A-level Reform

Nic Dakin Excerpts

Wednesday 23rd January 2013 Commons Chamber

[Elizabeth Truss]

I thank my hon. Friend for his question. I have spoken to a number of universities, both in the Russell Group and outside, as well as the 1994 group and Universities UK, and I am absolutely clear that we need subject experts from across all the universities to be involved in the process, so that we get A-levels that reflect the broad consensus across universities. He is absolutely right that in subjects where it may be appropriate to have different methods of examination—for example, art—we should look at that, too. We will be flexible according to the subject and we are certainly very interested in getting all universities on board.

[Nic Dakin (Scunthorpe) (Lab)]

I was interested to hear the Minister say that she wanted questions that encouraged students to think. I am afraid that that is what is already going on in our schools and colleges: students are thinking. Comments such as hers denigrate the excellent work that young people and the people working with them are doing now. Does she accept that A-levels are about more than preparation for Russell Group universities? She is in real danger if she models her curriculum change only on the direction of Russell Group universities, not on the panoply of need of all our young people.

[Elizabeth Truss]

I am afraid that, according to academics in universities, too many of the questions set in today’s A-levels do not allow long responses. In mathematics and physics they do not have multi-step problems that encourage students to think through answers and are very much more laid out than they were in the past. I encourage the hon. Gentleman to look at past papers and also leading countries—

[Nic Dakin]

I’ve looked at rather more past papers than you have!

Oral Answers to Questions

Nic Dakin Excerpts

Monday 21st January 2013 Commons Chamber

[Mr Timpson]

Around 70% of children in care have some form of special educational needs so it is vital that we better co-ordinate the support that they receive, including in their foster placements. The pathfinders are looking specifically at improving working partnerships between education, health and social care in respect of looked-after children, as well as at the training needs of foster carers to ensure that we get much more co-ordinated support.

[Nic Dakin (Scunthorpe) (Lab)]

Additional needs funding will be routed through local authorities to all post-16 providers from September 2013. There is quite a lot of evidence in the colleges sector that local authorities have not got a grip on the number of our young people in their area who have additional needs. What will the Minister do to ensure that this does not get in the way of a smooth transfer next autumn?

[Mr Timpson]

The Department and the Education Funding Agency are working closely with local authorities and colleges. I have had discussions with the Association of Colleges, as well as a number of discussions with my right hon. Friend the Minister for Schools, to make sure that the transition is as smooth as possible and that the adjustments that need to be made are made in good time so that no child misses out as a consequence.

Examination Reform

Nic Dakin Excerpts

Wednesday 16th January 2013 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

I am delighted to follow the hon. Member for North Cornwall (Dan Rogerson). I am pleased that he focused on young people themselves. We need a bit of “back to basics” on this subject. We must ask fundamental questions about what we are doing. What are these assessments at 16 for, and who are they for? If we ask about the what and the who, everything else will flow sensibly from that.

We need to bear in mind that we are speaking in a context that is changing. We are not only facing the challenges of the 21st century, not the 19th or the 18th century, but we are at a point where there has been cross-party consensus on raising the participation age first to 17 and then to 18. GCSEs were brought in as a “leaving the system and going into employment” exam, and then that framework was changed so that people leave not at 16 but at 17 or 18. That raises serious questions about what these exams should be like and who they are for.

Assessment is a fundamental part of the educative process. Across this House, there is a joint, consistent commitment to the value of assessment. Formative assessment, which goes on day in, day out in every classroom—it will be going on at this moment in myriad different contexts—determines how learning is driven forward for each individual or clusters of individuals to get the best out of them. That is going on all the time, and it is far more complex than summative assessment. We spend nearly all our time getting excited about summative assessment and the nature of the exams or assessments that take place at 16, 17 or 18, or indeed at other times, but we must get the formative assessment right to make sure that it drives better teaching and better learning.

Members from all parties have made some excellent contributions. I would pick out in particular my constituency neighbour, the hon. Member for Brigg and Goole (Andrew Percy), who spoke from experience. Often, in debates such as these, some Members speak from experience and their views resonate because they have sense and power behind them, but others speak as a result of their beliefs. That is not to say that those beliefs are not valid—they often are—but belief as against experience is an interesting dilemma and battle of ideas.

[Bill Esterson]

My hon. Friend is absolutely right. He often says that our policy needs to be evidence-based. Could he give some examples of the exact evidence in addition to that from the teaching profession?

