Ofqual data ‘significantly overstated' number of pupils given extra exam time
It comes after data from the exams regulator last year suggested that nearly a third (30.1%) of pupils in England were given 25% extra time to complete their GCSEs, AS and A-level exams in 2023/24.
The original figures, published by Ofqual in November, suggested that 41.8% of all candidates in independent centres – of which the majority are private schools – were granted 25% extra time in their exams in 2023/24, compared with 26.5% in non-selective state schools.
But with just weeks to go until A-level results day, Ofqual has admitted that its published figures led to a 'significant overstatement' of access arrangements.
A new analysis from Ofqual suggests that the proportion of students receiving access arrangements is 'much more closely aligned' with the proportion of students with special educational needs (Sen) in the school population.
Department for Education (DfE) figures published last month suggest that nearly a fifth (19.5%) of pupils in England had Sen support or an education, health and care (EHC) plan in 2024/25.
Ofqual said the 'problem' has been with the way the data was recorded and reported rather than how the access arrangements system has been used.
For example it included arrangements for students who did not sit exams that year, and duplicate applications for the same student were not filtered out.
Schools and colleges apply to exam boards for access arrangements to ensure that those students can sit their exams without being unfairly disadvantaged.
Education leaders have suggested that more pupils are seeking support due to a rise in young people with special educational needs and disabilities (Send) and mental health issues since the pandemic.
Requests for 25% extra time in exams is the most common exam board-approved access arrangement for pupils.
Tom Bramley, executive director of research and analysis at Ofqual, said there are no issues with the access arrangements system itself and no student should be affected.
In a blog on Thursday, he said: 'The approach to access arrangements remains unchanged.'
Ofqual is withdrawing its official statistics on access arrangements for GCSE, AS and A-levels from 2014 to 2024.
Revised statistics will be published later this year, covering the academic years from 2020/21 onwards, and they will be 'official statistics in development'.
A detailed analysis of the data is expected to include updated figures on exam access arrangements for state and private school pupils.
Mr Bramley said: 'In 2023 we started considering trends in access arrangements data and began research into how the arrangements were used and perceived in the education sector.
'As part of this work we requested more detailed data from exam boards, which we received at the end of 2024.
'We have always recognised that there are limitations to these figures.
'Our analysis has now revealed that they have led to a significant overstatement of approved access arrangements in place for the exam cohort in each year.'
Earlier this year, Ofqual said it would 'take action' if it found that the higher proportion of private school pupils being given extra time in exams was due to unfairness.
In February, Sir Ian Bauckham, chief regulator at Ofqual, told Tes magazine that the regulator was doing 'extra work' as he was 'concerned' by the gap between private school and state school candidates being granted special exam access arrangements.
It came after the Education Secretary Bridget Phillipson called on the exams regulator last year to investigate why private school pupils were more likely to receive extra exam time than state school pupils.
Julie Robinson, chief executive of the Independent Schools Council (ISC), said: 'Ofqual is supposed to be the trusted source for exam statistics and as a result of these significant errors, independent schools have wrongly seen their results undermined and their integrity questioned.
'We are pleased that the investigation instigated by the DfE will lead to a correction of the record and we hope an apology will be forthcoming.'
Tom Middlehurst, deputy director of policy at the Association of School and College Leaders (ASCL), said: 'We're pleased that Ofqual has conducted a thorough review of this data to understand why there have been very significant increases in access arrangements.
'Clearly, having identified issues which indicate that this is in fact overstated in the statistics it is the right thing to do to withdraw and correct the data.
'This will lead to a more accurate understanding of trends around access arrangements.
'It is, however, frustrating that the data was apparently incorrect in the first place.'
Paul Whiteman, general secretary at school leaders' union NAHT, said: 'While it is regrettable that problems have been identified with these statistics, Ofqual has done the right thing in withdrawing them and working to correct and republish them.
'Having correct datasets on access arrangements is vital to identify trends and changes across the system.
