How vocational qualifications can narrow the SEND and disadvantage gap

In user experience (UX) and user interface (UI) design, there’s a saying: “essential for some, beneficial to all, harmful to none.” It describes accessibility features intended for users with disabilities that also improve usability for all.  

The same principle applies to inclusive curriculum. Vocational options in a curriculum can be vital to the success of disadvantaged and special educational needs and disabilities (SEND) learners, while benefiting all.  

A drive for SEND inclusion 

The Government is committed to improving outcomes for SEND learners, recognising that many could succeed in mainstream settings without an EHCP (Education, Health, Care plan), if the SEND system was extensively improved. 

In recent years, the number of special educational needs (SEN) pupils included in Progress 8 measures has risen sharply, particularly among those with: 

• Autistic Spectrum Disorder (ASD): 17,288 (in 2024) compared to 9,156 (in 2019) 
• Social, Emotional and Mental Health (SEMH): 25,988 compared to 14,577 
• Speech, Language and Communications Needs (SLCN): 10,675 compared to 6,962. 

With rising SEN numbers, more learners struggle with traditional, timed exams. This increases demand for alternative assessment routes within the Progress 8 framework. 

Understanding Progress 8 

The Progress 8 framework measures pupils’ progress from Key Stage 2 to Key Stage 4. It follows strict rules, and once English, maths, and other core GCSEs are counted for, the remaining slots form the ‘open group’. This is where vocational qualifications can appear. 

Previously, the open group was often used to boost league table performance, rather than meet pupils’ needs. Today, however, Level 1/2 Technical Awards are recognised as credible alternatives to GCSEs accepted in this group. 

For example, NCFE's V Certs fit seamlessly into a KS4 curriculum. They offer more coursework than traditional GCSEs with roughly 60% non-exam, project-based assessment and 40% written examination 

Affecting the SEND and disadvantage gap 

Recent research shows that SEND and disadvantaged pupils often achieve grades that are closer to their peers when taking vocational qualifications versus GCSEs. These routes tend to narrow attainment gaps, offering a more inclusive and supportive option that helps pupils keep pace and reduce the number who fall significantly behind.   

Across all subjects, the SEND attainment gap reduces from 27% at GCSE grade 9–4 to 24% for Level 2 vocational qualifications, highlighting the number of SEND pupils achieving at least a pass grade compared to the number of non-SEND pupils achieving the same grades in the same subjects. For disadvantaged pupils, the gaps in GCSEs and VTQs are lower again.  

The table below compares GCSEs with equivalent Level 2 vocational qualifications across a range of subjects. It highlights where vocational routes narrow attainment gaps most effectively and where improvement is needed. While gaps are not eliminated entirely, they reduce the number of learners who fall significantly behind, reinforcing the role of high-quality vocational qualifications as a core part of an inclusive Key Stage 4 curriculum. 

The effect of coursework 

The term ‘disadvantaged’ covers many circumstances, but a recurring theme in research shows that disadvantaged learners often have lower literacy levels. This impacts their academic achievement, particularly in exam conditions. Therefore, non-exam assessment methods such as coursework are likely to be more beneficial to these students.  

Ofqual research also shows that learners from a higher IDACI (income deprivation affecting children index) area perform better in coursework elements than non-coursework. 

Pictured: Chart showing the link between the addition of coursework and attainment for pupils from income-deprived areas

Literacy as a predictor of success 

Literacy plays a big role in how well pupils do in school, and it’s one of the strongest predictors of academic performance. Reading fluency – the ability to read smoothly and understand what you’re reading – is especially important, because it helps pupils decode exam questions and follow instructions. Early vocabulary and language skills also set the stage for later achievement. 

Research shows that disadvantaged pupils, including those eligible for Free School Meals, often have lower literacy levels on average. This can make traditional, timed exams particularly challenging and widen the gap in outcomes compared to their peers. A large 2017 study of KS4 science found that reading ability strongly predicts attainment, regardless of intelligence, and that literacy is closely linked to socio-economic background. 

This is where vocational qualifications make a real difference. Many of these courses rely heavily on coursework and project-based assessment rather than timed exams, therefore they reduce the impact of literacy barriers. Pupils can show what they know without being held back by slower reading or weaker exam technique. Research also shows that students in more deprived areas tend to perform better on coursework than on non-coursework assessments. 

In short, vocational pathways don’t lower standards – they give pupils with lower literacy levels a fairer chance to succeed. By offering these routes, schools can help more SEND and disadvantaged learners keep pace with their peers and narrow gaps in achievement. 

Building a broad and balanced curriculum 

Overall, the evidence suggests that vocational assessments offer a much more level playing field for SEND and disadvantaged learners. By using the ‘open group’ and offering vocational subjects, schools can close the literacy gap without lowering the quality of education.  

A broad curriculum, with strong vocational pathways, is essential for SEND and disadvantaged learners – one that is beneficial to all learners, and ultimately, harmful to none. 

Discover more about our V Cert qualifications and they subject areas they span by visiting our V Certs homepage.