[Nic Dakin]

My hon. Friend makes a good point. Let me pick out just one quote from Deborah Annetts, the chief executive of the Incorporated Society of Musicians:

“It is as if the Olympics never happened. Design—gone, technology—gone, music—gone. This short sighted, wholesale attack on secondary music education will emasculate not only our world class music education system but also our entire creative economy”.

Those may be apocalyptic words, but they reflect the depth and breadth of the views of people who really care. I recognise that all parties involved in the argument care, but I shiver a little when I hear belief after belief, but no evidence. That is a dangerous way of changing and making policy, and it imperils the quality of what goes on both inside and outside our classrooms.

[Mr Ward]

The hon. Gentleman has been dragged away from a crucial point that he was making about formative and summative assessments. A horse race would have different winners 10 yards before the finish line and 10 yards after it. The crucial thing is not just the who or the what that the hon. Gentleman has mentioned, but the when. It is the judgments made at a particular age that divide people into successes or failures.

--- Later in debate ---

[Nic Dakin]

The hon. Gentleman makes an excellent point. He reminds us of the central question that I asked at the beginning of my contribution, namely: what and who is this assessment for? Summative assessment is extremely costly. It costs a huge amount in energy to prepare for it and in time spent on it. The whole of the summer term of the final year—year 11—is more or less taken up by summative assessment. We have to ask ourselves whether that time is best spent on summative assessment—and for whom—or whether it would be better spent if it were used more creatively to drive forward other things that we want our young people to have at age 16.

Why have such a wide range of exams at 16 if they exist only for the accountability of institutions? That is the issue. As the hon. Member for Bognor Regis and Littlehampton (Mr Gibb) has said, there is a problem when those assessments at 16 are used for the purpose of the accountability of institutions. It distorts behaviour if those assessments are taking place for the benefit of the institutions rather than the individual. Qualifications are framed by the curriculum, and the choices that an individual makes in any system—hon. Members have given examples from the past and present of the paths that young people have decided to follow—are influenced by the interests of institutions, not those of individuals.

I fear that we are moving away from the strength of personalised learning, which was beginning to blossom. It was not perfect and issues needed to be dealt with, but there was a consensus behind it that was driving greater achievement, greater progression and greater performance in the post-education world. We are in danger of moving back to another age of greater failure. The hon. Member for Brigg and Goole drew attention to the dangers of lowering aspiration and increasing failure, and to the risks inherent in following that route.

I want to draw attention to the work that I have been doing on behalf of the noble Lord Haskins by chairing the skills commission on the Humber local enterprise partnership. It is a business-led skills commission, but I am its chair, which is slightly bizarre. We have been taking evidence from industry. It was more than a year before the Secretary of State met the CBI, but he met News International many times during that period, which is a reflection of his priorities and who he deems more important on this issue among business and the media.

I have been listening to the views of people in the real world of commerce and business. The reason they are often excited about some of the Secretary of State’s other ideas, such as university technical colleges, studio schools—[Interruption.] Let us give everybody the blessing of coming up with those ideas. The reason they are excited about those experiments is that they give industry the opportunity to help frame the curriculum. They say that that frees up the time. What they are really bothered about—this message comes back strongly across the piece—is not so much academic excellence, but softer employability skills. They take the academic excellence as read. What they say is missing when young people come through the workplace door is their readiness for work. To be frank, the direction of travel of English baccalaureate subjects puts at risk the time available to prepare pupils for employability skills and so on.

It is all very well for the hon. Member for Bognor Regis and Littlehampton to say that it should be in the school’s ethos that such things are taught, but he has not done as many timetables as I have. Doing a timetable is a complex business. It is what delivers time to young people—it is a rationing mechanism. Once time has been set aside for something to happen, the time is reduced for other things to happen. What is happening at the moment is a natural and obvious restriction of the curriculum. That does not mean that a breadth of curriculum subjects is not available in different places, but it does mean that individual student choice is being greatly reduced.

I bear witness to the sensible and intelligent contribution of the Chair of the Education Committee, who, as always, spoke with not only a great focus on improving the quality of education, but a great realism. He reminded us of the quality of the brand of GCSEs and of their performance. We may want them to perform better, but he reminded us that they are a brand that deliver and perform quite well, that we could work with and develop them better, and that what people involved in the consultation are saying is, “Let’s get on with it and let’s make it better together, but without tearing up the past or the present.”

