Awarding of Qualifications: Role of Ministers

David Linden Excerpts

Wednesday 9th September 2020 Commons Chamber

[David Linden (Glasgow East) (SNP)]

Let me be clear from the outset that I want to approach today’s debate with humility above anything else. Put simply, the grading of this year’s pupil qualifications is a plague on all our houses, and I wanted to put that on record in the opening seconds of my speech. I will try to be constructive in my analysis today.

In approaching this debate, it is important to acknowledge that 2020 is not the academic year that any of us could have envisaged. From the talk of possible disruption in February, we quickly moved to a position where schools and universities had to be closed before the full lockdown a few days later. After the initial shock, staff and students swiftly developed different ways of working facilitated by Zoom, Teams and Glow, and that has not been easy. It has brought into sharp focus the issue of digital exclusion, which has been highlighted to me by Derek Smeall, the principal of Glasgow Kelvin College in Easterhouse in my constituency.

Some young people were able to continue their studies, albeit on a different platform, whereas others found themselves cut off from their support systems just at the point when that support was most needed as they prepared for state exams. The decision to cancel the exams was therefore unquestionably the right thing to do, and I think we all agree on that. It was the right thing to do not just because of the health risks to students in physically participating, but because of the massive inequality that would have been built into any exam results as a consequence of the difficulty in accessing the usual teacher support. Unfortunately, actions meant to tackle inequality ended up embedding it, and that has to be acknowledged and apologised for, and that is exactly what has happened in Scotland.

Above all else, tribute should be paid to the young people campaigning for Governments across these islands to see the error of their ways and to U-turn. In Scotland, that campaign was fronted by my Shettleston constituent Erin Bleakley, who goes to St Andrew’s Secondary. She eloquently articulated the anger and dismay of young people with her placard, “Judge my work, not my postcode”.

There is no getting away from it: this has been a summer of confusion and distress for young people across the UK, who found themselves at the mercy of algorithms. However, it is not the use of the algorithm that is ultimately the problem; it is the litany of errors, ignored warnings, failures to act and missed opportunities for the Secretary of State to be proactive.

In April, experts from the Royal Statistical Society offered to help with the modelling. Their offer was refused. At the start of July, the former director general of the Department for Education, Sir Jon Coles, wrote to the Secretary of State, warning that Ofqual’s grading system would lead to unfairness in the system. His concerns were ignored. On 10 July, the Education Committee warned about the algorithm, saying that it risked inaccuracy and bias against young people from disadvantaged backgrounds. Still the irresponsibility continued. That is why we find ourselves debating Labour’s motion on the Order Paper today, which is very specific in its proposed wording.

When Scotland’s young people received their results on 4 August, it quickly became clear that something had gone wrong. Our Cabinet Secretary for Education and Skills sat down and listened to the young people affected, yet the Scottish Tories were jumping up and down, calling for his resignation. I remember listening on the radio to the Scottish Conservative education spokesperson demanding that resignation. I look across the Chamber this afternoon, and I see no Scottish Conservatives here. That is why I deliberately started by saying that a bit of humility in this might not have gone amiss.

What happened in Scotland should have been a red flag moment for the Conservatives, and it should have been a warning to the Secretary of State to act, but what happened next left many young people in England in turmoil. As Scotland took decisive action, awarding young people their predicted grades, and crucially announcing new funding for universities to ensure that any young people with the entry grades would secure their place, the Tories remained in denial that there might be a problem with A-level results. When these shockingly inaccurate results were published, the Secretary of State dug himself into a hole by denouncing the actions of the Scottish Government, pontificating about the “unfairness” of taking teachers’ predictions seriously as the basis for results and declaring that there would be no “U-turn, no change”. Meanwhile, the Prime Minister was insisting that

“The exam results…are robust, they’re good, they’re dependable,”

before going on to talk about “mutant algorithms”. To make matters worse, the Secretary of State faffed about with the appeals process, leading to Ofqual revoking the process that it had published only a few hours earlier, leaving school leaders and exam boards utterly bewildered.

Despite what the Secretary of State said in his statement to the House last week, his actions were not immediate. He had both foresight and time on his side and squandered both. At the time of his U-turn on results, university places had been lost. The Schools Minister has maintained that he did not see the algorithm until results day, suggesting that something went wrong with its implementation. What questions were Ministers asking prior to the publication of results? Did anyone ask for a trial run of the algorithm? This is a pattern that keeps repeating itself with this irresponsible Tory Government: first, pretend the problem does not exist, then brush away the scrutiny, then make the wrong decision and then blame somebody else.

Can the Secretary of State tell the House how many young people who missed their first choice of university because of the now discredited approach to awarding grades have now been given places? Now more than ever, what has happened calls into question why young people should be paying £9,000 in tuition fees and saddling themselves with an average debt of £50,000. They are due some breaks, and if the Government were serious about their futures, the Secretary of State would be looking at that.

But of course, universities are dealing with much more than just this carry-on. A combination of the covid restrictions and the ongoing hostile immigration environment means that universities are preparing for an unprecedented drop in international students of up to 70%, which will punch a massive hole in the finances of our institutions. Indeed, Universities UK estimates that the shortfall could be close to £7 billion. At a time when universities are facing the loss of Horizon Europe collaborations and funding, the Secretary of State should be acting to protect the very institutions that will help to kickstart the economy. It would therefore be helpful to know what assessment he has made of the impact on universities and what discussions he has had with the Treasury about providing those institutions with additional financial support.

Universities are ready to support these young people, but as well as increased financial support, they need a fresh look at immigration. In Scotland, we have been clear about the need to extend the post-study work visa. It is incredible that, at a time when we most need talented graduates to be economically active, we have not brought post-study visas forward for our 2020 graduates. What is needed now is clear action to ensure that, whether or not we have another year of covid disruption, young people are not the victims.

As well as the steps highlighted earlier, the Scottish Government have gone further. In order to learn lessons and plan for next year, the Cabinet Secretary for Education in Scotland has asked Professor Mark Priestley of Stirling University to carry out an independent review of the events following the cancellation of the examination diet and to make representations for the coming year.

[John Redwood]

Can the hon. Gentleman give the House an update on the summer term in Scotland? How many pupils had the benefit of a full timetable of teaching digitally?

[David Linden]

I am grateful for the right hon. Gentleman’s intervention. What happened in Scotland is perfectly on the record, but we have been back since the middle of August. Children are back in schools, learning. I have been in those schools and seen that for myself, and it seems to be going relatively well, although no doubt there have been hiccups. As I said at the beginning of my remarks, with humility, this is a process that we are all feeling our way through. If that humility was reflected by the right hon. Gentleman and the Government, that might be helpful.

The OECD’s ongoing independent review of the curriculum for excellence will be asked to include recommendations on how to transform Scotland’s approach to assessment and qualifications, based on global best practice.

In conclusion, young people have been extremely poorly served over the summer. We know that the Secretary of State hates to follow Scotland’s example on anything, but he must now ensure that his actions are not ostrich-like, and instead be proactive to ensure that young people have the best possible experience over the next few years, because—to finish with an education metaphor—those who fail to learn the lessons of history are doomed to repeat it.

[Mr Deputy Speaker (Mr Nigel Evans)]

We now come to the Back-Bench element of the debate, in which there will be a three-minute limit.