{"id":236771,"date":"2025-10-21T10:09:43","date_gmt":"2025-10-21T09:09:43","guid":{"rendered":"https:\/\/schoolsweek.co.uk\/?p=236771"},"modified":"2025-10-21T11:29:17","modified_gmt":"2025-10-21T10:29:17","slug":"skills-white-paper-everything-school-leaders-need-to-know","status":"publish","type":"post","link":"https:\/\/schoolsweek.co.uk\/skills-white-paper-everything-school-leaders-need-to-know\/","title":{"rendered":"Skills white paper: everything school leaders need to know"},"content":{"rendered":"\n

New \u201cstepping stone\u201d resit qualifications, V-levels, a 16 to 19 funding review and an education \u201cauto-enrolment\u201d from school will all be introduced under the government\u2019s skills white paper.<\/p>\n\n\n\n

Ministers published the policy paper yesterday, alongside a consultation on how proposed new V-levels would work.<\/p>\n\n\n\n

Here\u2019s everything school leaders need to know \u2026<\/p>\n\n\n\n

V-levels: how they will work<\/strong><\/h3>\n\n\n\n

The government has launched a consultation<\/a> on its plans for new V-level courses<\/a> as well as the expansion of T-levels and sweeping reforms to level 2 courses, including the end of the T-level foundation year.<\/p>\n\n\n\n

Ministers have taken aim at the \u201csignificant variability\u201d in assessment, grading and content of current vocational qualifications available to young people. <\/p>\n\n\n\n

The government\u2019s answer \u2013 V-levels \u2013 will sit alongside A-levels and T-levels and \u201coffer a vocational alternative to these academic and technical routes\u201d for students who want to \u201cexplore different sectors before deciding where to specialise\u201d.<\/p>\n\n\n\n

V-levels will be regulated by Ofqual in a similar way to A-levels. Awarding organisations will have strict rules to follow about the design of qualifications, including how they\u2019re structured, how students should be assessed and how they should be graded.<\/p>\n\n\n\n

A grading scale for V-levels wasn\u2019t proposed, but it should be consistent across all of the qualifications, like A-levels and T-levels. There are currently six different grading<\/a> scales for level 3 applied general qualifications.<\/p>\n\n\n\n

V-levels will also be a similar size to A-levels, 360 guided learning hours, with the intention being that students can mix and match between the two.<\/p>\n\n\n\n

But they will \u201chave an increased proportion of non-exam assessment\u201d compared to their academic cousins, some of which can be marked by providers.<\/p>\n\n\n\n

The size difference between V-levels and T-levels means the former will be broader, subject-based qualifications rather than occupationally specialised.<\/p>\n\n\n\n

A proposed list of 19 proposed subjects for V-levels was published in the consultation. It includes arts, craft and design; criminology; education and early years; hair, beauty and aesthetics; protective services; retail and travel and tourism.<\/p>\n\n\n\n

The plan is for the first V-level classes to start in September 2027, but the full roll out will take four years. <\/p>\n\n\n\n

When BTECs will be defunded<\/strong><\/h3>\n\n\n\n

The consultation also sets out a defunding timetable for qualifications facing the axe.<\/p>\n\n\n\n

Small qualifications that were due to be defunded in 2026 or 2027 will now be funded until the relevant V-level has been introduced. <\/p>\n\n\n\n

It means providers can continue to offer small \u201cunreformed qualifications\u201d or the replacement alternative academic qualifications (AAQs) or technical occupational qualification (TOQs).<\/p>\n\n\n\n

Students aiming for a large qualification should do a T-level, the consultation stressed. <\/p>\n\n\n\n

Courses of 720 or more guided learning hours in T-level subject areas will continue to have their funding removed in 2026 and 2027, as previously announced.<\/p>\n\n\n\n

Qualifications of between 421 and 719 guided learning hours will have their funding retained until the corresponding V-level has been introduced.<\/p>\n\n\n\n

\"\"
Kewin<\/figcaption><\/figure>\n\n\n\n

James Kewin, deputy chief executive of the Sixth Form Colleges Association that leads the Protect Student Choice campaign, said the government\u2019s confirmation that medium and large AGQs will be defunded will leave a \u201clarge qualifications gap\u201d.<\/p>\n\n\n\n

