Regulating post-16 VTQs at L2 and L3

Closes 2 Jul 2026

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V Level Grading scale

It is important that qualifications have grading scales that signal to users of qualifications what results mean. The grading scale ensures results can be relied on as an indicator of the level of attainment a student has demonstrated. This helps students, employers, schools, colleges, further and higher education institutions and the public understand and interpret the results of qualification and assessments.

The Secretary of State has written to Ofqual to set out that V Levels should have a single grading scale. This will ensure consistency between awarding organisations for qualifications designed against the same content and which must meet the same assessment requirements. The Secretary of State has also said that the grading scale should recognise the full range of achievement of the intended cohort and be straightforward to interpret in line with other qualifications a student may be taking to support UCAS tariff allocation.

In determining what the grading scale should be, Ofqual has considered both the length of that scale (how many grades there are), and the labels for the grades on that scale (what each grade is called).

Proposal

We propose the following grading scale for V Levels:

  • A* to E, N  and U (Ungraded).

The N grade is intended to recognise achievement at a level below the A*-E scale.

We set out our rationale for this proposal below.

Length of grading scale

V Levels are intended to support progression to higher education, meaning the scale needs to be long enough to differentiate between students for selection decisions. We anticipate that the range of ability for students taking V Levels will be greater than that for A Levels – based on the prior attainment of students taking existing vocational qualifications, so the scale will also need to be long enough to reflect achievement of students at the high and low ends of the scale.

Proposal

We propose that a longer scale than that currently used for A Levels (6 points - A*-E) is needed to accommodate this full range of achievement for the students who will take V Levels. The grading scale will need to allow for students achieving the highest grades to align with those who achieve the highest grades at A Level, as well as recognising achievement across the full range of abilities, in particular for those students at the lower end of the scale who might otherwise not achieve a grade. We therefore propose adding a 7th point on the grading scale to ensure that this full range of achievement is accommodated.

DfE is proposing significant changes to the qualifications landscape, and Ofqual therefore expects the profile of students to change over time. We propose to keep under review the extent to which students are being awarded qualifications on the 7th proposed point on the grading scale as reformed qualifications are implemented both at level 3 and at level 2. If, in time, we find the 7th grade is unnecessary and not being used regularly, we may consult on a proposal to remove that grade to simplify the overall grading scale.

Labelling of grading scale

As described above, we propose that a 7-point grading scale will be needed to accommodate the full range of achievement for V Levels. We have considered 3 possible approaches suitable for a grading scale of this length:

  • a numeric scale (such as 7 to 1)
  • an alphabetic scale (such as A* to E with an additional seventh grade), or
  • a Pass, Merit, Distinction scale (with additional labels to accommodate a 7-point grading scale)

Some existing vocational and technical qualifications use a PMDD* grading scale. It would be difficult to expand the labels used in this 4-point grading scale to make it a 7-point scale without introducing additional complexity and lack of clarity. The use of this type of grading scale may also suggest stronger links with existing vocational and technical qualifications than is appropriate. As such, we consider that an alphabetic or numeric scale would be better able to support the length of scale needed, although both have advantages and disadvantages, as set out below.

We have considered the use of a numeric scale, which would be 7 to 1 based on a 7-point grading scale. While a numeric scale may make it less likely that the comparability of grades between V Levels and A Levels would be misunderstood, it is also possible that a numeric scale would be less well understood generally and require greater level of upfront and ongoing explanation. For example, in some contexts the top grade in a numeric grading scale is 1, whereas in other contexts (such as GCSE) the top grade is the highest number. It would be necessary to explain which number relates to the top grade. The numeric grading scale currently used at GCSE is 9 points (9 is the highest grade). Using a numeric grading scale for V levels, but with only 7 points may make it harder to understand which grade is the top grade and may lead to confusion with GCSE grading, particularly because the GCSE grade 1 represents a pass at Level 1.

Proposal

An alphabetic scale similar to that used in A Levels is likely to be most easily understood, as it is already familiar to users. In view of our proposal to use a 7-point scale, an additional label for the grade below E is needed. While the obvious choice for this could be ‘F’, we consider that this could be perceived negatively. We therefore propose to use ‘N’ to recognise achievement of a V Level below grade E. Below this, there will be a U (Ungraded) grade.

We recognise that using such a similar grade scale to A Levels may signal greater similarity between the 2 qualification types than is appropriate. V Levels have different purposes, will be available in different subjects and assessed differently from many A Levels. Even though the qualifications are different, we are aware that many users may seek to draw comparisons between grades labelled in the same way. This could particularly be the case where universities make offers of places based on points allocated for particular grades. While the allocation of points is a matter for universities and UCAS, we recognise such comparisons are likely to be made so it will be important to be clear about what grades are intended to signal, where such comparisons are likely to be made.

Having considered all the options, we propose to use an alphabetic grading scale because of the clarity it provides.

Our proposed Condition VL7.1 and the associated requirements are set out in Annex A.

7. To what extent do you agree or disagree with the proposal that V Levels should be graded using a 7-point grading scale?
8. To what extent do you agree or disagree with the proposal that V Levels grades should be labelled A* - E, with an additional grade below E, plus Ungraded?
9. To what extent do you agree or disagree with the proposal to use the label N, for the additional grade below E for V Levels?