Education Return and Awarding Qualifications in 2021 Debate
Full Debate: Read Full DebateLord Storey
Main Page: Lord Storey (Liberal Democrat - Life peer)Department Debates - View all Lord Storey's debates with the Department for International Trade
(3 years, 5 months ago)
Lords ChamberMy Lords, it is fitting that the Statement emphasises the tremendous efforts of all staff in schools and colleges who have made schools as safe as they can be, at some risk to themselves. I echo these sentiments.
It was obvious before Christmas that there were likely to be problems with grades. Indeed, I and other noble Lords said as much when the ministerial Statement on exams and accountability came to your Lordships’ House on 8 December. Why did the Government sit on their hands and pretend otherwise until it was too late to come up with a genuinely robust proposal? Can the Minister explain why, despite schools closing at the start of January, exam board guidance will not be available until the end of March? That simply increases the uncertainty and anxiety already widely experienced by students, parents and teachers. The proposals for checking and confirming teachers’ grades seem flimsy. It would have been possible to build in much more comprehensive moderation arrangements between schools, using the skills of experienced examiners and exam markers. Without this, there can be no guarantee of consistency and fairness. There is surely a risk that the rigorous will lose out, compared to the less rigorous.
There is also a serious risk that schools, colleges and teachers will be exposed to unreasonable pressure to give students the grades they—or their parents—expect. It must be made clear and emphasised that exam boards, not schools, are responsible for issuing grades and appeals. As things stand, it seems that a school can appeal against a grade awarded by one of its own teachers. This is awkward, to say the least.
The likely volume of appeals and disputes will also present a capacity issue. How can the Government guarantee that the system will be able to cope with these pressures? Faith in the proposals has hardly been enhanced by the very public resignation of Sir Jon Coles from the Ofqual recovery committee just as the new measures were being announced. He was a former DfE director-general and the department’s own nominee to the Ofqual committee. What does this say about the robustness of these proposals?
I turn to the return of schools and colleges. During the first week back, they will be required to carry out three tests for each of the 3.4 million secondary-age pupils. Many schools have lost income or face higher costs because of the pandemic. What support and resources will the Government make available for schools and colleges to deliver the testing, including additional financial support?
In January, the Secretary of State said that he wanted school staff to be in the next wave of vaccinations. Yet, despite the obvious benefits this brings in facilitating the return to school, there has been no commitment since to prioritising school staff. Do the Government no longer believe that teaching staff should be a priority?
Finally, 8 March is also the date on which independent training providers are expected to have the majority of apprentices and trainees back on site. ITPs and their learners seem to be at the back of the queue for receiving Covid home-testing kits. The Association of Employment and Learning Providers says that a general rollout is not expected before April. This cohort includes high levels of vulnerable and disadvantaged learners who are more likely to be affected by Covid-19. It is unacceptable that they should be doubly disadvantaged by a lack of access to testing. Many have little or no access to the technology needed for remote learning, so anything that delays their return to classroom delivery is damaging.
There is an obligation on training providers and employers to provide a safe environment before learning can resume. Already, providers are concerned that they are potentially leaving themselves open to legal action. Can the Minister explain what providers are meant to do in these circumstances?
We all want not simply to see schools and training facilities fully reopened but for it to take place on a sustainable basis. This requires a creditable system, underwritten by a plan B. If the Government have learned anything during the last 12 months, it is surely that a fallback position is necessary to take account of fast-changing events. This Government have been characterised throughout the pandemic by indecision and U-turns. This has had a particularly damaging effect on young people seeking to gain the education and qualifications that will prepare them for the world of work. How can the Minister guarantee that the measures outlined in the Statement will offer a more certain way forward for students, parents and teachers?
My Lords, I thank the Minister for this Statement. The last 12 months have been like a giant wrecking ball for the education of our children. We welcome the reopening of schools and the Covid measures that the Government have put in place, but we have consistently argued that individual schools are best placed to respond to their circumstances. We should give head teachers the flexibility to know how to operate their schools safely.
We welcome that Sir Kevan Collins will work on the recovery plan, crucially together with teachers, schools and parents. It is important that we get this right. Each child’s circumstances vary enormously. The learning gap has widened. Today, the Education Policy Institute has reported that sixth-form and college students from poorer homes find themselves about three A-level grades behind their more affluent colleagues. A few extra lessons of catch-up will not compensate for a year’s loss of mainstream education. We need a rigorous and far-reaching plan to ensure that nobody is left behind. I am surprised that there is no mention in the Statement either of additional support for the well-being and mental health of children, or of children with special educational needs.
I turn to this summer’s exams. Thank goodness that there will not be assessment by algorithm. It is right to have teacher assessment. The amount of learning and study that each pupil has been able to access will vary enormously. Teacher assessment is the only fair way to understand individual pupils’ circumstances and learning. Can the Minister confirm that there will be no school league tables of results? Why not use a more broadly based quality assurance model rather than relying on random sampling? I am sure the Minister is concerned about grade inflation. What plans do the Government have to reverse it?
Finally, how will home-educated children and older adults be assessed for GCSEs and A-levels? I am sorry to spring that question on the Minister. If she does not know the answer, perhaps she could write to me.
Teachers and support staff have worked flat out to keep school learning on the road. We owe our school staff a huge debt of thanks for their dedication and professionalism.
