100 hours
planned-teaching figure for the 580+ annual-hours band
Tutor news | GCSE resits
Post-16 GCSE resits: what tutors should know about the 100-hour rule
From the 2025 to 2026 academic year, eligible students in England without grade 4 or above, or an accepted equivalent, in GCSE English and/or maths must be offered planned teaching in each relevant subject. Here is how tutors can explain the 100-hour headline accurately.
Current answer
What changed for post-16 GCSE resits in 2025 to 2026?
In England, the Department for Education’s 2025 to 2026 maths and English condition-of-funding guidance says eligible post-16 students without grade 4 or above, or an accepted equivalent, in GCSE English and/or maths must be offered planned teaching in each subject they still need. GOV.UK summarises the change as “100 hours each of English and/or maths teaching”.
That 100-hour wording is the headline figure, but tutors should know the detailed DfE table is banded by annual planned hours. The 580+ planned-hours band has 100 hours for English and 100 hours for maths where each subject is relevant. Smaller programme-hour bands have lower minimums, such as 84, 66 or 52 hours.
The same guidance also makes clear that the condition is about continuing study, not an automatic exam entry. — GOV.UK
For tutors, the practical message is simple: college provision is being strengthened, but the rule is about planned teaching. It is not a guarantee that a learner will attend every lesson, be entered for a particular exam series, or achieve grade 4. One-to-one support can still be useful when it reinforces college teaching and focuses on confidence, gaps, revision habits, attendance routines and exam technique.
Key facts tutors should know
Use these points when explaining the 100-hour rule to families.
It is an England funding condition
The official planned-hours requirement comes from Department for Education guidance for 16 to 19 programmes in England.
It is per relevant subject
The requirement is calculated separately for maths and English where each subject is relevant. The 580+ planned-hours band has 100 hours per subject; other programme-hour bands have lower DfE minimums.
It is planned teaching, not a pass promise
Institutions report planned hours for each student. GOV.UK says the returns concern planned hours, “not students’ attendance”.
The ordinary minimum is specific
For ordinary in-scope students, the minimum hours must be stand-alone, whole-class, in-person teaching. Extra help can sit alongside this provision.
English Language and Literature both matter
A grade 4 or above in either GCSE English Language or GCSE English Literature at Key Stage 4 meets the English condition.
Key terms in plain English
These definitions can help tutors translate the policy into family-friendly language.
maths and English condition of funding
An England DfE funding condition requiring institutions to support eligible 16 to 19 study-programme and T Level students, plus some continuing 19+ students, who do not yet have GCSE grade 4 or above, or an accepted equivalent, in maths and/or English.
100 hours of teaching
A shorthand for the 2025 to 2026 planned-hours change. In the DfE table, the 580+ planned-hours band has 100 hours for each relevant subject; lower annual-hours bands have lower minimums.
planned teaching hours
The hours an institution plans and records for a learner’s English or maths study. This is different from the number of lessons the learner actually attends.
level 2 pass grade
For this condition, GCSE grades 9 to 4 are treated as the level 2 pass-grade range in maths or English.
approved qualification
A qualification approved for the condition, such as GCSE, Functional Skills level 2, or an approved level 1 or entry-level stepping-stone qualification.
EHC plan flexibility
A DfE flexibility allowing alternative delivery where needed. Exemptions are considered case by case and are not automatic.
Questions to ask before advising a family
Tutors do not need to police a college’s funding return. They do need enough context to explain the likely teaching offer and avoid overpromising what extra tuition can do.
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Which subject is still below grade 4?
Separate maths from English. A learner may be in scope for one subject, both subjects, or neither, depending on GCSE grades and accepted equivalents.
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What was the exact GCSE grade?
Grade 3 usually points to GCSE study for full-time students; grade 2 or below may lead to Functional Skills, GCSE or an approved stepping-stone qualification.
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For English, was there a grade 4 in Language or Literature?
If the learner achieved grade 4 or above in either GCSE English Language or GCSE English Literature at Key Stage 4, the English condition is met.
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Is the learner full-time, part-time or on a short programme?
The detailed DfE table is banded by annual planned hours. The 580+ band has 100 hours per relevant subject; smaller bands have lower minimums, and programmes under 150 planned hours are outside the condition.
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What teaching is already on the timetable?
Ask about weekly English or maths lessons, attendance expectations, homework, assessment points and who the learner should speak to if they are struggling.
