Awarding of Qualifications: Role of Ministers

Baroness Winterton of Doncaster Excerpts

Wednesday 9th September 2020 Commons Chamber

[John Redwood]

I am delighted that the Opposition rightly wish to see children properly educated. I have never doubted that they wanted to see children properly educated—that must be a shared view that we all hold—but it would certainly be good if the Opposition carried on in the spirit of co-operation and responded to some of the consultations, for example, because very important decisions will now be taken over when the exams will take place, what the content of exams will be and how they will be marked and assessed. We need to have two things first and foremost in our minds: of course, we need to be fair to the pupils and to take into account that their education has been interrupted in recent months, but we also need to make sure that the system itself guarantees quality, so that they get a qualification that means something and is widely respected both at home and abroad. I hope that the Secretary of State will soon be able to bring forward positive proposals so that the class of 2021 can be properly looked after.

[Madam Deputy Speaker (Dame Rosie Winterton)]

I understand that it is important to have free-flowing debate, but I point out that we have a lot of people who are probably not going to get in on the debate, and interventions do prevent others from speaking. That is just a gentle reminder.

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[Chris Skidmore]

My hon. Friend is correct to highlight what is being done now. I raised this during questions to the Department for Education earlier in the week with regards to South Gloucestershire Council’s recovery curriculum. We must also maintain a focus on future intakes. Next year’s intake needs reassurance that they will not be penalised by any restriction in place due to deferrals that are being made this year.

Some issues have taught us valuable lessons that need to be heeded. One, I believe, is that our entire admissions system to university should now be reformed. Both main parties have already spoken of a desire to investigate what a post-qualification admissions system might look like. The Office for Students and Universities UK are doing important ongoing work, which was commissioned when I was Universities Minister, into what future measures could be considered. We know, however, that neither predicted grades nor A-level grades can solely be an accurate measure of future success at university.

Too many students, including those with health or mental health conditions, students facing the stress of a care or caregiver background, and those from homes that can never provide the learning environment needed for effective study or revision, will never achieve their actual ability while at school. They should not be written off simply because they have not achieved the grades, which after all measure performance at school, and not future potential. Of course universities are select institutions, but selection should be far more finely tuned to merit than simple grade boundaries. An admission system that uses post-qualification offers would help empower students to choose courses in the full knowledge of their results, whether based on qualifications or university assessment. That would end the process of clearing, which no matter how smooth it has become, has always struck me as no way to decide the future of—

[Madam Deputy Speaker]

Order. The right hon. Gentleman has reached the end of his time. He also took an intervention, so he has already had extra time and taken time away from others who may want to speak later.

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[Suzanne Webb]

There has been a lot of strong and emotive language used in this Chamber. My hon. Friend is absolutely correct that swift action was taken by this Government to deal with this perceived crisis: this “chaotic, terminal shambles”. Does he agree that education is so important that it should not be politicised?

[Madam Deputy Speaker (Dame Rosie Winterton)]

Order. The hon. Lady has had two interventions and she is not even down to speak, so that means that somebody who is down to speak will now not be able to speak. That is the reality.

[Brendan Clarke-Smith]

I thank my hon. Friend for her intervention.

Getting back on track is the No. 1 thing, but, as I said, education is controlled by different parties across the UK. The main point, though, is that this has been an incredibly difficult process for everybody and that we must make the right decision by the students, as I think that everybody in this House would want to do. So today let us concentrate on that and on the next step, not on political point-scoring.

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[Taiwo Owatemi (Coventry North West) (Lab)]

The Sunday following A-level results day, students in my constituency should have been celebrating their achievements with their families after years of hard work. Instead, they were in Coventry city centre protesting the unjust algorithm that levelled them down, in some cases, by three to four grades, denying them their place at university.

I stood with them that Sunday, not just as their MP but as a former student at a school deemed failing by Ofsted. I suspect that if I had been a student this year, my postcode would not have passed the Government’s algorithm test, and my grades would have been downgraded significantly. I would have lost out on my place to study pharmacy, and the NHS would have had one less pharmacist to treat cancer patients in their time of need. I cannot help but fear that this Government’s failure to handle A-level, BTEC and GCSE results has cost the NHS and other sectors future key workers at a time when the country has remembered their necessity.

I also regret the disregard of teachers—a workforce of key workers who are too often forgotten about during the pandemic. This Government chose to implement an algorithm that devalued not only students but the professional expertise of teachers. At the height of the pandemic, teachers worked relentlessly to provide the requested evidence for predicted grades, while simultaneously providing increased pastoral support for their students. The Government should have listened to these key workers and valued their skills, rather than an algorithm steeped in bias. We must do everything we can to ensure that these key workers are never undervalued again. Our future generation depends on them.

For students in Coventry, the academic year ended in uncertainty because of the coronavirus, but it is because of this Government that their next academic year has needlessly begun with uncertainty too. Colleges and universities, which are already under the pressure of adapting to blended learning and ensuring a safe working and learning environment, have also been forced to pick up the pieces from the Government’s chaotic handling of results day. Even now, there are students still uncertain whether they are starting university in just a matter of weeks, still unsure about accommodation and still in the dark about their immediate future.

