better results.”
Confidence can shape what happens next
This matters far beyond the classroom.
Becoming NEET, meaning not in education, employment or training, is complex and rarely the result of a single exam. But a lack of confidence with numbers can affect how young people see themselves and the opportunities available to them.
Sam Sims said: “Becoming NEET is rarely the result of a single exam, but confidence with numbers can make a real difference to how prepared young people feel for the next stage of their lives.
“We know from our research that how people feel about maths matters just as much as what they know. A lack of confidence with numbers can lead young people to rule themselves out of further education, apprenticeships and careers before they’ve even begun.”
Urgent action needed to close the maths gender gap
Today's results show that the maths gender gap is proving a persistent and growing issue, particularly for those achieving 'lower' grades. Almost one in four boys (24%) in England received top grades in maths, compared to 20.5% of girls. But girls fared less well than last year in the lower grades, dropping from 71% awarded 4 and above to 70.7%, while boys improved further to 72.8%.
National Numeracy has long highlighted the gender gap in number confidence and call on the Secretary of State for Education for this crucial aspect of learning to be investigated. According to research from Teach First , 54% of British girls don’t feel confident learning maths, compared with 41% of boys.
Our research shows that this confidence gap can follow girls into adulthood. 17% of women report low confidence working with numbers, nearly three times the proportion of men (6%). And this can have real consequences for opportunity: 35% of women, compared with 20% of men, said they would be put off applying for a job they were interested in if it listed “using numbers and data” as a requirement.
Mr Sims said: "A widening gender gap is concerning because it risks reinforcing the idea that maths isn't for everyone. One of the three Big Changes our charity wants to see is Numeracy for Equality.
"We know from our research that girls and women are significantly more likely to experience maths anxiety and low confidence with numbers, despite being just as capable. How people feel about maths matters just as much as what they know, and that lack of confidence can influence the subjects they choose, the careers they pursue and the opportunities they believe are open to them.
"Building number confidence is one of the most effective ways to tackle inequality. Every young person should leave school believing they can use numbers with confidence, so they can thrive at work, at home and in school; whatever their gender.”
A different approach to maths
National Numeracy is calling for a fundamentally different approach, one that helps young people rebuild their relationship with maths and their belief in their own ability.
One key reform should be the introduction of a stepping-stone qualification in maths, measuring students against a clear set of standards and allowing every young person to demonstrate what they do know and can do, rather than simply how their performance compares with their peers.
Alongside this, we want to see more flexible resit timing, tailored support and accountability measures that recognise individual progress.
The goal should not simply be to put young people through another exam. It should be to equip them with the confidence and practical numeracy they need for the next stage of their lives.
Every young person should leave education with the confidence to use numbers and the belief that they can thrive at work, at home and in education, whatever their background.