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[Bill Esterson (Sefton Central) (Lab)]

In following the hon. Member for Kingswood (Chris Skidmore) I should like to consider what he said about the profound effect of the EBacc. We can all agree that it has indeed had a profound effect on creative subjects such as art, design, drama and music, which are clearly being sidelined despite the incredible value that our creative sector brings to the UK economy. Some 15% of schools have dropped one or more arts subjects since the EBacc was introduced, and the latest figures, from summer 2012, show a serious decline in the number of entrants for design and technology: down 5.1%, for art and design, down 2.4%, for music, down 3.6%, and for drama down 6.3%. I therefore agree with the hon. Gentleman that the introduction of the EBacc has had a profound effect.

I want to pick up on the theme pursued by other Members who talked about preparation for work and for life, and ask the Secretary of State some questions that I hope he is considering. What are qualifications for? What is education for at age 16 and beyond? What are we trying to achieve with our qualifications? What is in it for young people and for the country? In a globally competitive world in which we struggle to keep up with countries that, until recently, were regarded as developing, we have different needs for our future work force. In a world with technology on a scale that many of us never imagined when we were at school, the needs of young people are completely different from those considered when GCSEs were created.

In September, the Secretary of State said in his statement that

“nations that were slow developers 20 years ago are outstripping us economically, and now that ways of learning have been so dramatically transformed in all our lifetimes, it is right that we reform our examination system. We know that the old model—the ’80s model—is no longer right for now…We know that employers and academics have become less confident in the worth of GCSE passes because they fear that students lack the skills for the modern workplace and the knowledge for advanced study.”—[Official Report, 17 September 2012; Vol. 550, c. 653.]

No one in this Chamber would disagree with a word of what the Secretary of State said in that statement, but the question is what we need now from qualifications, schools, education, and for and from our young people. How do we compete in a world where we are rapidly being overtaken by China, India, Brazil and countless other countries?

Employers tell me that they want young people who can solve problems and who have strong communication skills and an ability to get on with others, but good sets of GCSE passes—or other written exam passes—do not necessarily correspond to those three skills. Businesses need staff who will help them to thrive, and we also need people who will start and grow their own businesses. We need excellence in the services that support our creative industries and our high-tech manufacturing that will produce the jobs and growth that will enable this country to thrive and our people to enjoy prosperity.

There is no question but that we need academic qualifications. High standards in English and maths are the cornerstone of success for this country, but so too are qualifications in engineering and the arts. The young people I speak to want to study vocational subjects—engineering, design and technology, music, art, catering and hairdressing. Those subjects are crucial for young people who want to pursue their chosen career and a country that wants its economy to succeed. In short, success in school and beyond results from the combination of academic and vocational study, and our qualification system needs to reflect that mix.

[Nic Dakin]

My hon. Friend is spelling things out very clearly. Does he think that the CBI put its finger on the pulse of the issue when it said that there is a risk of making the mistakes of the past by trying to micro-manage what is going on, instead of allowing other things to happen?

[Bill Esterson]

My hon. Friend has vast experience as the former principal of a sixth-form college and he knows exactly what he is talking about. Yes, the CBI made it clear in its report that high-stakes testing at 16 must not be a barrier to achievement at 18. It said:

“There is a risk that the mistakes of the past—both teaching to the test by schools and micro-management of the school system through the means of exams and league tables—may be repeated in the EBC. For this reason, we favour pausing to ask a more fundamental question about the role of examinations before 18, namely what their purpose is.”

I hope that the Secretary of State—while he is sending something out on Twitter or texting one his staff—will perhaps find the answer to that question so that when he sums up the debate he can tell me and, more importantly, the CBI.

The Secretary of State’s proposals indicate a preference for an end-of-year exam, with no assessment or coursework, in a number of subjects, but in the real world how useful is the ability to succeed in a three-hour written exam? I would question whether it is of much use at all. In many jobs, the ability to perform tasks is essential, and, yes, success in work is closely linked to an ability to perform under pressure, often under time pressure. However, in the long run it is the quality of the product or service that an organisation delivers that is critical to success. The role of the individual in contributing to that success does not appear, as far as I can see, to be in any way linked to the ability to pass an exam.

The ability to solve problems, to think on one’s feet, and to communicate effectively face to face, on the phone, by e-mail, in a letter or in a report are all essential skills in the world of work and outside it. They all depend on good English, yet there will be no spoken communication element in the EBC, no testing of real world skills linked to the use of IT in English and no testing of key communication skills such as customer service, which is a vital skill in today’s world. I am not saying that GCSEs were perfect, but surely we are moving further away from a qualification and examination system that measures those real world skills, not closer to it.