He told sister title FE Week the campaign previously “published a report that showed tens of thousands of students would be left without a pathway to higher education or skilled employment if the government did not reverse its ban on diploma and extended diploma size AGQs in subjects where there is a T-level. The consultation document published today is clear that the government will not reverse this ban. <\/p>\n\n\n\n

\u201cAs a result, colleges and schools will not be able to enrol students on well-respected AGQs in subjects such as health and social care, applied science and IT next year. That will leave a significant qualification gap, particularly as the government\u2019s new V levels will not be available until 2027 at the earliest.”<\/p>\n\n\n\n

Kewin said it was “unclear” how scrapping AGQs before alternatives are in place will help the government break down barriers to opportunity, adding: “This decision will also come as unwelcome news for BTEC teachers in colleges and schools, and the huge number of employers that value these qualifications so highly.\u201d<\/p>\n\n\n\n

New \u2018strong performing\u2019 T-levels<\/strong><\/h3>\n\n\n\n

The DfE\u2019s consultation said the \u201cstrong performance\u201d of T-levels warrants expansion into more subjects. <\/p>\n\n\n\n

It proposes not only new subjects, but also new specialisms within existing T-levels.<\/p>\n\n\n\n

New T-level subjects could also be in areas where occupational standards are not currently set at level 3, such as music technology, production arts and visual effects, and in subjects where there are level 3 qualifications but no corresponding occupational standards, such as music performance and art and design.<\/p>\n\n\n\n

Like V-levels, the government has set an ambition to begin introducing new T-levels on rolling basis from academic year 2027.<\/p>\n\n\n\n

T-level foundation year to go<\/strong><\/h3>\n\n\n\n

But the T-level foundation year programme<\/a> will be replaced as part of sweeping reforms to level 2 provision. <\/p>\n\n\n\n

While much of the attention has been on level 3 qualifications, the white paper acknowledges \u201climited progress\u201d has been made on reforming level 2 qualifications for young people. <\/p>\n\n\n\n

Like the level 3 space, DfE believes there are too many qualifications available, which is \u201cconfusing for students and difficult for providers and awarding organisations to deliver\u201d.<\/p>\n\n\n\n

DfE\u2019s proposed solution is to offer two study programme led pathways for post-16 level 2 students. The first will be known as a \u201cfurther study pathway\u201d. <\/p>\n\n\n\n

This will eventually replace the T-level foundation year, which has suffered from high drop out and poor progression rates.<\/a><\/p>\n\n\n\n

This one-year pathway will be for students who wish to progress to level 3 apprenticeships, A-levels, V-levels or T-levels. Students on this pathway will work towards qualifications called foundation certificates. <\/p>\n\n\n\n

The second is a two-year \u201coccupational pathway\u201d for students \u201cprogressing to employment in level 2 roles, including an apprenticeship.\u201d Leavers will achieve qualifications called occupational certificated. <\/p>\n\n\n\n

Both pathways will require learning towards GCSE English and maths where it\u2019s required.<\/p>\n\n\n\n

The occupational pathway will include an occupational standard-linked technical qualification, and has been proposed to be a two-year programme in part to ensure students can\u2019t leave education before they turn 18 and to give more time to achieve a GCSE English and maths pass.<\/p>\n\n\n\n

Like V-levels, foundation certificates and occupational certificates will be rolled out gradually from 2027. <\/p>\n\n\n\n

16-19 funding: A formula review and real-terms rise<\/strong><\/h3>\n\n\n\n

As per this summer\u2019s spending review, the government will provide \u00a31.2 billion of \u201cadditional investment per year in skills by 2028-2029\u201d.<\/p>\n\n\n\n

The white paper said this \u201csignificant investment\u201d will ensure there is increased funding to colleges and other 16 to 19 providers to \u201cmaintain real terms per-student funding in the next academic year to respond to the demographic increase in 16 to 19-year-olds\u201d.<\/p>\n\n\n\n

Ministers believe this funding boost will help colleges with the \u201crecruitment and retention of expert teachers in high value subject areas\u201d.<\/p>\n\n\n\n

\"Bridget
Bridget Phillipson<\/figcaption><\/figure>\n\n\n\n

Officials will also undertake a \u201c16 to 19 funding formula review\u201d to \u201cmaximise the impact of this funding\u201d. A revised formula is expected to be in place for the 2027-28 academic year. <\/p>\n\n\n\n