My Lords, I am grateful for the support of both noble Lords. We are all waiting with bated breath for next Monday when our children can return to school—I am sure that many parents are as well. I join the noble Lord, Lord Storey, in paying tribute to the staff who have worked tirelessly during this period.
Unfortunately, the new variant at Christmas took us all by surprise with its speed. The levels of community transmission meant that we had to shut down schools for the second time. It was made clear to staff that exams were cancelled and that teacher assessments would be the way ahead, so certainty was given at that point. This is a genuinely robust proposal. As noble Lords will be aware, we had to consult. Ofqual and the DfE put out a joint consultation. There were more than 100,000 responses—maybe the largest ever—the majority of which were from students. It is good that they were obviously interested enough to put forward their views.
Teachers will have been getting on with teaching as much of the curriculum as possible. Whether students are to be assessed by examination or by their teachers, that curriculum has to be taught to those children. There has been no confusion among teachers that that has been their job by way of remote education for the majority of students.
By Easter, the exam boards will issue their guidance. Departmental guidance was issued on the same day as this Statement, so some information is already available about the list of materials and evidence on which teachers can rely in order to assess grades. Grades will be assessed on evidence. There will be both internal and external quality assurance. Internally, the head teacher will have to sign a declaration that they have acted in accordance with the guidance and instructions given by the exam board. There will shortly be a consultation on what should be in that declaration. We are relying on the professionalism of head teachers as to how grades will be assessed within their school.
Externally, the exam boards will be able to inspect a school where they have concerns about the way in which grades are awarded to students. As the noble Lord, Lord Storey, said, this will be random, but it will also be risk-assessed. It has been made clear to schools that a significant misalignment with historical data could be a reason for a school falling within the Ofqual risk profile for assessment. Obviously, we are trying not to peg it to historical data, because certain institutions are improving, but we are making it clear to schools that such data are relevant, though not determinative.
The noble Lord is correct. We need to make sure that we communicate clearly to parents and children that teachers are assessing grades, and grades are awarded by the examination boards. Students will not pay for appeals. An appeal to a school will be of an administrative type. For instance, a child might say, “I’ve got this grade, but have you really taken into account all that assessed artwork that I did?” That kind of appeal is based on process. The examination board comes in if there is a substantive appeal. That is the appropriate boundary between schools and examination boards.
Regarding timing, teachers have until 18 June, so they will get the materials by the end of spring term. They will have to put their assessed grades in by 18 June, and the results dates are 10 and 12 August. That should allow time—we are talking of higher education providers in particular—for any appeals to be put forward, hopefully without prejudicing the transition to the next stage. I just want to pay tribute to the work of Sir Jon Coles, both for the department and for Ofqual. His departure is a matter for himself and Ofqual.
This is an important reassurance on testing, for parents, teachers and students: yes, we are providing support, and have been for the last half term, for the costs of the tests and administering them on school premises. That arrangement will continue. Those schools that applied for expenditure on the basis of full reopening, and have not had to spend that money, can reclaim that cost through, I believe, the NHS Test and Trace service.
It is envisaged that the independent training providers, which will receive tests to do home testing along with everybody else, will use the community testing facilities for that three-week period. As I am sure most noble Lords will know, many local authorities have provided access to asymptomatic community testing sites for those three weeks until they join up with the remote testing system.
Teachers will be assessing, and content will have been taught to, all cohorts—there is no minimum level—such that every student will be able to be assessed with a grade, and students will be assessed on what they have been taught.
In response to the noble Lord, Lord Storey, yes, we do trust head teachers to assess these grades, and they have welcomed the guidance. Over this period, the department has had to issue guidance to schools about how to make schools safer for pupils in line with PHE guidance on bubbles, ventilation, sanitation, et cetera.
For the reasons outlined by the noble Lord, Lord Storey, the national tutoring programme has been extended to the 16 to 19 year-old cohort. The laptop provisions we outlined have been extended to FE colleges as well. Many have been buying those through the bursary fund, but they can now access the central allocation. Also, £102 million has been allocated to tuition for 16 to 19 year-olds for this academic year. Funds are up on last year because of the expected increase in the size of the cohort. So we do have a rigorous plan.
Mental health and well-being have always featured as part of the guidance, and there has been funding for mental health and well-being in return to education, so there are experienced professionals to advise schools. I can assure noble Lords that there will be no performance tables this year. As I have outlined for the noble Lord, Lord Storey, there will be both internal and external quality assurances—by the school and by the exam board.
Finally, private candidates were one of the cohorts particularly affected last year. We consulted on that, and there will be a number of assessment centres. A list will be put up soon. Multi-academy trusts have volunteered to assess private candidates, so private candidates can look at a list. We are assisting with the cost of this. Private candidates can go to an assessment centre and ask to be assessed on the same basis as for a teacher-assessed grade. Obviously, there are separate lists of materials et cetera for those students. Assessment can be done remotely, so a private candidate is not limited to the provision in their town, which might happen not to include an assessment centre. So we are confident that the method we have outlined will put the assessment of private candidates on a par with that of pupils who are within an exam centre. I am also pleased to say we have this year managed to find a way to get those private candidates who were affected last year assessed. I am just grateful to know, as I am sure we all are, that this time next week school will just be finishing for everybody.