Education Route Map: Covid-19

Alec Shelbrooke Excerpts

Thursday 25th February 2021 Commons Chamber

[Alec Shelbrooke (Elmet and Rothwell) (Con) [V]]

Let me start by welcoming the fact that we are getting children back into school. The whole debate must be about children’s futures, but I just want to add a note of caution: Ministers must look at how best they can protect teachers now that teaching assessment grades are coming forward. I have already heard some anecdotes from teachers, saying that, having never had a complaint made against them, they are now getting complaints made against them as parents are looking to play the game. If parents disagree with the awards that are given, they can make an argument that there was unconscious bias by the teacher. We need to ensure that teachers are protected and that a robust system is in place so that those sorts of games are not played.

Fundamentally, I am worried about the fact that our children will not get the level of education that they have had in the past. It is absolutely correct that we can assess a child only on what they have been taught, but that does not mean that it is right to send them out into the world with good grades but with less of the curriculum than previous children have had. We need to look at the whole situation and see whether it is time for a fundamental root and branch change of how we educate, of what age children start, and of how we construct the school year. With that in mind, appeals against exam results this year should allow children to have the opportunity to take exams later in the year, perhaps in November, and allow universities to change their admission time to late January. In the United States, there are two forms of entry: one in September and one in January for children who have to resit their SATs. The time has come to totally reassess how we balance education. The long summer break is a relic of the harvest season. It would be far better to have four weeks in the summer and four weeks at Christmas, going back to school in the middle of January. That would allow the school calendar to fall in line with the calendar year, which would be a change for universities.

Fundamentally, what worries me is that we seem to be focused on staying within the constraints that have always been there, such as not making children resit the year. If all children resit the year, we could change this situation of a limited amount of education into what effectively would be extra education. Overall, with fewer than the majority of children going to university, I am worried that we are sending them out into the world without the level of knowledge that they need. The time has come to look at the situation that we face and say, “There will never be a better time for radical change.” That radical change must happen because, fundamentally, we cannot lose sight of the fact that it is children we are looking after and it is children we need to educate. We must send them out ready for the world of work, and not give them the disadvantage of good grades but without the knowledge they need because there was not the time to teach it to them.