Covid-19: Impact on Education

Debate between Laurence Robertson and Wes Streeting

Monday 15th March 2021 Westminster Hall

[Wes Streeting]

The problem with the BTEC handling back in January was that the Department was saying two things at the same time. It was saying that these BTEC exams were going ahead, but then, following an outcry and concerns about whether that would be safe, it said:

“In light of the evolving public health measures”—

I am quoting from the DFE statement—

“schools and colleges can continue with the vocational and technical exams that are due to take place in January, where they judge it right to do so.”

That just added to the confusion and chaos. The issue was not just pupils sitting at home, trying to prepare for exams that were taking place literally the next day or in the coming days; it was also that their teachers were unable to give clear answers. This goes back to the point that the hon. Member for Stoke-on-Trent North raised about the invidious position that school leaders and teachers have been put in by the chaos and confusion and dither and delay that have come out of the DFE. They were not clear on what was going on—the communication was poor for them—so the very people to whom students usually look to provide clear answers and strong advice and leadership simply were not able to provide it, through no fault of their own.

That left us in the absurd situation in which, according to the Education Secretary, about a third of colleges chose to continue with exams in January, while the rest did not. He then backtracked and cancelled BTEC exams in February and March. Again, he eventually got to the right decision, but why did he not see it coming and why could he not take decisive action in a way that told all students and all staff exactly where they stood and what he planned to do about it?

Let me turn now to some of the other challenges facing us ahead of assessments this summer. The first is on private candidates. There has been concern, throughout the changes to examinations, that about 20,000 private candidates not affiliated with schools and colleges this year will be disadvantaged. Many students have been told that they have to pay hundreds or even thousands of pounds for local exam centres and schools to assess them, and schools do not necessarily have the resources to do that. Again, more for the benefit of people watching the debate than people in the Chamber, I point out that we are not talking about privately educated students; we are talking about private candidates, who are entering themselves privately for examinations. Many of these private candidates are students who were not happy with their centre assessed grades last year. They feel that they are being denied the opportunity to take exams and prove that they deserve better grades. They are worried about whether they are even going to get a centre to take them on.

I acknowledge that today there has been an announcement from the Department that schools will receive a subsidy for every private candidate who is entered for a qualification. I think that that will go some way to incentivising centres to take these students on. I am concerned that, in relation to a very small number of subjects but none the less a number of subjects, the fees to enter students for these exams are more than the £200 that I think the Department is offering. Could the Minister speak to that point in particular?

I wonder, because this is the question that we are getting from students, what consideration the Department and Ofqual gave to allowing private candidates to sit some form of exams. The Minister will understand that the concern of these students is that a system that relies on teacher assessment will be inherently disadvantageous or, perhaps, practically impossible if the centre does not have a relationship with the private candidates.

These are just some of the quotes that I have from private candidates expressing their concerns. One told PoliticsHome:

“With the promise of 2021 exams, I was hopeful that I could redeem myself in my other two A Levels…It’s clear that the government thinks of us as afterthoughts…We’re not just going to sit back whilst they toy with our futures. We want a solution that works for everybody.”

Another student who was downgraded last year said:

“I decided to put my life on hold for another year and resit my exams this summer as the university kindly reinstated my offer. I made the decision not to give up on my dreams and not settle for a grade I strongly believed was too low. I put an extreme amount of effort into revising everyday so that I am able to move on…I am absolutely devastated for private and resit candidates that exams have been cancelled again this year as they are, in vast majority of cases, not able to get a [teacher-assigned] grade.”

Will the Minister explain to those students the practical challenges of their being able to sit an exam? What reassurance can he provide that they will be able to sign up with another school, college or assessment centre and receive a properly validated grade that reflects their abilities and efforts in the way that they hope, as students who are resitting?

My final point about this year’s exams is about the immense pressure that we are already beginning to see inflicted on teachers and headteachers as a result of the appeals system that seems to have been outlined in the guidance. One of my own secondary schools wrote to me quoting the guidance, which says:

“To reduce the number of errors made and, in turn the volume of appeals, centres will be expected to tell their students the evidence on which their grades will be based, before the grades are submitted to exam boards. This will allow issues associated with, for example, absence, illness or reasonable adjustments to be identified and resolved before grades are submitted.”

There is something to commend in the approach that students must understand the basis on which they are being judged—of course, that is absolutely right. It is also absolutely right that mitigating factors ought to be taken into account, and in a transparent way. However, I think we are all concerned about the implication that pupils or pushy parents with sharp elbows will be able to—picking up on reasonable adjustments in particular—effectively demand from teachers and headteachers different grades from the ones the teacher has judged to be right. That puts schools in a really invidious position.

By the way, this should be regarded as a gentle warning to those who regularly make demands for a whole series of exams to be scrapped that the grass is not always greener on the other side. This is not to say that teacher judgment cannot play a role, but leaving a system significantly to teacher judgment in the way that this has been puts enormous pressure on teachers. My concern is that it will also bake in deeper disadvantage because sharp-elbowed middle-class parents will be in there demanding adjustments to grades, and other parents will not. I wonder what the Minister might say in response to that, in terms of the approach to this year’s exams.

Finally, on next year’s exams, if the Education Secretary has not learned from the absolute fiasco last summer and the absolute fiasco in January, and the completely last-minute way in which he made a decision about exams in 2021, please, for the love of God, I hope he has made some judgments about exams in 2022. We already have students on GCSE, A-level and BTEC courses expecting to sit exams in 2022. There is simply no good reason why the Department for Education and Ofqual should not be able to tell those students what exams in 2022 will look like.

Indeed, Ofqual’s acting chief regulator, Simon Lebus, told the Education Committee last week:

“So far as 2022 is concerned, the thinking at the moment is about adaptations along the line that had originally been contemplated for this year, when exams were still to go ahead.”

Furthermore, the Minister for School Standards said:

“We are working now on what decisions we will take for 2022, because we know there has been disruption, but we will have more to say on that later in the year.”

I am afraid that “later in the year” is really not good enough. It is really inexplicable—these issues and the choices available to exam boards and Ministers about mitigations and adjustments to exams are well known and were debated and discussed ahead of exams potentially taking place in 2021. Why are these decisions not ready to go? Why are we not providing clarity and certainty to schools, teachers and students, who are crying out for them? I find it unfathomable that we are not providing clear instruction and guidance to students who are on these courses right now, wondering what they should be studying for and towards, and what their exams will look like.

Of course, adjustments are necessary. Looking at the Department’s own data, we estimated that year 10 pupils have missed one in eight days of GCSE teaching. The situation may not be quite so severe at A-level because we always expect there to be a greater degree of independent learning, but none the less there will be some degree of learning loss, and we know that the challenges faced by students from the most disadvantaged backgrounds will be greater.

Last week, I met school leaders from Newham sixth forms. Both the principals present were very clear that scant information is coming from the Government and that they need certainty now. Uncertainty is piling on the pressure facing pupils and their teachers. The longer Ministers dither and delay, the harder it will be to make meaningful adjustments for exams to go ahead in a way that is fair to all pupils.

Ministers need to learn from their mistakes and act sooner, rather than later. If the Education Secretary did not feel battered and bruised from his previous encounters with exams, and motivated to do something different, something earlier and something decisive, there really is no hope for him.

[Mr Laurence Robertson (in the Chair)]

Minister, you will need to leave a couple of minutes for Mr Hunt to wind up.