Awarding of Qualifications: Role of Ministers

Debate between Chris Skidmore and Suzanne Webb

Wednesday 9th September 2020 Commons Chamber

[Chris Skidmore (Kingswood) (Con)]

This is the first time I have made a speech in this Chamber since leaving the Government and I want to speak today to put on record my confidence in my former ministerial colleagues, with whom I had the pleasure of working closely. I know that my hon. Friends would have sought to ensure that, in this year that no one could have predicted, the replacement assessments were as rigorous, and held to the same standards, as previous exams.

If we are to have confidence in our exam system, its credibility needs to be maintained not just in a single year, but across decades. The UK’s A-level qualification system is internationally renowned for precisely that reason—it has been maintained as a gold standard, providing confidence to pupils, teachers and society alike. It simply is too easy to judge in hindsight what course should have been taken. Hindsight can be a friend to us all, but in reality we must caution that, in the height of uncertainty in the global pandemic, any alternative could equally have come unstuck.

What we need now is recognition of the fact that we need solutions to issues that have resulted from the grading that has now been adopted. Some of these issues are good problems to have. We now have record numbers of young people progressing to higher education. We have record numbers of pupils from disadvantaged backgrounds entering university. Now these students have been enrolled in these institutions, I believe that we have a duty to ensure that their welfare is protected. Travelling to perhaps an unknown city or leaving home for the first time during the pandemic, many students will be anxious and nervous about their future. I know that universities have made extensive plans in advance of students returning to campus, but amid the scientific focus on preventing outbreaks of the virus, we must never forget that students can be vulnerable young adults whose pastoral care is paramount.

That duty, however, should not be limited to as long as the pandemic lasts. Many students, particularly those from disadvantaged backgrounds, will struggle to adapt to their new environment and new forms of learning, having missed valuable time at school. Allowances must be made to ensure that students do not fall through the net and drop out.

[Suzanne Webb (Stourbridge) (Con)]

Does my right hon. Friend agree that the Government’s priority has been children’s education? That is demonstrated by the delivery of the £1 billion covid catch-up plan to make up for lost teaching time as well as by the £650 million for children who have fallen behind.

[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—