News

Today's report represents an important step towards preparing young people for successful and fulfilling futures.

Disadvantaged students are, on average, one-fifth of a grade behind in English and one-eighth of a grade behind in maths when resitting GCSEs, according to new research from the Education Policy Institute (EPI), funded by Pearson. 

Having seen first-hand the power of technology to transform education and help young people develop the skills they need to thrive in work and life, we welcome the government’s package of measures as an important step toward closing the digital divide in education. 

The interim report is an important step towards better preparing young people for the future. We’re pleased to see recognition of many of the key areas that need to be addressed and encourage the government to go further during the next stage of the review in order to ensure high standards for all and drive the meaningful change young people deserve. 

Thousands of post-16 learners are caught in a cycle of resit failure and fatigue for GCSE English and maths, chasing a Grade 4 that is supposed to signal the level of English language and mathematical skills they need to be successful in future study or the workplace.

Debates about whether the English curriculum is meeting the needs of all students are nothing new, but in 2025, alongside our Curriculum and Assessment Review thinking, Pearson is setting a course for change: for an English that works in every classroom, for every learner. We know that, at its best, English unlocks knowledge, nurtures empathy and values diverse voices. We also know this vital subject is being challenged by pressures like never before.

We've been carrying out extensive research and working with hundreds of teachers, learners, parents and stakeholders across the country to develop a clear view of the challenges facing GCSE science education and what is needed to address these.

LONDON – 9 January 2025 – An annual investment of approximately £130 million a year in technology in schools over the next decade would deliver an economic benefit to the UK of up to £8.7 billion. For every £1 invested, technology in schools would bring a return of up to £7.90, benefiting both the education sector and the growth of the economy.

Effecting meaningful change

We’re pleased to have contributed to the Government’s call for evidence as part of the Curriculum and Assessment Review. Joining the voices of other sector experts, educators, parents/carers and learners, we've shared our research, experience and recommendations with the panel.

Today, we’re sharing a summary of key points from our submission, where we set out our recommendations for how meaningful change can be brought about.