[Nic Dakin]

Does my hon. Friend think that the reasons he has set out explain why Lord Baker, who has much experience in this matter, describes the proposals as “a huge mistake” and fears that they will not survive a change of Government?

[Bill Esterson]

Yes, and of course Lord Baker was one of the architects of the GCSE system. He recognised the need for change, so he is in a strong position on this matter. He has credibility and a track record, and the Government should certainly listen closely to what he has to say.

Standards in English and maths are crucial. We can all agree on that and we all do, but the question is how those standards are measured. I do not believe that we measure them effectively, either for young people or for the economy, purely through the use of a linear exam system.

In my business career I worked with many young people in telephone call centres, among other places. Call centre managers often bemoaned the lack of basic literacy of the younger recruits. Often those with GCSEs in English of grade C or better were unable to write properly and struggled when talking to customers on the phone. There is clearly a problem, but the solution we found was to help young trainees with practical skills. They included literacy skills, because they had not picked them up at school. The key was to make training practical—to make it relevant to their jobs and to their lives outside of work. Because the training took place at work, it was in context and they understood for that reason. The students were motivated to learn and to do well at work. How do we replicate that within the education system before students go to work? I do not see how it can be done in the artificial environment of a linear exam process.

To make learning practical and real is a simple concept, and we should be able to do it in school. In short, we should be able to design a system where young people learn what they need for life, in a way that motivates them and helps businesses to flourish. However, to make sure young people are ready for life, they need to learn skills that they can use and which are of use to employers.

Oral Answers to Questions

Nic Dakin Excerpts

Thursday 20th December 2012 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

Can the Minister confirm that as a result of the current plans for further education loans, his Department forecasts 100,000 fewer learners in the sector? What is he going to do to make sure that does not happen?

[Matthew Hancock]

We are working very hard to ensure that those over the age of 24 in advanced learning have the opportunity to take out a loan if required. We are ensuring as best we possibly can that the process goes through smoothly and, most importantly, that everybody knows of the opportunities that are available due to the loans.

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[Michael Fallon]

I expect the increase in capital allowances to have a positive effect. Under this Government, manufacturing share of gross domestic product is rising, but under the previous one nearly 1.7 million manufacturing jobs were lost, and our manufacturing share of GDP declined. The measures we announced in the autumn statement, together with the measures we have taken to rebalance our economy and put our public finances in order, leave British business very well placed to continue the recovery.

[Nic Dakin (Scunthorpe) (Lab)]

rose—

[Mr Speaker]

Order. We have already heard from the hon. Gentleman in substantive questions and it is not long before we will have the delight—I hope—of hearing from him again in topical questions. Members cannot, I am afraid, have two goes at substantives. One can almost have too much of a good thing.

--- Later in debate ---

[Mr Speaker]

I think on the strength of that answer there is plenty of scope for an Adjournment debate in which, no doubt, we will hear about the Nordic nostrums and views about neanderthals from the hon. Member for Huddersfield (Mr Sheerman), who was scarcely able to contain himself a moment ago.

[Nic Dakin (Scunthorpe) (Lab)]

T6. Sadly, people can be vulnerable to getting a Christmas debt hangover. The National Audit Office reported this week that debt management companies are making £0.3 billion a year. Will the Government take robust action in the new year to regulate debt management companies?

Oral Answers to Questions

Nic Dakin Excerpts

Monday 3rd December 2012 Commons Chamber

[Mr Laws]

I know that my hon. Friend is a strong supporter of state boarding schools, and so are this Government. He will probably be aware that the State Boarding Schools Association recently met with Lord Hill to discuss some of these matters, and he may be interested to know that a further meeting is scheduled for the end of January next year. My hon. Friend will also know that my predecessor, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb), took a sensible decision to include in the property data survey a review of boarding provision and the capital needs of boarding schools. My hon. Friend will be aware that the data survey will report back next year. At that time we will have the evidence base to make the right decisions to ensure that state boarding schools have good-quality assets.

[Nic Dakin (Scunthorpe) (Lab)]

14. What plans he has for the secondary curriculum; and if he will make a statement.

[Julie Hilling (Bolton West) (Lab)]

15. What plans he has for the secondary curriculum; and if he will make a statement.

[The Secretary of State for Education (Michael Gove)]

We announced draft proposals for the new primary curriculum earlier this year and we will bring forward proposals for the secondary curriculum in due course.