'School leaders have certainly seen more requests for access arrangements in recent years in the aftermath of Covid, increased reports of anxiety and mental ill-health, and significant rises in numbers of children with additional needs.'
A DfE spokeswoman said: 'Ofqual has acted appropriately in firstly reviewing the data and then identifying and addressing the issue as quickly and transparently as possible.
'We welcome Ofqual's commitment to improving data quality and transparency, and we will continue to work closely with them to ensure high standards across the system.'
A Joint Council for Qualifications (JCQ) spokeswoman said: 'Ofqual is responsible for quality assuring and publishing official statistics about access arrangements.
'For the majority of cases, data about access arrangements, such as extra time, is uploaded to a centralised JCQ system used by schools, colleges and other exam centres.
'Individual exam boards provide additional data for a proportion of more complicated cases.
'We will continue to work with Ofqual to make sure that its statistics accurately reflect the number of students who benefit from access arrangements, such as extra time in exams.'
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
The Herald Scotland
2 days ago
- The Herald Scotland
European protected status a ‘game-changer' for Armagh Bramley apple growers
It means that only Bramley apples grown, picked and packed within the Armagh area can carry that name, similar to how Champagne must come from the Champagne region of France, or Parma ham from Italy's Parma province. The pride of the Orchard County obtained the status in 2012 and since then has given its growers a 'real edge'. Armagh Bramley apples growing at the orchards at Ardress in Co Armagh (Philip Magowan/PA) Armagh traces its relationship with apples back to evidence of them growing close to the historic Navan Fort as far back as 1000 BC. The real turning point came in 1884 when Henry Joseph Nicholson of Crannagael House returned from Nottingham with 60 Bramley seedlings. They thrived in the local soil, laying the foundation for what is now more than 4,000 acres of thriving orchards across the region, and the county's nickname. This legacy is celebrated at Armagh's annual food and cider weekend every September putting the Bramley in the spotlight. Greg MacNeice, a fifth-generation apple grower and founder of Mac Ivors Cider, said while Bramley apples have always been a local favourite, PGI status boosted demand. 'The orchards have been here at Ardress since 1855 and my father, Sammy, still helps – just like his father did. Apples are part of who we are,' he said. He explained that Armagh has got the right soil, the right slopes, a mild, damp climate and cooler temperatures that slow things down, adding that helps the apples develop 'that sharp flavour and firm texture people love'. 'It's not just the conditions though – it's the generations of knowledge, care and pride that go into every crop,' he said. 'PGI status has helped protect the heritage of our apple and given us a real edge in the market. 'If it's not grown in Armagh, it's not a true Armagh Bramley. That means consumers are guaranteed something authentic – fruit with a unique taste and texture you can't find anywhere else. It's also boosted demand – both at home and abroad – for a product that is trusted, traceable and rooted in place. 'It's one of only three products in Northern Ireland with PGI status and one of just a few across the island of Ireland. That's something we're incredibly proud of as a region.' The apples also sparked a craft cider industry in Armagh. Mr MacNeice said his family grow and press a blend of Armagh Bramley alongside bittersweet cider apples like Michelin, Dabinett and Harry Master's Jersey, as well as dessert apples such as Worcester Pearmain and Golden Delicious. They have also started using foliar nutrition to feed their trees more precisely, keeping bees safe during blossom season, and are encouraging biodiversity by planting native trees and wildflowers throughout the orchards. The Armagh Bramley apple continues to shape the landscape and identity of the region, offering visitors a unique lens through which to explore its agricultural heritage. This year's food and cider weekend, including events from tastings and guided food trails to orchard tours, will take place from September 4 to 7. A highlight of the weekend is an evening at Crannagael House, where local chefs from 4 Vicars create a menu paired with Mac Ivors cider and accompanied by insights from cider expert Gabe Cook.
Daily Mirror
3 days ago
- Daily Mirror
Country's 'strictest' state schools revealed – where does your child's rank?
