Oral Answers to Questions

Debate between Gavin Williamson and Rachael Maskell

Monday 6th September 2021 Commons Chamber

[Gavin Williamson]

It was incredibly moving to speak to Mark King and listen to his tragic experience of losing his son, Oliver—he was joined by Jamie Carragher as well. It really does focus us on the need to do as much as possible to encourage schools to have defibrillators. That is why we will look at changing the regulations, which are underpinned by secondary legislation, to ensure that all schools have defibrillators in the future and hopefully prevent such a tragedy visiting more families.

[Rachael Maskell (York Central) (Lab/Co-op)]

T5. Safeguarding young people in statutory settings such as schools must always be a priority, yet the same children in community settings are being exposed to huge risks, including consuming large volumes of alcohol, and being exposed to drug dealing and sexual exploitation. Will the Minister meet me to discuss the lack of youth provision for our young people and the importance of putting these services in place, like on the Little Knavesmire in York?

Covid-19: Education Settings

Debate between Gavin Williamson and Rachael Maskell

Tuesday 6th July 2021 Commons Chamber

[Rachael Maskell (York Central) (Lab/Co-op)]

As the data show, in York infection rates are soaring, particularly in school-age children, people are poorly, and as a result we are seeing major disruption in young people’s education. So as we see infection rates soar across the country, it means that education will be further disrupted, and I hope that the Secretary of State recognises that. How would he ensure that effective testing is put in place, working with our public health teams on the ground locally, to mitigate against that spike in infections and ensure that young people and their families are supported when they have to isolate and miss school?

[Gavin Williamson]

It is absolutely right that schools have, and should continue to have, close and strong working relationships with local public health teams, not just in York, but right across the country. We have emphasised that point as part of the guidance that we have issued and made available to schools, because we recognise that we still have more to do. Work to defeat this virus will continue past the summer and into the winter.

Oral Answers to Questions

Debate between Gavin Williamson and Rachael Maskell

Monday 21st June 2021 Commons Chamber

[Gavin Williamson]

I am aware of how important this is. We look at all legislative opportunities to see how this can best be done, and we are committed at the earliest opportunity to making it happen. We want to see Catholic sixth-forms in a position to be able to academise, because we have seen the benefits that that can bring to so many schools. I will happily work with my hon. Friend and others to ensure that it happens at the earliest moment.

[Rachael Maskell (York Central) (Lab/Co-op)]

Will the Secretary of State ensure that, instead of experiencing disruption to a third academic year, universities are able to determine their own return of students in September this year? The University of York and York St John University have advanced plans in place and they do not want to see further delays, including staggered starts. Can they now also have the ability to allow international students to quarantine at their local university?

Education: Return in January

Debate between Gavin Williamson and Rachael Maskell

Wednesday 30th December 2020 Commons Chamber

[Gavin Williamson]

We will be publishing details of those local authorities within contingency framework areas later today on the gov.uk website. We would want to see schools entering the contingency framework very much as an absolute last resort, where the public health evidence and public health advice are that it is important and vital to do so in terms of the management of covid infections.

[Rachael Maskell (York Central) (Lab/Co-op) [V]]

This academic year has been significantly disrupted. It is clear that many children have missed significant portions of their education while others have missed none, resulting in major inequalities, and, of course, disruption is getting worse. I ask not if but when will the Secretary of State announce an alternative plan to end-of-year assessments beyond this exam plan? Will he publish a full equality impact assessment on all end-of-year options so that we can see which will be the fairest?

[Gavin Williamson]

We all recognise that this has been an incredibly challenging year for all students. We have seen the impact on our own children and, of course, on children in our constituencies. As those who have been involved in education recognise, exams are the fairest and best form of assessment. We recognise that this is a unique year that has presented unique challenges. That is why we have taken the unusual and unique steps of ensuring that the generosity of grading is similar to and mirrors that of children who took exams in the previous year, and of taking action to make sure that there is advance notice of the areas that children will be tested on to make sure that they are in the best possible position to succeed and do the best they possibly can in those exams.

Awarding of Qualifications: Role of Ministers

Debate between Gavin Williamson and Rachael Maskell

Wednesday 9th September 2020 Commons Chamber

[Gavin Williamson]

There was a challenge there. As my hon. Friend points out, the National Education Union advised its members not to participate in remote teaching, which was a shame, but I am pleased to report that hundreds of thousands of teachers ignored the advice and made sure it happened and that children could benefit from it.

[Rachael Maskell (York Central) (Lab/Co-op)]

I think the Secretary of State has just contradicted himself. He said that exams were the best form of assessment and then said that in a disrupted education system exams clearly cannot deliver. Why, then, will he not consider a broader based assessment that draws on the talents of all children and tests their skills in many different ways, as educational experts recommend?

[Gavin Williamson]

We have always believed that exams are the best form of assessment, but it was not possible to run exams in May or June, so we had to come up with alternatives.

Schools and Colleges: Qualification Results and Full Opening

Debate between Gavin Williamson and Rachael Maskell

Tuesday 1st September 2020 Commons Chamber

[Gavin Williamson]

My hon. Friend, who represents West Bromwich East, highlights exactly why we had to have the covid catch-up fund. It was because in so many constituencies such as hers youngsters from really deprived areas really need that extra support. That is why we have targeted that support in the way that is best going to assist them to do that catch-up. That is not just for years 10, 11, 12 and 13, but for youngsters right through the education system, in order to make sure they are in the best place to be able to succeed and to make sure that our agenda and our commitment to level up right across the country, on which we got elected back in December 2019, is something we deliver on.

[Rachael Maskell (York Central) (Lab/Co-op) [V]]

Coming from the constituency that had the highest attainment gap, it is deeply troubling for me that research published today highlights the fact that the gap has increased by 46% in an education system in which disadvantaged young people already experience significant detriment. Does that not indicate that for this academic year and the next, a recovery curriculum should be put in place and end-of-year assessments adjusted away from exam-only assessment, so that inequalities are not entrenched and no young person is further disadvantaged?

[Gavin Williamson]

That is why we have introduced the covid catch-up fund: we recognise that there are challenges for youngsters who have missed out on learning and we need to make sure that we give schools and those youngsters the maximum amount of support so that they are able to catch up. One thing that is clear is that the best form of assessment is always examination. Any other route is certainly less good than an exam route.