[Nic Dakin]

When I visited award-winning St Lawrence academy in my constituency on Friday, I heard first hand how year 10 and year 11 students were gaining from accessing vocational courses at North Lindsey college. Can the Secretary of State confirm that he still supports Alison Wolf’s recommendation that 14 to 16-year-olds can benefit hugely from access to high-quality vocational education in colleges?

[Michael Gove]

I often find myself nodding along whenever the hon. Gentleman makes a point, and I have never yet found a recommendation by Alison Wolf with which I have not agreed.

Oral Answers to Questions

Nic Dakin Excerpts

Thursday 8th November 2012 Commons Chamber

[Mr Willetts]

I congratulate that company on its performance. UK Trade & Investment is running export week in the next week, with more than 100 events throughout the UK, which is a great opportunity for businesses to get further advice about exporting. The automotive sector, of which the company in my hon. Friend’s constituency is an example, is now running its first balance of payments surplus since 1975.

[Nic Dakin (Scunthorpe) (Lab)]

4. What estimate he has made of the proportion of loans for students starting courses in 2012 with fees of £9,000 a year which will not be fully repaid.

[The Minister for Universities and Science (Mr David Willetts)]

We estimate that around half of all borrowers will have some part of their loan written off, as repayments are contingent on their future income. Our reforms are more progressive than the previous system, because people start to repay only once they are earning over £21,000. The new system helps reduce the deficit and is affordable and sustainable for the Government, while offering protection to those who may not go on to high paid employment.

[Nic Dakin]

I thank the Minister for that response but, despite what he says, some estimates put the cost of the Government’s higher education funding policy at £1 billion more than anticipated, completely wiping out any expected savings. How will he plug that gap?

[Mr Willetts]

There is no such gap. That report was an eccentric interpretation of the evidence. Our figures have been checked by the independent Office for Budget Responsibility, and the independent Institute for Fiscal Studies has produced its own estimates and reached conclusions that are very similar to ours.

Oral Answers to Questions

Nic Dakin Excerpts

Monday 29th October 2012 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

I know my hon. Friend is a deeply committed and understanding champion of children with special educational needs and disabilities. He will therefore be aware that we have 20 pathfinders across 31 local authorities that are testing the formulisation and delivery of the local offer. We will examine their findings carefully to help sharpen up the development of the local offer as we go forward.

[Nic Dakin (Scunthorpe) (Lab)]

T7. Considering the need to preserve our Olympic legacy, what does the Secretary of State have to say to those 150,000 people who signed a petition against his plans which will come into force this Wednesday to scrap minimum size regulations for school playing fields?

Educational Funding Gap

Nic Dakin Excerpts

Monday 22nd October 2012 Commons Chamber

[Mr Timpson]

Of course we are concerned when provision is not being met in any individual situation and I will be happy, as always, to look more closely at the circumstances mentioned by my hon. Friend. If a child has an identified need that is not being met through the learning difficulty assessment, that shows exactly why we need the reforms we will introduce in primary legislation next year.

The information set out in a learning difficulty assessment is covered by statutory guidance, but the guidance does not prescribe in close detail what can and cannot be included in each and every case.

[Nic Dakin (Scunthorpe) (Lab)]

I congratulate the hon. Member for New Forest East (Dr Lewis) on securing the debate. The Government’s direction of travel is that more post-16 funding will come through local authorities as part of the seamless approach, which is to be welcomed in many ways. How will he ensure that local authorities have the right capacity to do that job, which they have not done hitherto? In cases where many local authorities have to work with one college, how will he ensure that there is a co-ordinated rather than fragmented approach on behalf of the young people who will all attend the same college?

[Mr Timpson]

I am grateful to the hon. Gentleman for raising the important question of how to get the most out of the available resources. We are under no illusions about the tight economic situation which means we have to find more from less. That is why the reforms we will introduce in the new year will focus on joint commissioning between education and health so that we can try to pool our resources more effectively; on putting a local offer on the table so that parents can see close up what services are available to them and get as much accountability as possible from the local authority and health services; and on ensuring that we identify as early as possible the needs of each individual child. That will mean that the necessary work can be done as early as possible, preventing unnecessary work in the future that could have been avoided if provision had been offered earlier. Those are all reasons why the reforms, which I shall explain in more detail in the three minutes I have left, will make an important contribution to a more effective child and young person-centred system.