The number of suspensions at state-funded secondaries in England has more than doubled since before the Covid-19 pandemic, government figures show A failing school backed by the Co-op handed out twice as many suspensions in just a year as there are pupils, we can reveal. An astonishing 3,174 suspensions were made at the Co-op Academy Grange in Bradford – nearly 17 a day. The remarkable figure represents the highest at any state secondary in 2023-4, analysis of newly-released Department for Education (DfE) figures show. It comes as the number of suspensions at state-funded secondaries has more than doubled since before the Covid-19 pandemic. There were 22.6 suspensions per 100 pupils in 2023-4 –a rise from 10.7 in 2018-19. It means the overall number has jumped from 357,715 to 829,896 during the period. Co-op Academy Grange – which can educate up to 1,500 pupils – is part of a trust sponsored by the Co-op Group, the UK's fifth largest food retailer. On its website, Co-op Academy Grange boasts 'we strive to create a nurturing and inclusive environment that supports academic achievement and personal development'. But in June 2023, it was warned by the DfE with termination as a letter stated: 'The number of suspensions for poor behaviour is too high and increasing. This is especially true for disadvantaged pupils and for pupils with SEND. This results in pupils missing valuable learning time and falling behind their peers. Leaders should examine more effectively the causes for vulnerable pupils receiving suspensions and put strategies in place which address these.' The DfE letter added: 'The number of pupils removed from lessons for poor behaviour is high. This disrupts pupils' learning and limits their progression through the curriculum.' And a watchdog inspection in February found the school required improvement across four categories. The Ofsted inspection report, which noted there were 1450 pupils on the school roll, said: 'Actions taken by the school have resulted in the number of pupils' suspensions being much lower than in previous years, although it is still too high.' The regulator rated the school requiring improvement across four categories. The number of suspensions at the school in 2023-4 averaged almost 17 a day across a standard 190-day school year. Camborne Science and International Academy in Cornwall had the next highest number of suspensions with 2,976. The suspension rate was highest in the North East of England, with 39.7 for every 100 pupils. A National Education Union spokesperson said: "The rise in pupil suspensions is a worrying development, especially in secondary schools. When you ask teachers what they need to help students who are struggling, they talk about insufficient numbers of staff, an over-packed curriculum, insufficient pastoral staff, and point to the practically non-existent mental health support for children and young people. 'Schools used to have budgets available for staff to focus on working with families, create small group work for pupils, and additional mentoring for those who need it. All these initiatives are gone because of budget cuts. Bulging class sizes in secondary schools are also a factor. The government's current focus on training and other low-cost initiatives will not solve this problem. What they must get to grips with is the historic shortfall in the funding of schools and local authorities to provide the support families and children so obviously need." Co-op Academies Trust said: 'Over the past few years, we have achieved a dramatic reduction in the rate of behaviour sanctions through concerted efforts across our school, including to raise standards in behaviour and attitudes with the support of parents and families. These figures relate to the 2023/24 academic year and therefore no longer reflect the current picture at the school – indeed data for the current school year already show a further reduction of 50% for suspensions. We remain firmly on a path to accelerating these improvements as we work to ensure every student has access to the educational opportunities and productive learning environment they deserve. Indeed, we were encouraged by feedback from Ofsted in February 2025, which highlighted the strong evidence of improvement underway." A spokesperson for Athena Learning Trust, which Camborne is part of, said: "It's worth noting that with almost 2,000 students, Camborne is nearing twice the size of the average secondary school and so the numbers are always likely to be higher than for a smaller school. The figures referenced also relate to the year before last and we are really pleased that the most recent data shows a clear reduction in suspensions across all our schools. In fact, at Camborne Science and International Academy, suspensions have gone down by over 50 per cent compared to the data published by the DfE. We set the bar high - and we don't shy away from that. In fact, we believe children thrive when they know exactly what's expected of them. The fact that suspensions have more than halved this year, while our expectations have remained just as ambitious, shows that when you hold the line and support students to meet it, they rise to the challenge.' A Department for Education spokesperson said: 'Every child deserves to learn in a calm, safe and supportive environment, which is why this government has stepped in to support schools like Co-op Academy Grange through our new regional improvement programme, providing tailored, expert help to improve standards, and reduce avoidable suspensions. More widely, through our Plan for Change, we've wasted no time in tackling the root causes of poor behaviour, including by working to provide access to mental health support in every school, give children the fuel they need to learn through free breakfast clubs and expand free school meals. We are also setting up new behaviour hubs, that will deliver intensive support to 500 schools across the country facing the greatest challenges with their behaviour.'
