How to move from 2 to a 5 foundation maths GCSE?

And has he been assessed for dyscalculia ? ie is it definitely just lack of engagement?

I reckon he can turn it around if he puts in the effort now and you get a decent tutor (not just an enthusiastic sixth former!)

My daughter moved from a 3 to a 5. She had a tutor in Y11 - should have started that sooner.

We used:
Save My Exams
Corbett Maths 5 a day book. First 6 months “foundation” then “foundation plus”.
Endless past papers which I marked in front of her using the mark scheme again and again so she understood how to scoop up marks (often she did some steps in her head correctly then got the wrong answer, but would have got marks had she illustrated the steps).
Going over and over re-teaching the maths behind questions with the help of videos on the Corbett Maths website, BBC Bitesize website etc. I got an A in GCSE maths but it was a long time ago so when I was going over eg nth term stuff I would often quietly watch the video first to ensure I was supporting her correctly.

Yes if there are topics you don’t understand then the tutor should help your son. For other students at the school, sounds as tho they could bring their concerns to the maths teacher clinic.

The motivation can come from passing it and never having to study it again! Worked for my ds1.

Students need to take ownership though. PPs here have made the point that practice is key. If a student doesn’t do any work outside lessons and tutoring, they are much less likely to improve. A 15yo is old enough to realise that and work.

I agree poor teaching is not acceptable; but all the more reason for your ds to step up.

DS’s school arranged and paid for peer tutoring by students who were on course for 9. He went from a 3 to a 5 with a term’s 3x weekly tutoring before school. He liked it much better than the teacher as it was someone his own age who knew what they were doing and were good at communicating it.

DD went from a predicted E/F grade to achieving a C grade. I paid for an amazing maths tutor who ‘got her’ and her style of learning once a week but dd could also WhatsApp her questions at any times and the tutor would explain stuff to her mainly via videos outside of that paid for hour. Dd was also very clear of what she wanted to do in year 12 and knew she needed that C grade in maths and worked hard, independently, to achieve it.

Ah ok that's true but that figure includes resits and older students. The % of resitting students gaining a 4 is really low so that skews it. If you just consider 15/16yo year 11 students (which tbh I think is reasonable, that's your DS's cohort) the figure is fewer than 30% gaining below a 4.

43% don't fail maths GCSE.

To start with, a grade 1-3 is not a fail, it is a level 1 GCSE pass. It's a good achievement for some students.

And OK, if I am splitting hairs there, the figure for those who get below a grade 4 is actually 29%. So less than a third. If you think about it, there would be little or no point in a qual that every 16yo can gain at a specific level. That's the idea of GCSEs – most students will get some level of qualification. If everyone got a grade 4+ then the grade 4 would have no value to employers or further ed settings.

I would be considering carefully if he is capable of doing A levels. They’re not the right path for everyone.

Resitting is to be avoided IMO where possible. I used to see pupils resitting, doing very little differently to achieve a higher grade. They did not get much teaching time either. Attendance at this was sporadic too.

Since he learns by visual repetition, I'd lean toward short videos plus redoing the same questions a few days later over more reading. Ask the tutor to name his two or three weakest topics and set one tiny targeted task a day on just those, rather than general revision. And you can mark his work yourself: GCSE mark schemes are all public, so sit with the worked answers and see exactly where he loses marks. That tells you fast whether the daily work is actually sticking. On the 4 vs 5: a 4 is a pass and unlocks sixth form, so I'd aim there first and keep pushing after.

Yeh psychology A level with a possible grade below 4 in maths GCSE is probably not the best idea. There's a good deal of maths/stats – no you don't need maths A level but you need a decent grasp of the subject.

And science A levels with 5s in science GCSEs would not be a good idea either – unlikely to be a positive experience for your DS. I agree, look at colleges and alternatives to A levels.

I think you should seriously look into BTECs and T-Levels.

@Thebestthingsinlife I and others have also asked these questions. You can answer the posts you choose for sure, but it could genuinely help your DS if you say. You did not do English qualifications so you may not be aware of what is involved in A levels; lots of PPs here have some good experience and knowledge.

Now is the time to apply to any sixth form setting that might be of interest, and it's a good idea to have a Plan B and C, which might mean Btecs or a T level instead of A levels. There's certainly no harm in having something in hand (he can hold places at multiple school sixth form and college settings).

What is he predicted in his other subjects and which A levels does he want to do?

Can older DS help via video call?