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Is exam entry being discussed?
Treat exam entry as a readiness decision. Useful indicators include attendance, engagement, progress in class and practice evidence.
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Is there an EHC plan or a complex support need?
EHC-plan situations can involve delivery flexibility or exemptions, but these are not automatic. Keep advice cautious and encourage the family to speak to the provider’s support team.
How the 100 hours work in practice
The phrase “100-hour rule” is useful shorthand, but the DfE guidance gives a banded table. Use the figures below when a family needs a precise explanation.
DfE minimum planned teaching hours for English and maths by 16 to 19 funding band, for study programmes excluding T Levels.
| Learner or programme situation | DfE treatment | How to explain it |
|---|---|---|
Full-time study programme of at least 580 annual planned hours | 100 hours for English and 100 hours for maths where each subject is relevant | This is the main 100-hour case families are most likely to hear about. |
485+ planned-hours band, including some full-time older learners and some part-time programmes | 84 hours for English and 84 hours for maths where each subject is relevant | Do not say every learner gets exactly 100 hours; the official table uses 84 hours at this band. |
Part-time study programme of 385 to 484 annual planned hours | 66 hours for English and 66 hours for maths where each subject is relevant | The minimum is lower because it is linked to the size of the programme. |
Part-time study programme of 300 to 384 annual planned hours | 52 hours for English and 52 hours for maths where each subject is relevant | Keep the focus on planned teaching, attendance and targeted support. |
Part-time band up to 299 annual planned hours | 52 hours in the DfE table where the programme is otherwise in scope | Programmes under 150 planned hours are outside the condition. |
Programme of less than 150 annual planned hours | The condition does not apply | Do not use the 100-hour shorthand for short programmes. |
Student with an EHC plan, including eligible 19 to 25-year-olds covered by the guidance | The guidance can allow alternative delivery and case-by-case exemption in specific circumstances; there is no automatic exemption just because a learner has an EHC plan. | Avoid individual entitlement advice; ask what the provider has planned and who in the support team is responsible. |
Apprenticeship, T Level or T Level Foundation Year | Apprenticeships are not subject to this 16 to 19 condition. T Levels and T Level Foundation Years are covered in the same way as other 16 to 19 study programmes. | Ask which programme the learner is on before applying the rule. |
Grades and qualification options
The condition does not treat every learner below grade 4 in the same way. Tutors should explain the broad pattern without deciding the provider’s qualification choice for them.
A table explaining how GCSE grades affect the English and maths study requirement.
| Starting point | What the guidance means | Tutor note |
|---|---|---|
GCSE grade 4 or above | The DfE treats grades 9 to 4 as the level 2 pass-grade range for this condition. | The student has met the condition in that subject, unless another programme requirement applies. |
Full-time student with grade 3 | The student must study towards GCSE maths and/or English. | This is the group many families think of first when they ask about a GCSE resit. |
Part-time student with grade 3 | The student can study any approved qualification. | Ask what qualification the provider has chosen and align support with that course. |
Grade 2 or below | Functional Skills level 2, GCSE, or an approved level 1 or entry-level stepping-stone qualification may be used, depending on the student. | A GCSE paper may not be the immediate starting point. Diagnostic work is especially important. |
Grade 4 or above in GCSE English Language or GCSE English Literature | The English condition is met if either GCSE English Language or GCSE English Literature was passed at grade 4 or above at Key Stage 4. | Check the exact qualification before assuming the student must continue English. |
Provider is choosing the qualification | Approved options can include GCSEs, Functional Skills level 2 and level 1 or entry-level stepping-stone qualifications. | Institutions can use the official Find a learning aim service to check funding approval. |
What counts towards the 100 hours — and what sits outside it?
The cleanest explanation for families is to separate the college’s minimum planned teaching from extra support around it.
A comparison of support that counts towards the ordinary minimum and support that can be additional.
| Support type | How to describe it |
|---|---|
Stand-alone, whole-class, in-person teaching planned by the institution | This is the ordinary minimum delivery model for in-scope English and maths teaching. |
Private one-to-one tuition outside the college programme | This can reinforce learning, but tutors should not describe it as replacing the provider’s minimum planned hours. |
Extra small-group support, online tools or revision sessions | These can be useful additions, but the ordinary minimum is still the planned teaching specified in the DfE guidance. |
English or maths skills embedded in another vocational lesson | Helpful reinforcement, but not the same as the ordinary stand-alone minimum unless a specific flexibility applies. |
Whether the student attends every lesson | Attendance matters for progress, but DfE data returns are about planned hours rather than actual attendance. |
Explaining the planned-hours rule without overpromising
Suggested wording for a family conversation
A parent or carer asks whether their child still needs tutoring now the college must offer more English or maths teaching.
