London schools are bucking a national “death spiral” in GCSE language learning, with new research showing the capital far outstrips every other English region for pupils taking language GCSEs.
The analysis, published on 17 September by the Higher Education Policy Institute (Hepi) and reported by the Press Association, found stark regional disparities in GCSE language entries across England, with access to language subjects described as “far from equitable”.
Languages fare better in London, where the per-pupil GCSE entry average is 0.69, compared with 0.42 in the South West and the North East, according to the Hepi policy note Language GCSEs in English schools: a postcode lottery?
GCSE language learning a postcode lottery
The paper, by Megan Bowler, a DPhil student and lecturer in classics at the University of Oxford, found that overall just 4.2 per cent of non-selective state schools have an average of one language GCSE entry per pupil. Just 7.9 per cent of schools — and only 4.2 per cent of comprehensives — reach that benchmark.
The best-performing local education authority in England is Hammersmith and Fulham, with 0.86 language GCSE entries per pupil, while the worst-performing area on the mainland is Blackpool at 0.24.
Grammar schools have an average of one language GCSE entry per pupil — more than double the 0.48 average for comprehensive schools.
The report also highlights the collapse of German in mainstream state schools: seven local education authorities now have no GCSE entries for German at all, only 30 per cent of comprehensive schools entered any pupils for German, and just 5.6 per cent entered any for Latin.
Participation correlates strongly with socio-economic advantage. Across French, Spanish and German — the three main languages taught in schools — the average number of entries per pupil is 0.36 in schools with the highest proportion of pupils eligible for free school meals, compared with 0.57 in those with the lowest.
What the report recommends
Hepi calls for a series of national policy fixes, including easing the visa pathway for language teachers from abroad, who the paper says are “inhibited” by current immigration rules and the high costs of visa sponsorship.
The think tank also wants ministers to consider a “flexible stepped” qualification pathway for languages in addition to GCSEs and A-levels, and to ensure “equitable exam marking” so pupils are assured they will not underperform in languages relative to other subjects or be disadvantaged by sitting the same exam as a native speaker.
The note argues that low undergraduate enrolments for language degrees should be seen as a consequence of limited and unequal opportunities to study languages at school, rather than as a sign of weak demand — a point underlined by Imperial College London being named University of the Year 2027, outranking Oxford and Cambridge.
More than a fifth of school pupils (21.6 per cent) have a first language other than English, the report notes, but pupils’ existing multilingualism continues to be under-recognised in formal qualifications.
“Appallingly low take-up”
Nick Hillman, Hepi’s director, said: “When it comes to young people understanding the world, the biggest crisis facing our education system is the appallingly low take-up of languages. We lag far behind every other European country.”
He added: “Tony Blair’s government stopped languages being compulsory for GCSE-aged pupils in England around 20 years ago, and school-based language provision has been in a death spiral ever since. Initiatives designed to halt the decline have not done their job.”
Bowler said: “For many pupils, language education ends before it has really begun. Yet engaging with language, communication and culture is a worthwhile educational experience for all pupils, regardless of how far they progress with it.”
She added: “Studying a language helps to develop oracy, critical thinking and an empathetic awareness of other cultures and perspectives.”
Pepe Di’Iasio, general secretary of the Association of School and College Leaders, said: “Students often perceive Stem subjects as the route to the education and career choices they want to pursue, and when choosing their options may be more inclined to choose these courses than languages, particularly as they often see languages as difficult options in which to achieve top grades.”
He added: “Nevertheless, schools are working hard to provide language provision in the challenging situation of significant difficulties in recruiting language teachers and lack of sufficient funding.”
Hepi says a more localised approach is vital to address the specific needs of each local education authority, targeting areas with the lowest participation with additional investment and outreach. London’s schools have been in the spotlight before: Hammersmith and Fulham’s reading campaign is racing to put a book in every primary pupil’s hands.
