Education should be a system that nurtures every child’s potential, yet for many students—especially those with Special Educational Needs (SEN)—the current system falls short. Overcrowded classrooms, lack of tailored support, and rigid curricula leave many SEN students struggling to keep up. At the same time, high-achieving students often find themselves without enough opportunities to advance.
By restructuring the education system to provide flexible learning opportunities, continuous assessments, and personalized support, we can ensure that all students, regardless of their abilities, have the opportunity to succeed.
The Decline of Small-Group SEN Support
In the 1990s, schools had more resources to provide effective SEN support. They offered small-group instruction, often with a ratio of one teacher to six students with varying needs, such as dyslexia, ADHD, autism, and hearing impairments. These specialized classes allowed children to progress at their own pace while also benefiting from peer support.
However, over time, budget cuts and policy changes have reduced the number of specialized staff and assistants in schools. Many teachers are now expected to accommodate a wide range of learning needs in classrooms that are too large to manage effectively. The result? SEN students feel lost and unsupported, leading to disengagement, anxiety, and underperformance.
The Challenge of Transitioning to Secondary School
The transition from primary to secondary school can be overwhelming, especially for SEN students. Larger class sizes, unfamiliar environments, and the loss of close friendships can make secondary school an intimidating experience. Without the right support, many SEN students are placed in classes that do not match their learning abilities, causing further distress and academic struggles.
This lack of early intervention often means that students are only identified as struggling when they are already significantly behind their peers. Schools need to implement more frequent and thorough assessments to place students in the right learning environments from the start.
A Flexible Curriculum for All Learning Abilities
The current secondary school curriculum is designed as a one-size-fits-all model, but in reality, students have different learning needs. Subjects like geography, music, and PSHE (Personal, Social, Health, and Economic education) have their place in the curriculum, but should struggling students be forced to take these subjects at the expense of failing core subjects like Maths and English?
A more flexible approach would allow students who are behind in core subjects to drop non-essential classes in favor of extra lessons in Maths and English. This would give them the additional support needed to pass the GCSEs that are essential for future employment and further education.
Encouraging High Achievers
While struggling students need extra support, high-achieving students should also be given opportunities to advance. Those who excel in Maths and English should be encouraged to take on additional subjects that enhance their skills, such as computing, economics, foreign languages, and advanced science courses.
Currently, many students have to follow a rigid curriculum that does not allow them to progress at their own pace. By implementing a system that recognizes achievement through continuous assessments, schools can better understand where each student stands academically and provide opportunities for students to advance based on their abilities rather than their age.
Continuous Assessments for Better Student Progression
Frequent assessments would provide schools with the necessary data to make informed decisions about student placement and progression. Instead of waiting until Year 11 to determine whether a student is failing or excelling, continuous assessments throughout the school years would help identify students who need extra support or more challenging coursework.
Additionally, offering GCSE-equivalent courses throughout the school years could be a game-changer. If high-achieving students were allowed to take their GCSEs early and move on to more advanced studies, they could graduate with a broader range of qualifications. This would help bridge the gap between secondary school and higher education or employment.
Should Science Be a Mandatory GCSE?
Another important debate is whether science should remain a compulsory GCSE subject after Year 9. While science is crucial for students interested in STEM careers, it is not a requirement for many professions. Instead of forcing all students to take science GCSEs, schools could make it an elective for those who wish to pursue it further, while allowing other students to focus on subjects more relevant to their future goals.
Case Study: The Impact of Flexible Learning on Student Success
To illustrate the benefits of a more personalized education system, let’s look at the case of Jack, an SEN student, and Sarah, a high-achieving student.
Jack’s Story: An SEN Student Left Behind
Jack was diagnosed with dyslexia at the age of seven. Throughout primary school, he received some support, but when he transitioned to secondary school, he found himself in a class of 30 students with only one teacher. The fast-paced lessons and lack of individualized support left him struggling to keep up.
By Year 9, Jack was failing Maths and English. He was also required to take subjects like geography and music, which took up valuable learning time. He rarely received one-on-one support, and by the time his teachers realized how far behind he was, it was too late. He left school with minimal qualifications, limiting his career options.
Sarah’s Story: A High Achiever with No Challenges
Sarah excelled in Maths and English from an early age. By Year 7, she was already working at a GCSE level in both subjects. However, the rigid curriculum meant she had to follow the same timetable as her peers, with no opportunity to advance further.
If Sarah had been allowed to take her Maths and English GCSEs early and move on to more advanced subjects, she could have developed additional skills in economics, computing, and business studies. Instead, she spent years repeating content she had already mastered, leading to frustration and disengagement.
How a Flexible System Could Have Helped
A flexible learning system would have allowed Jack to drop non-essential subjects and receive extra Maths and English lessons, helping him pass his GCSEs and pursue further education. Sarah, on the other hand, could have taken her GCSEs early and moved on to advanced coursework, giving her a head start on her future career.
Setting Students Up for Success
The education system should not be designed to fit students into a rigid structure but rather to support their individual learning needs. A more personalized approach, including:
- Small-group SEN classes for struggling students
- Flexible subject choices that allow students to drop non-essential subjects if they need extra support
- Continuous assessments to ensure students are placed in appropriate learning environments
- Opportunities for high-achieving students to take GCSEs early and progress to advanced courses
By implementing these changes, we can create a system that supports all students—whether they need extra help or more advanced challenges—ensuring that no child is left behind.
Conclusion: The Need for Change
Our current education system is failing both struggling and high-achieving students. SEN students are lost in overcrowded classrooms, while gifted students are held back by rigid curricula. A shift toward a more flexible and personalized learning approach would allow every student to progress at their own pace, giving them the best possible chance of success.
If we want to build a future where all children have equal opportunities, we need to rethink how education is structured. Schools should focus on helping students succeed, rather than forcing them into a system that does not accommodate their individual needs. By embracing flexible learning, continuous assessments, and tailored support, we can ensure that every child reaches their full potential.
