Report by watchdog warns schools failing pupils taking AS and A-level
Pupils are starting AS and A-level courses without all the information needed, and there is too little data to assess how well schools and colleges in Wales deliver them, a new report from education watchdog Estyn warns.
In some cases, schools and colleges allow pupils with low GCSE attainment take AS and A-level courses in order to get funding rather than because it is in their best interests to do them, the report adds.
Around two in 10 AS learners don’t continue on to A-levels, with the biggest drops in the number of entries between AS and A-level in business studies, chemistry, physics, economics, biological sciences, French and ICT.
The report – entitled A-Levels in Sixth Forms and Further Education Colleges – was drawn up by Estyn in response to a request for advice from Education Secretary Kirsty Williams.
On A-level teaching, it says: “Many teachers encourage wider reading around specific topics or texts but not so much around the subject in general... There is a lack of a general, wide-ranging consideration of the subject often required by universities.”
Many A-level students feel stressed and “schools and colleges need to do more to support young people to become independent learners by developing skills that are key to success at A-level,” Estyn says.
Around 70% of publicly funded A-level courses are delivered in school sixth forms and the remaining 30% by colleges, but inspectors say a lack of A-level data makes it hard for learners and their parents to compare providers and for centres to be held to account for their A-level outcomes.
Describing how “most A-level learners feel under considerable stress”, Estyn’s 53-page report says this is down to the pressure of studying three or four subjects as well as the Welsh Baccalaureate; the feeling that A-levels have implications for the rest of their lives; “not having many study periods”; and additional responsibilities outside school or college such as part-time jobs or caring.
On funding, the document warns: “A-level funding drives certain behaviours in schools and colleges that have negative unintended consequences.
“Where funding is allocated per A-level, centres may encourage learners to study more A-levels or relax entry requirements for learners with low attainment at GCSE, although this may not be the most suitable option for these learners. This contributes to weaker attainment and a higher ‘drop-out’ rate.”
The report goes on: “Advice and guidance for a few learners, mainly those with low attainment at GCSE, are unsuitable. These learners are more likely not to complete Year 12 (when AS-levels are taken) or not to progress to Year 13 than other learners.
“In general, advice and guidance is too focused on academic routes such as A-levels and university, at the expense of other career paths. In schools with sixth forms, advice and guidance is often focused on keeping learners in their sixth form.”
Teachers and school leaders are also concerned about courses and materials for them being late, including exam specifications and specimen papers, Estyn says.
And while many AS and A-level students develop independent learning skills crucial to success on their courses, a majority lack strong enough independent learning skills when they start.
“Studying A-levels is not the most suitable option for all learners who study these qualifications. Around 20% of Year 12 learners fail to progress from AS to A-levels,” the report warns.
“Learners with low attainment at GCSE are more likely to not complete Year 12 or not progress to Year 13 than other learners. In most cases, A-level courses were not the best option for these learners.”
Between 2014-16 Wales was the poorest-performing region in the UK in terms of A-levels. These results improved in 2017 and this year, but reforms to courses around the UK mean comparisons are getting ever harder.
It is also hard for Wales to assess how well A-level students do when they finish their courses owing to lack of data, but a minority go to top
Russell Group universities, the report highlights.
“Many A-level learners successfully progress to university. A few secure places at highly competitive universities such as Oxford or Cambridge and a minority gain places at Russell Group universities. However, the collection of data regarding the destinations of A-level learners is inconsistent and does not give a clear picture.”
And there is concern about the poor performance of boys compared to girls at AS-level and the number of U grades at AS-level. At AS-level, nearly 92% of all subject entries by girls in 2018 gained A-E grades while the equivalent figure for boys was around 88%.
“While many learners and their parents are happy with the quality of advice and guidance they have received, in reality they do not have access to clear information about which are the best A-level providers in their locality,” inspectors conclude.
A raft of recommendations to schools, colleges and the Welsh Government includes considering carefully learners’ levels of educational attainment at GCSE when giving advice and guidance; providing learners with accurate and up-todate information about sixth form, further education and apprenticeship opportunities; and improving AS and A-level outcomes, especially for boys.
THE AS AND A-LEVEL SUBJECTS WITH THE MOST U GRADES IN SCHOOLS
In the four years up to 2017, the percentage of U grades awarded for AS-levels taken in schools (in subjects with over 1,000 entries), exceeded 20% in the following subjects:
■ Information and communication technology (ICT)
■ Social studies (including psychology, sociology and law)
■ Physics
■ Mathematics
■ Biological sciences
■ Craft, design and technology
■ Chemistry
■ Economics
■ Business studies However, for A-levels taken in schools, no subject has more than 4% of U grades and nearly all only have between 0%-2%. In schools, in most of the subjects listed above, the number of entries almost halved between AS and A-level.
THE AS AND A-LEVEL SUBJECTS WITH THE MOST U GRADES IN COLLEGES
For AS-levels taken in colleges (in subjects with over 300 entries), the highest percentage of U grades over the four years up to 2017 have been in:
■ Physical education
■ Mathematics
■ Computing
■ Accounting
■ ICT
■ Law
■ Psychology
■ Physics
■ Geology
For A-levels taken in colleges (in subjects with more than 300 entries over four years), the highest percentage of U grades is in ICT (7%) and physical education (5%) and around two-thirds of subjects have between 0%-2% of U grades. (Lifelong Learning Wales Record, 2017.)
Estyn says the discrepancy between the number of U grades at AS and A-level can be partly explained by the fact that many learners take four AS subjects, with the intention of dropping to three A-levels and therefore give little attention to one of their subjects or may find one of them more difficult.
But it adds: “A notable number of learners are not best suited to studying at advanced level, particularly in subjects which are science or mathematics based.”