Bridging the gap between secondary, further and higher education – a tale of three sectors

This blog was kindly authored by Sue Williamson, Chief Executive, SSAT and Dr Michelle Morgan, Dean of Students, University of East London. Sue Williamson sits on the National Pre-arrival Academic Questionnaire Steering Group.

In this blog, we explain why there is an urgent need for the secondary, further education and higher education sectors to interact and collaborate more effectively to create a better understanding of student learning at these levels of study – helping to more effectively bridge the transition of students. This is especially critical as a result of the Independent Curriculum and Assessment Review chaired by Professor Becky Francis that looked at year groups spanning 5-19 which published its final report in November 2025. The report highlighted an overloaded and inflexible curriculum, narrowing of subject options, severe assessment stress and burden and a lack of adequate digital literacy skills.

All these education sectors have experienced major changes in the past few years and are under pressure to chase metric-based outcomes. We need to recognise the impact of those changes on one another and on the students. Through collaboration and mutual understanding, we can be more effective in raising student education aspirations across the sectors, regardless of the route an individual undertakes. This will support the widening participation agenda and through enabling the provision of targeted information that supports all participants, whether they are the student or the educator.

We have a secondary and further education sector where the emphasis is on students being ‘trained’ to pass exams through rote learning rather than being trained to be confident and resilient. We have a higher education sector that assumes they are the latter on entry. The recently published Young people and work: interim report  led by the former Labour health secretary Alan Milburn, states that education in England is too focused on exam-based qualifications rather than whether pupils go on to sustained employment or learning.

Higher education trains the teachers for secondary and further education, but we are not necessarily good at transferring this learning experience knowledge within institutions to create effective transitions into study that recognise students prior learning experiences. This blog provides a few examples of this from the first national Pre-arrival Academic questionnaire pilot.

What is the PAQ?

In February 2025, Advance HE, Jisc and the University of East London were awarded an Office for Students Innovation grant to run the first national pilot of a Pre/Post-arrival Academic Questionnaire (PAQ) across undergraduate and postgraduate taught levels of study. The bid was informed by the work of Dr Michelle Morgan. The aim of the PAQ is a reflective pre-arrival piece of coursework for the student, thinking about how they previously learnt and their expectations, concerns and outcomes for their higher education studies. For the institution, the PAQ enables them to listen and act on the concerns and expectations of incoming students on entry in real time to help them navigate this level of study.

The value of the national PAQ is highlighted in this HEPI piece, and the advance HE report is available here.

Four examples of prior learning experiences on entry to higher education by undergraduates

Many of the prior learning findings will not be a revelation to those working in secondary education, but for some working in higher education it has been. This gap in understanding between how sectors work reinforces the need for closer working relationships between them. Four of those ‘surprising’ key prior learning headline findings from the Phase 1 report for higher education from the fifteen participating universities are below.

Accessing all learning materials and submission of work

Respondents were asked about all the ways they had accessed learning materials at school/college. Handwritten/typed notes were the most common method at 80%, followed by a course handbook with 64%. However, only 31% had accessed information on a VLE (mostly in colleges), only 24% had used Library hard copy books and only 15% Library e- materials. The type of qualification and age noticeably impacted how learning materials were accessed. As well as low school and college library use, it is important to note that Britain has closed almost 800 libraries since 2010 so a lack of library experience is high.

For 45% of respondents, submission of coursework was hardcopy with or without a cover sheet, only 50% had experience of submitting work via a VLE before starting university and only 31% had submitted work via email. A common assumption today is that students entering higher education are ‘digital natives’, so will know how to access digital information and use VLEs. As a result, there tends to be a targeted emphasis on using digital platforms and materials to provide personal and learning support. These findings demonstrate that while students may live and socialise using digital platforms, they are not necessarily ‘learning digitally’ experienced. These skills need to be taught during the arrival and induction to study phases.

Revising for examinations

When asked about revising for exams, only 57% had mainly undertaken independent revision for exams at home. At university, although revision classes commonly take place, revision is generally an independent activity for which many had limited experience. This is a skill that needs to be experienced and learnt in a safe environment.