Spectator
4 days ago
- Spectator
Teachers deserve their long summer holidays
What's the best thing about teaching? July and August! Or so the old joke goes. The long school holidays are an easy riposte to teachers' complaints about the profession. Below inflation pay rises? At least you get the school holidays. Lack of flexible working opportunities? Six weeks off over summer. Disruptive behaviour? At least you don't have to see the rugrats over Christmas and Easter. No-one really wants to hear it, but most teachers still feel a knee-jerk need to justify their summer holidays: to explain how hard they work; the hidden hours of marking, planning, report-writing; the free time lost to parents' evenings and away sports fixtures. The sheer exhaustion of performing day-in, day-out is difficult to convey to people outside of the profession; I have friends who fret for days over a one-hour work presentation, and yet teachers present around five times a day 180 days a year. There are many metaphors I could use to try to impart how demanding teaching is. A never-ending hamster wheel. A seven-hour-long improv performance where you are not allowed to drop character. A stand-up comedy show with lots of drunk hecklers, but you aren't allowed to heckle back. The best analogy I can think of is this: imagine you are hosting a party for 30 people, all with very different interests, needs and dietary requirements. You have to do all the usual work of party-planning – who sits where, what you are going to do, how everyone will get on, what speech you will give – but you know that many people in the party don't actually want to be there. Your job is not only to convince them otherwise, but also to engage 30 people so that they pay attention to you and don't have side conversations. You must interact with everyone, individualising your relationship with each of them accordingly: some may be shy, some curious, some downright drunk and disorderly. Then, once they are gone, you must mark each of the party members on ever-changing criteria, while planning for the next party. And you must do this six times a day. Teaching is clearly a labour of love, but it is not an inexhaustible one. Shortening the summer holidays, as more and more people are calling for, would be a disaster. Teacher recruitment and retention has already reached crisis point: the vacancy rate is double what it was pre-Covid and six times higher than in 2010. Each year around 40,000 teachers leave the profession, and yet we are missing recruitment targets in almost every single subject: last year only 17 per cent of the required physics teachers were hired. A Department for Education survey found that a third of teachers and school leaders said they were considering quitting the sector in the next 12 months; for those on the fence, losing some of their summer holidays may be the push they need to explore new pastures. Reallocating those weeks to October and February – two of the darkest, coldest, wettest months of the year – would hardly improve staff or pupil wellbeing. It makes no sense for students to have more time off over winter, when they would simply fester inside, glued to multiple screens, and then have them sweating away in non air-conditioned classrooms for the whole of July, when the days are longer, lighter and warmer. Shorter summer holidays would push up the already eye-wateringly expensive premium on holidays out of term time, as parents who want guaranteed European sunshine would be competing for the same four weeks. Cutting down the summer holidays would make us even more of an international outlier. Many countries with excellent education systems have much longer summer holidays than us: Ireland, Italy, Spain and Portugal have 12 weeks; Estonia and Finland have 11 weeks; Canada has ten weeks; America and Sweden have nine weeks; while China and South Korea have eight weeks. Most countries have more public holidays than the UK, and children start school two or three years earlier than lots of other OECD countries. Quantity of education is clearly not the issue here. Shortening the summer holidays would inevitably affect quality though; burnt-out teachers are less effective ones. Teaching will never be able to compete with the private sector in terms of pay or remote/flexible working options. Holidays, and pensions, therefore need protection now more than ever. The exodus of teachers will only be accelerated if we shorten the summer holiday. Why work in the UK when you can be paid more in Dubai for less time?
