A literacy expert warned that the government’s planned replacement of the 11-Plus exam could fail without major investment in teacher training, classroom resources and targeted support for struggling pupils — even as she praised the reforms as a “powerful step towards equity”.
Shawntelle Morgan, founder of I-Teach Transformative Knowledge Solutions Ltd, said that without significant funding, resources and effective teacher support, the ambitious vision risks becoming “a statement of hope rather than a plan of action”.
Minister for Educational Transformation, Chad Blackman, told Parliament on Tuesday that the 11-Plus — also known as the Common Entrance Exam — will be replaced by September 2028 with a hybrid student placement system. The new model will split assessment equally between a modified national written exam and continuous assessment conducted over the final two years of primary school, covering a wider range of subjects and skills.
The reforms, shaped by public consultations and stakeholder meetings, aim to create a fairer, more holistic placement process that takes into account both student choice and geographical location. Each child will have a progressive learner profile and, in special cases, parents will be able to appeal placement decisions. Teacher training for the system is due to begin this academic year.
Morgan said that while she does not yet know the full details of the new approach, the 50:50 split between standardised testing and continuous assessment is “a powerful step towards equity for learners with learning difficulties”.
“For a long time, we had a single high-stakes exam, which really disproportionately disadvantaged students whose strengths lie beyond traditional test-taking skills, especially those with learning differences, language barriers, or even social emotional needs,” she said. “I’m hoping really that this is the ministry showing that they value multiple forms of authentic assessment, and that we’re acknowledging that literacy and even knowledge takes many forms.”
Morgan added that the proposed framework signals an understanding that “diverse learning itself is not a challenge to overcome, but a strength to embrace”. But she cautioned that it will only succeed if backed by enough training, access to resources and strong monitoring, noting that the move could “transform placement from a gatekeeping mechanism into a gateway for opportunity” — but only if implementation is properly executed.
She also expressed concern about the shift from earlier reform proposals involving “academies of excellence” to the current plan, which still sees students moving into traditional secondary schools. “Not much has been given on why the initial plans were abandoned, and if any consultation was taken from those initial plans to the current one,” she said, warning that grading systems can fluctuate year to year.
For the literacy specialist, the new model’s success will depend on far more than policy announcements. “It will demand targeted research-based intervention, early screening to identify struggling readers, robust teacher training in evidence-based [teaching] and strong support from parents and caregivers,” she stressed. “Importantly, schools must be resourced to meet diverse needs, including children with dyslexia, language delays, or other barriers to literacy.”
She fully endorsed the government’s pledge that all children should read by age seven but described it as “overly ambitious” unless the realities of individual learning challenges are considered. She stressed that older students who have already fallen behind will need more intensive and sustained intervention than younger peers.
Morgan underscored that the reforms will only work if schools and teachers are given access to a full suite of quality resources.
“I think given the current literacy climate, we will need to see children having access to a full range of high quality resources. You’ll also need to see access to things like interactive learning tools and digital platforms that allow for personalised practice,” she said.
“For the teachers, they will require structured programmes with clear guidance, classroom libraries that reflect diverse cultures and levels, and supplemental resources to support struggling readers. If these essential materials are not in every classroom and in every cell phone in their hands, then the pledge risks becoming a statement of hope rather than a plan of action.”
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