I wholeheartedly welcome the Government’s U-turn, which saw the abandonment of their algorithm that graded by background and not by aptitude. However, I do not welcome the lost futures, mental anguish and disruption incurred by waiting for its arrival. As an NHS worker, I knew that young people’s mental health was already in crisis. This summer’s exam results will have undoubtedly exacerbated that crisis, already strained by lockdown and restricted access to mental health crisis care. A survey by YoungMinds found that 80% of respondents agreed that the coronavirus pandemic has made their mental health worse, with 31% saying that they were no longer able to access support but still needed it. I am also deeply concerned about the further impact that this mishandling of young people’s future has had on their mental health—

[Madam Deputy Speaker (Dame Rosie Winterton)]

Order. I call Sara Britcliffe.

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[Tom Hunt (Ipswich) (Con)]

Clearly, this was a very concerning time for many of my constituents, and I have seen many cases of young people in my constituency having been negatively impacted by this algorithm, so it could have been handled better, perhaps. It could have been handled better in Wales, perhaps; it could have been handled better in Scotland, perhaps. However, this is an unprecedented time. It is not like we can go to the shelf and ask, “How do you reopen schools in the middle of a global pandemic?” or “How do you award exam results when you have no exams?” This is completely unprecedented, and it is right that we take that on board.

It is interesting that when it came to reopening schools and getting kids back to school, or awarding exam results when we had no exams, it is not like the Labour party said, “Right, this is our plan: you should do this. Here’s a really detailed plan that you should follow.” The Labour party has never done that. In fact, as I pointed out earlier, we actually had the shadow Education Secretary in July criticising predicted grades and saying that standardisation was a way forward.

I say this passionately, as someone who became a Member of Parliament because I care about children with special educational needs and as somebody who had special educational needs myself. I think the Leader of Her Majesty’s Opposition should take some responsibility for the fact that we were not able to get more kids back to school before the summer holidays. I think he should accept that responsibility. Looking forward—[Interruption.] He made no effort. The Labour party has great influence in the National Education Union. It used none of that influence, and it continues to use none of that influence. Vulnerable children have paid the price of its leader’s inaction. [Interruption.] Okay—let’s all calm down.

Looking forward, it is absolutely critical that we provide schools and schoolteachers with certainty as quickly as possible, and that must mean exams next year. Exams are not perfect, but they have a place and they should continue to have a place. I say that as someone who was dyspraxic and an unconventional learner and pulled rabbits out of the hat at exams. Sometimes kids with SEND actually do better in exams than they do if there are no exams.

We should also look at what happened in Germany, which is probably the main example of a country that carried out socially distanced exams. With the benefit of hindsight, of course, we made the right decision at the time, but we should learn from Germany and next year give certainty to all our schools that exams will go ahead. There will be no plan B; there must be exams. I disagree with much of what Ofqual has said over the last few months, but on that I am in agreement with it. I look forward to seeing the Secretary of State next week.

[Madam Deputy Speaker (Dame Rosie Winterton)]

I call Apsana Begum, who has two minutes.

[Apsana Begum (Poplar and Limehouse) (Lab)]

Thank you, Madam Deputy Speaker, for the opportunity to speak in this important debate.

I want to begin by paying tribute to all the young people whose courageous and passionate protests secured major and justified U-turns from the Government. Much has already been said about the impact of the fiasco, so in my short contribution I shall focus instead on the issues that are still outstanding as a result of the decisions and U-turns—because the issue is not over or resolved. Indeed, I and countless colleagues continue to be contacted by students who have had no choice but to defer their place at university entirely because of the handling of the results.

First, some BTEC students have still not had their grades. Can the Secretary of State provide clarity and an assurance about when all BTEC students will have their results? Given the way that BTEC students are often stigmatised and treated as a class of their own in the education system, they truly deserve an apology.

Secondly, days before the fiasco unfolded, the Minister with responsibility for exams reassured MPs in a meeting that there was no evidence to suggest that the attainment gap had widened in any way during the pandemic. I remain very concerned that those from disadvantaged groups—primarily those of black, Asian and ethnic minority backgrounds—have been disproportionately affected as a result of the previous performance of their institutions impacting their grades. What assurances can the Secretary of State provide that every single student and institution has had the support and information to appeal and will be supported through that process?

Thirdly, the significant financial challenges across the entire education sector have been exacerbated by both coronavirus and the Government’s handling of the exams fiasco. What plans are there to ensure the stability of the sector?

The answers to those questions are crucial to ensuring transparency, and they are the key to ensuring that there are no repeats of this mishandling in any future processes. It is increasingly clear that we need a long- term review of the assessment methods used to award qualifications, including the possibility of more coursework, and systematic—

[Madam Deputy Speaker]

Order. I thank the hon. Lady, but I have to bring in the Front Benchers now.