Education Committee Report (GCSE Reform)

David Nuttall Excerpts

Thursday 31st January 2013 Commons Chamber

[Mr Graham Stuart (Beverley and Holderness) (Con)]

I beg to move,

That this House has considered the matter of the publication of the Eighth Report of the Education Committee, From GCSEs to EBCs: The Government’s proposals for reform, HC 808.

It is a pleasure to participate in this relatively new way of presenting reports to Parliament.

I have in my hand a copy of the report “From GCSEs to EBCs: The Government’s proposals for reform”, which was published today. Decisions about reforming GCSEs and the way in which they are administered are some of the most important decisions that Ministers will make. Those decisions will have profound and far-reaching consequences that will affect the lives of many children for years to come, and they need to be considered carefully, as part of a coherent review of curriculum, assessment and school accountability for this stage of education.

The Education Committee was not reassured by the Secretary of State’s assertion that

“coherence comes at the end of the process.”

Coherence is achieved not by accident, but by design. No sensible reform of assessment can take place without clarity in regard to what is to be taught and how the qualifications will be used in the school accountability system.

The Education Committee believes that the Government have yet to prove their case that GCSEs in key academic subjects should necessarily be abolished and replaced by the new English baccalaureate certificates. We also fear that they are trying to do too much too quickly. We agree with them that improvements should be made to GCSEs and to the system in which they operate, in order to restore public confidence in our exams.

We welcome the changes that the Government are introducing, such as a return to end of course exams in most subjects and limits on the number of re-sits, but the Government must demonstrate that the GCSE brand is so discredited that it is beyond repair. Ministers want to introduce a new qualification and a step change in standards, and to alter the way in which exams are administered, all at the same time and to a tight timetable.

[Mr David Nuttall (Bury North) (Con)]

Does my hon. Friend agree that one of the most important facets of any examination system is the trust that employers have in it?

[Mr Stuart]

I agree absolutely with my hon. Friend. The Government want to restore the currency of 16-year-olds’ qualifications, and restore confidence among employers and universities in the value of those qualifications. That is one of the Government’s aims and they are right to take that approach. Although I am not talking about the main, fundamental changes beneath the surface, it is interesting to note just how few people from the university sector or employers agree with the decision to abolish GCSEs in the core subjects. They worry about what that says about the other subjects left behind—I am sure that my hon. Friend will be concerned about what it says about GCSE religious education. How can it be right that those subjects are seen as second tier compared with the reformed EBCs?

We saw last year, with GCSE English, the turbulence and disruption that can happen when changes are made to a high-stakes qualification. The Government are proposing change on a much greater scale and the risks are correspondingly higher. We are concerned that rushing through multiple fundamental changes could jeopardise the quality of the reforms and the stability of the wider exam system. The Committee has particular concerns about how well the Government’s proposals will serve lower-attaining pupils, who are often the most disadvantaged. It is unclear how raising the bar will automatically help those young people, and we call on the Government to rethink their plans for a statement of achievement, specifically for lower-attaining pupils, as it could be less useful to young people than a low-grade GCSE or alternative qualification. It must not be allowed to become a badge of failure. One of the Government’s stated priorities—rightly so—is to narrow the attainment gap between the richest and poorest students. We have not seen evidence to suggest that EBCs will do that any better than GCSEs already do.

The Committee agrees that changes are needed to the way exams are run. We concluded in our report last year that the current system leads to downward pressure on standards. All options for reform, including franchising subjects to exam boards, have benefits and drawbacks. Our concern is that the Government need to give proper consideration to the likely unintended consequences of franchising, as well as to the complexities of the tendering process. Today’s west coast main line news shows how easy it is for Governments to get that wrong, and the profound and expensive consequences that can arise.

Significant concerns about the Government’s proposals have been expressed by curriculum and assessment experts, including the chief regulator at Ofqual, and by employers and key figures in the arts world. The Secretary of State told us that

“if a red light flashes, we will take account of it.”

What we are saying to the Secretary of State today with our report is that we believe a red light is indeed flashing, and we call on the Government to take time for careful consideration, slow the pace of change and ensure that their reforms are built to last.