\u201cWe will look at how we are supporting high-value courses to ensure sufficient funding is reaching the most critical subject areas, for example those linked to priority sectors.<\/p>\n\n\n\n

\u201cWe will aim to simplify the formula, whilst ensuring we support courses that drive economic growth and support providers to offer more provision that will help young people to thrive in areas with growth potential.\u201d<\/p>\n\n\n\n

New \u2018stepping stone\u2019 qualification for resits<\/strong><\/h3>\n\n\n\n

The government appeared to criticise colleges for entering unprepared students for GCSE English and maths resits.<\/p>\n\n\n\n

The white paper said too few learners with low prior attainment \u2013 a grade 2 or below in English and maths \u2013 are \u201cachieving a grade 4 by the time they leave education at age 18 or 19 yet are resitting, sometimes repeatedly, when they are not ready\u201d.<\/p>\n\n\n\n

Each student that failed to achieve a grade 4 pass in English or maths at school must study towards the subjects as a condition of their post-16 place being funded. Government guidance makes clear this is a study requirement, not a requirement for students to resit an exam.<\/p>\n\n\n\n

The government said it will introduce a new 16 to 19 English and maths \u201cpreparation for GCSE level 1 qualifications designed to consolidate the foundational skills and knowledge needed to prepare lower prior attaining students (grade 2 or below) before they then take a GCSE resit\u201d.<\/p>\n\n\n\n

These new qualifications will \u201cbuild on\u201d Professor Becky Francis\u2019 curriculum and assessment review\u2019s \u201canalysis of the evidence and developing recommendations\u201d.<\/p>\n\n\n\n

Officials will \u201cwork closely with the sector as we develop the new qualifications and plan to consult in 2026\u201d. <\/p>\n\n\n\n

Auto-enrolment from schools <\/strong><\/h3>\n\n\n\n

Young people leaving school at 16 without an education or training place will also now be auto-enroled into provision, the white paper has revealed.<\/p>\n\n\n\n

The move comes as part of a range of measures outlined in the white paper to cut the rising numbers of young people not in education, employment or training (NEET).<\/p>\n\n\n\n

Pilots will test the idea of designating a \u201cdefault provider\u201d in an area, which could be a college or other provider. <\/p>\n\n\n\n

They would contact and place a school leaver who hadn\u2019t selected a post-16 option. A process would also be put in place for young people that drop-out in-year. <\/p>\n\n\n\n

\u201cOur ambition is that the default for any young person who isn\u2019t sure of their next steps post-16 is to be in a college or further education provider, rather than out of education and training,\u201d the white paper said.<\/p>\n\n\n\n

Funding for education and \u201cwraparound support\u201d is yet to be determined.<\/p>\n\n\n\n

Other anti-NEET measures in the white paper include improving data sharing and tracking of young people between schools, local authorities and further education providers. <\/p>\n\n\n\n

New \u201crisk of NEET\u201d indicators will be introduced using \u201cartificial intelligence to enhance this approach\u201d. <\/p>\n\n\n\n

Schools will be asked to do more to help young people at risk of becoming NEET \u201csuccessfully transition into post-16 education and training\u201d which will be monitored by Ofsted.<\/p>\n\n\n\n

Attendance tracker for 16 to 19s<\/strong><\/h3>\n\n\n\n

The white paper rehashes the government\u2019s announcements from last month\u2019s Labour party conference around tackling soaring numbers of young people who are NEET \u2013 its new \u201cyouth guarantee\u201d.<\/p>\n\n\n\n

But it also reveals plans for the government to track student attendance in all 16 to 19 providers. <\/p>\n\n\n\n

This will enable providers and the government \u201cintervene early when attendance starts to decline\u201d to try and prevent the young person from becoming NEET.<\/p>\n\n\n\n

Officials will take the \u201cbest practice\u201d from school attendance tracking and \u201cbring it into further education, to identify those at risk of becoming NEET through data sharing and embedded strategies to address persistent absence\u201d. <\/p>\n","protected":false},"excerpt":{"rendered":"

The government\u2019s post-16 strategy has finally been unveiled<\/p>\n","protected":false},"author":311127,"featured_media":235772,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[4],"tags":[3745],"post-theme":[],"class_list":["post-236771","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news","tag-skills-white-paper"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t