Feedback and feedback preference

Respondents generally understood what feedback meant in relation to their previous studies. For 88% of respondents written feedback (hard copy and via email) was the most common form of feedback provided, followed by face-to-face (individually) with 61%. However, feedback ‘preference’ was 49% for face-to-face (individually) and 33% for written feedback (hard copy and via email).

In higher education, the reverse of the respondents preference is common place, and feedback is provided in various ways, with students often not aware that feedback is being provided. Year on year, feedback satisfaction levels reported in the National Student Survey results are historically and consistently lower that other related areas.

Assessment preference

Respondents preferred individual assessment (34.8%), and a mix of exams and assessed coursework (42.1%). Assessment by examination was not a popular form of assessment across any student characteristic (2.5%), but especially not amongst A-Level respondents. It is important to note that in the past 4 years, A-Levels have moved from a mix of exams and coursework back to primarily being by examination and the ‘success’ of a student relies on having a ‘good’ examination. However, assessment for BTEC qualifications is commonly based on coursework. We cannot make the assumption that our students entering higher education will have experience of producing formative or summative coursework or sitting examinations.

Learning expectations will be shaped by prior experiences, so in higher education, it is essential we manage those expectations well and target support in a timely and meaningful manner across our diverse student body.

What higher education needs to understand about secondary and further education

Just as higher education has accountability regimes, so does secondary education. The outcome has resulted in teachers and school leaders taking a ‘belt and braces’ approach to teaching and enabling their students to pass examinations.

GCSE level

Some schools have introduced a three-year key stage 4 (14-16 years of age) to allow for more in-depth studying for GCSE examinations. With a greater emphasis on knowledge and written examinations, teachers produce numerous resources to ensure that the syllabus is covered. Some schools do have all their teachers in a VLE with work is submitted and returned online. However, the majority of schools still use exercise books for the whole period of the course.

Whilst organisations like SSAT advocate for formative assessment through a range of teaching and learning resources, in practice we see students tested more. It is not unusual for schools to hold two mock examinations in Year 11 and some even three. Students need to be supplied with all the knowledge to pass the examination and tested to check that they are on course to achieve a good grade. Equally, the school wants no surprises when the results come out in August.

A-Level

The GCSE picture is similar at A-level. Dictating notes is still the number one delivery model. Many students limit their reading to the course textbooks and do not read more widely. In the same way that students are trained in identifying good and bad sources in written texts, they should be helped to identify reliable online sources. Learners of all ages need a mix of sources to extend and deepen their knowledge.

It is now a key part of a school to provide school-based revision classes. Subject departments fight for time after school. It is worrying that this also occurs in primary schools. To succeed at university and in employment, you need to be a confident learner. The current system of schooling makes the learner too dependant on the teacher. This makes the transition to higher education more difficult. Few students have the discipline or the study skills to learn in less structured environments.

For many young people, being told to read a book and to be prepared to discuss in a tutorial or a seminar is a frightening experience. Where do they begin? Also to be challenged when presenting your ideas can be demotivating. It is no wonder that so many young people talk of ‘imposter syndrome’ – they are not ready to go solo when they enter higher education.

How can we bridge the divide?

Higher education institutions do engage in outreach and access and participation activities, but these are often in specific areas and are metric-driven to address issues with continuation. It would be helpful to adopt these approaches and activities into other areas, such as the work of course and module teams.

The changes proposed in the Curriculum Review will take time to filter through after implementation, so sector engagement with projects such as the Post 18 Project that are looking at new collective thinking, ideas and policy solutions would be good in sharing good practice to bridge the gaps.

Phase 2 next steps

A call for free participation in Phase 2 is currently taking place. If you are interested, you can contact: Jonathan Neves on Jonathan.Neves@advance-he.ac.uk

Alternatively please access this Jisc Surveys form to request participation. https://app.onlinesurveys.jisc.ac.uk/s/advance-he/pre-arrival-questionnaire-paq-national-pilot-wave-2-request

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