The Ofsted report, published in July 2023, revealed significant challenges with the implementation of T Levels, the new technical equivalent to A-levels for 16- to 19-year-olds. According to the report, “many” students have dropped out of T Levels after being “misled” about the flagship qualifications’ content and structure. The report further stated that experienced teachers are struggling to effectively teach “complex” courses.
Employers are also among the concerned parties, as the Ofsted review found that they are often left “disappointed” and “poorly informed” about the mandatory 315-hour industry placements for T Levels. The report even warned that some placements are “not appropriate” for the subjects learners are studying.
The Ofsted review involved interviews with employers, almost 700 teaching staff, and more than 2,100 students, focusing on courses in construction, digital, education, and health and science, along with the T Level transition program. As part of regular inspections starting from September 2023, Ofsted will inspect T Levels.
The report indicated that confidence in teaching the qualifications is on the rise, but the courses are “not at all what students expected” in some cases. Students on the health and science T Level were particularly “surprised” at the complexity of the science content and the academic nature of the course.
Moreover, the Ofsted report revealed that most providers set the entry criteria for T Levels as five GCSEs at grade four or above, but the initial assessment of student’s abilities at the start of their courses is “often weak.” While the practical aspects of the courses are “generally taught well,” vocational teachers with experience often struggle to teach theoretical content in sufficient depth or set appropriately challenging work.
The issue of finding suitable industry placements remains a significant barrier to increasing the number of T Level places available, as the Ofsted report states. Employers are also often “poorly informed” about the content and structure of T Levels, leading to placements that are not suitable for the pathway that students are on. This is particularly problematic for digital placements, where appropriate opportunities are hard to find, and employers have expressed disappointment with students’ skill levels.
In terms of the T Level program’s impact on students’ prospects, the Ofsted report indicated a high drop-out rate, with “many” students leaving before completing the course due to poor experiences. Some providers reported that no students moved on to the second year of the course. Additionally, students who aspired to attend university were “surprised and disappointed” to find that not all universities accepted T Level qualifications as valid entry qualifications.
Given these findings, Ofsted recommended that the Department for Education carefully consider the implications and impact of the planned withdrawal of funding for other similar courses to ensure that students are not disadvantaged. Overall, the report highlights the need for significant improvements to ensure the successful implementation of T Levels. The DfE acknowledged that further action is needed to make T Levels a success.