Lifetime Skills Guarantee and Post-16 Education

Daisy Cooper Excerpts

Thursday 1st October 2020 Commons Chamber

[Gavin Williamson]

We are looking at how to increase flexibility. I would be happy to organise a meeting between my hon. Friend and the Minister for skills, my hon. Friend the Member for Chichester, to discuss his thoughts about how to unlock more employment in Gloucester.

[Daisy Cooper (St Albans) (LD)]

I welcome the ambition of the Government’s plan for skills, but we need to see a bit more detail. The Secretary of State will be familiar with the recommendations of the Independent Commission on Lifelong Learning, convened by former Liberal Democrat leader Vince Cable. That commission called for the apprenticeship levy to be expanded into a skills and training levy, for a quarter of those funds to be channelled into a social mobility fund, for new national colleges to become centres of expertise, and for a skills wallet that would give everybody £10,000 to spend on education and training throughout their lives. There is a plan that exists and is ready to go. Will he meet me and members of the independent commission to discuss those very precise ideas?

[Gavin Williamson]

It is good to see that the former Member for Twickenham is keeping busy in his retirement. I am sure that my hon. Friend the skills Minister would be delighted to meet the hon. Lady and other colleagues to discuss that. As I said, I think there is a strong will on both sides of the House to make real change in this area, and with that collective will and determination, we can make a positive impact on the lives of so many people.

Students’ Return to Universities

Daisy Cooper Excerpts

Tuesday 29th September 2020 Commons Chamber

[Gavin Williamson]

We are very conscious that a lot of students—most students—will not want to be in university accommodation over the Christmas period. We will be setting out quite clearly how that will be avoided, so any students who do not want to be in that position will be able to be at home with their loved ones. We will make sure that all students who want to return home are able to do so.

[Daisy Cooper (St Albans) (LD)]

There are lots of very worrying reports that young people are scared, confused, isolated and vulnerable to mental ill health, so could the Secretary of State please confirm on what date specifically he knew that some universities were planning to put groups of students in quarantine and on what date specifically he first discussed asking them to put measures in place so that every student had access to mental health support?

[Gavin Williamson]

The work on mental health support started right at the start of this covid crisis. We made sure that we put in place measures to support students and to put the whole education community at the heart of what we do, recognising the importance of dealing with mental health issues. If we look back at the guidance issued on 2 July and the guidance issued on 11 September, we can see that there was always a recognition that people who tested positive for covid would need to self-isolate. Those people who have been in close contact with those who test positive—not dissimilar to what we would see in workplaces and other educational settings—would also have to isolate as a result.

Awarding of Qualifications: Role of Ministers

Daisy Cooper Excerpts

Wednesday 9th September 2020 Commons Chamber

[Daisy Cooper (St Albans) (LD)]

The head of Ofqual made it clear that the grades fiasco was not entirely the fault of an algorithm; it was a conscious decision taken by the Secretary of State for Education. It is extraordinary that the Secretary of State is still ducking responsibility for this latest of shambles, which caused so many young people throughout the country serious distress last month.

The head of the Equality and Human Rights Commission said that Ofqual must consider the equality impacts of the results. Ofqual did produce a paper on the subject in April this year, but that was well before the Secretary of State decided to use the algorithm to calculate grades. Will the Secretary of State publish the equality impact assessment of the algorithm? I did ask that question last week, but did not get a straight answer, so I respectfully ask again. Will the Secretary of State also commit to publish an equality impact assessment for whatever arrangements are put in place for next year?

We know that after their exams were cancelled, home-schooled and independent learners were left without any grades at all, as a result of their having no teacher to give a centre-assessed grade to fall back on. Home-schooled and independent learners account for tens of thousands of pupils UK-wide, so what assessment has the Secretary of State conducted of the impact on those young people, and will he publish it? What about those young people who are now going into work full time while also preparing to sit their autumn exams? There is no level playing field for them.

Naturally, there are conversations about the possibilities of pushing back the dates of exams next year to give students some time to catch up; will the Secretary of State give us assurances about how those decisions will be reached and who he will consult on any such changes before they are finalised?

[Rob Roberts]

Will the hon. Lady give way?

[Daisy Cooper]

I probably should not, as you have given me a strong steer, Madam Deputy Speaker—my apologies.

As we all look ahead to the next year, I draw Members’ attention to the gov.uk guidance on the four tiers of local-level restrictions on education that could be used. It is clear that remote education could be used in three of the Government’s four scenarios. Working parents will look at the guidance and wonder what guarantees the Government will provide that their children will continue to receive a good education over the next year if, in three of those four scenarios, parents are going to be responsible for home schooling. Will the Secretary of State listen to parents’ groups such as September for Schools and reconsider the Liberal Democrat amendment to the emergency covid legislation, which called for a guarantee that families could expect a minimum standard of education and that the Government would give schools the necessary resources to deliver it?

Ultimately, we need the full disclosure of the documents that the motion calls for, and we must have an investigation into the decisions and evidence that led to this debacle. We must learn from this episode and ensure that it is never, ever repeated, especially if we get to a position in which exams could be cancelled because of further lockdowns. It is time that the Secretary of State commissioned an independent investigation into the handling of GCSE, A-level and BTEC results.

Schools and Colleges: Qualification Results and Full Opening

Daisy Cooper Excerpts

Tuesday 1st September 2020 Commons Chamber

[Gavin Williamson]

As part of the advice that was worked up along with the Education Endowment Foundation, one of the key recommendations was looking at how to extend the school day and at provision on weekends, in order to support children who need that little bit of extra help and have had a real impact on their educational attainment. All these measures can have an enormously positive effect. That is why we developed the £1 billion covid catch-up fund, so that schools have the ability to take such action.

[Daisy Cooper (St Albans) (LD)]

It is truly shocking that either the Government did not ask to see the A-level algorithm applied to real-world results, or they did ask to see it and did not notice that it hit pupils in disadvantaged schools the hardest. To understand what happened, will the Government publish details of the equality impact assessment that I am sure they conducted during the process that led to the original grading approach?

[Gavin Williamson]

One of the key reasons we took the decision to move to moderated grades in March was that many of the studies previously carried out showed that going to purely predicted grades was most likely to disadvantage those from the most disadvantaged communities and those from ethnic minority communities. That is what informed the approach. One of the key elements that I highlighted when I wrote to Ofqual was the need to ensure that those who are disadvantaged were not disadvantaged by any approach that was taken.