New stepping–stone qualifications aim to strengthen progress in English and maths

The Department for Education has set out plans to reshape how post-16 learners with lower GCSE attainment progress in English and maths. As part of a consultation released this month, new Level 1 “stepping-stone” qualifications are being proposed for students who leave school with GCSE grade 2 or below. These courses are intended to better prepare learners for achieving a grade 4 in their later GCSE resit.

These new stepping-stone qualifications would typically be taken in a learner’s first year of post-16 study, followed by a GCSE resit in the second year. Functional Skills qualifications will continue to be available, but the consultation suggests they will be suitable only for a small number of students, with most young people expected to follow the new route instead.

Who studies what? A simple breakdown

Learners with GCSE grade 2 or below

These learners are expected to take:

• A new Level 1 stepping-stone qualification in Year 1
• A GCSE resit in Year 2

Learners with GCSE grade 3

These students will continue to progress straight to a GCSE resit without the stepping-stone stage.

Learners with additional needs or lower prior attainment

For students with SEND, very low attainment, or those for whom GCSE preparation is not suitable, Entry Level or Level 1 Functional Skills may still be used where appropriate.

Assessment format still to be decided

While the content focus of the new qualifications is becoming clearer, the DfE is still consulting on how they should be assessed. The options include:

• A modular structure, allowing learners to build and record progress over time
• A linear structure, with a single final assessment
• A hybrid model, combining elements of both

The consultation notes the importance of recognising progress. If learners complete part of the course but not the full qualification, having no recorded outcome could risk further disengagement. Modular approaches may prevent this by giving learners a sense of ongoing achievement. On the other hand, more frequent assessment points may add pressure and complicate timetabling for providers.

At this stage, the consultation simply seeks to understand which structure best supports learning and confidence.

Where digital tools strengthen this new direction

Whatever assessment model is ultimately chosen, the success of these new stepping–stone qualifications will depend on the tools available to support learners through more personalised, responsive routes.

This is where OneAdvanced’s Assessment and Learning (formerly bksb) becomes a powerful asset for colleges and training providers.

Assessment and Learning is built around:

Granular, machine–learning–driven assessment

The software’s adaptive engine analyses learner responses in detail, identifying strengths, weaknesses, and gaps with precision. This aligns especially well with stepped or staged qualification models, where understanding micro-progress is essential.

Iterative learning journeys

Because the platform learns from previous answers, it can refine each learner’s pathway, nudging them toward areas needing reinforcement while stretching them appropriately when they’re ready.

Any–device, anytime access

Whether a qualification becomes modular or linear, learners benefit from a platform that is accessible, intuitive and available from any device – particularly important for students who need flexible learning patterns.

Varied, engaging question styles

This keeps learning fresh and supports engagement over long periods, whether assessments are spaced out in modules or consolidated toward a final exam window.

Preparing for what comes next

The introduction of the Level 1 stepping-stone qualifications marks a significant shift in post-16 English and maths provision. The DfE’s consultation will determine how these courses are structured and assessed, but the direction is clear: learners need pathways that build confidence, recognise progress, and bridge the gap toward successful GCSE outcomes.

With adaptable assessment, personalised learning plans and device-agnostic access, Assessment and Learning offers education providers the tools to support learners through these reforms – whatever the final qualification design looks like.