The college should be planning the required English or maths teaching if your child is covered by the rule, so the first priority is attending and using those lessons well. The 100-hour figure is the headline for the largest planned-hours band, and some programmes have lower minimums. Extra tutoring should sit alongside college teaching, not replace it. In our sessions we can focus on the parts that still feel shaky — specific gaps, confidence, revision habits and exam technique. The rule is about planned support, not a guaranteed grade or automatic exam entry.
It recognises the college responsibility, avoids promising an outcome, and positions tutoring as focused additional support.
Sources and further reading
The funding-rule details here come from GOV.UK. The tutoring-practice points use Education Endowment Foundation evidence summaries.
- Open source
GOV.UK: 2025 to 2026 maths and English condition of funding
- Open source
GOV.UK: condition of funding interactive tool
- Open source
GOV.UK: Find a learning aim and ILR sources of data
- Open source
Education Endowment Foundation: one to one tuition
- Open source
Education Endowment Foundation: small group tuition
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Support and clarity
Frequently asked questions
Straight answers to the questions people ask most often.
Who must be offered planned English or maths teaching?
In England’s 2025 to 2026 DfE guidance, the requirement applies to eligible students aged 16 to 18, 19 to 25-year-olds with an EHC plan, and some 19+ continuing students on 16 to 19 study programmes or T Levels, where they have not achieved grade 4 or above, or an accepted equivalent, in the relevant subject. The exact hours depend on the programme-hours band.
Is it 100 hours in total or 100 hours per subject?
It is calculated per relevant subject. In the DfE table, the 580+ planned-hours band has 100 planned hours for English and 100 planned hours for maths where each subject is relevant. Lower annual-hours bands use lower minimums, such as 84, 66 or 52 hours.
Do students have to resit GCSE maths or English?
The DfE guidance describes the condition as a study requirement, not an automatic exam-entry requirement. Where a student is entered for an exam, the provider should judge whether they are ready to improve their grade.
Can private tutoring count towards the 100 hours?
Tutors should not describe private tuition as replacing the provider’s minimum planned hours for ordinary in-scope students. The safest explanation is that tutoring can be additional support: it can reinforce college teaching, target gaps, build confidence and practise exam technique.
Does a grade 4 in English Literature count for the English condition?
Yes, under the DfE guidance, a grade 4 or above in either GCSE English Language or GCSE English Literature at Key Stage 4 means the English condition is met.
Are November GCSE resits affected by the 100-hour rule?
The rule does not mean every eligible learner must be entered for a November resit. Tutors can help families ask about readiness: attendance, engagement, recent progress and practice evidence. Exact exam dates and entry deadlines need current JCQ, Ofqual or exam-board sources before being given as advice.
Are the 100-hour GCSE resit rules UK-wide?
No. The rule covered here is from England’s Department for Education guidance for 2025 to 2026. Do not apply it automatically to Scotland, Wales or Northern Ireland.
What should GCSE resit tutors do differently because of this rule?
Explain the college offer accurately, encourage attendance, and make tutoring complementary. Useful tutoring priorities include diagnosing specific gaps, aligning with college lessons where possible, rebuilding confidence, developing revision habits and practising exam technique without promising a grade.
Sources and references
Sources and references
Official guidance
- 1.GOV.UK: 16 to 19 funding maths and English condition of funding
Official 2025 to 2026 guidance for England, including the 100-hour teaching requirement, eligible students, planned-hours returns, delivery mode and exemptions.
- 2.GOV.UK: condition of funding interactive tool
A step-by-step tool for institutions to check student compliance alongside the detailed condition-of-funding guidance.
- 3.GOV.UK: Find a learning aim and ILR sources of data
GOV.UK explainer for the learning aim reference service, LARS search facility and ILR sources of data.
Peer-reviewed research
- 1.Education Endowment Foundation: one to one tuition
Evidence summary used for cautious statements about targeted one-to-one support and linking tuition with normal lessons.
- 2.Education Endowment Foundation: small group tuition
Evidence summary used for cautious statements about targeted small-group support.