Our proposed special educational needs reforms will improve the situation for this group of young people in general. More specifically, our proposed new education, health and care plans will focus much more on the needs and aspirations of the young person and will be drawn up in consultation with them. It is important to note that following an assessment of the young person’s needs and negotiation with them and their parents, the plans will set out their education, health and social care needs not up to the age of 16 or 18 but up to the age of 25. That is a new statutory protection for young adults in further education.

Let me move quickly on to the second issue raised by my hon. Friend the Member for New Forest East. If I do not cover every point he has raised, I will be happy to write to him in more detail to ensure that he has a full and considered reply. Access to FE provision for adults with learning difficulties is rightly the responsibility of the Secretary of State for Business, Innovation and Skills, but it is clear to me that there are issues of real concern here that my hon. Friend has helpfully raised. The Government prioritise funding where its impact is greatest on outcomes, and maximising that is part of the Government’s agenda to support people into employment. We fully fund units and qualifications for unemployed people in receipt of jobseeker’s allowance and employment support allowance, depending on what they need to help them enter and stay in work. In 2012-13 we are investing over £3.8 billion for more than 3 million adult training places through the Skills Funding Agency.

I hear the concerns that my hon. Friend raises in relation to specific funding streams to support enrichment and further qualifications. There have been some changes to the way that they have been calculated, and that may have had an impact on some individual college budgets. I will be able to provide him with a fuller picture of the effect that that has had. I hope also to provide him with some reassurance that we understand the importance of learning not just educationally, but from a nurturing perspective for all young people. That is very much at the forefront of the reforms that we will be taking through the House in the coming months.

I am grateful to my hon. Friend for raising this extremely important issue, and I look forward to being able to provide him with a fuller reply in due course that sets out all the issues that he has raised.

Question put and agreed to.

GCSE English (Marking)

Nic Dakin Excerpts

Tuesday 18th September 2012 Westminster Hall

[Nic Dakin (Scunthorpe) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Hollobone. I congratulate the Minister on her new role, to which I am sure she will bring great energy and commitment.

Unlike the current Ministers, I have no experience of work in the media or policy think-tanks. I simply bring experience of how things work or do not work in the real world outside Westminster, where real families toil, real kids go to school and real professionals work jolly hard to achieve the best they possibly can for our young people. I have a lifetime’s experience of teaching English. The easiest exam to prepare kids for was O-level English literature, and the exam that gave the most perverse, unfair outcomes for kids was O-level English language. The Government’s theoreticians may think a return to O-level will be a good thing, but I very much doubt it.

Criterion-referenced GCSE English has gone through many changes over the years, but today’s world has been transformed from the world of 1988, when the first cohort of students took the then new school leavers’ exam introduced by the Conservative Government. In all its manifestations, however, I can say without hesitation that GCSE has been far more demanding for students than its predecessor. It is a much tougher qualification to prepare students for and has a much tougher assessment regime for them to meet, but it has been fairer—until now, when a Government obsessed with ideas rather than realities are presiding over a monumental injustice.

At its heart, the GCSE fiasco this summer is not about Ministers and MPs, or exam boards and technical stuff. It is about something a lot simpler and a lot more important: it is about whether the assessments given to young people this summer were fair. The head of Ofqual, in her outrageously flippant remark that some candidates “got lucky”, seems to recognise that she failed in her duty to ensure that the outcomes in one year were fair to all candidates. As the editor of The Times Educational Supplement wrote this week:

“Obsessed with maintaining standards between years, Ofqual has failed to maintain them within a single one. It has completely undermined confidence in the exams it is supposed to protect.”

The Ofqual report “GCSE English Awards” lets the cat out of the bag. A technical document, designed to whitewash, it is obsessed with controlling statistics, not standards. It makes it clear that young people’s achievements at 16 are capped by their achievement at 11. The whole review hinges on

“the predictions made by the exam boards of results for each GCSE…based on prior attainment data”—

key stage 2 results—so that achievement at 16 is being capped by achievement at 11. An exasperated National Union of Teachers collectively sighs:

“Such an approach begs the question—does secondary education just not matter?”

Excellent analyses by the National Association for the Teaching of English and the National Association of Head Teachers demonstrate that Ofqual and the Government are, in essence, returning to norm referencing by the back door. Although the Secretary of State, in a very brief answer to my question yesterday, said that norm referencing was off the table, it is very much on the table, and I think that there needs to be some honesty about that. It is hardly surprising that the whitewash document also includes an admission, on page 19, that

“this year’s English results have come as a shock to some schools, and some of the school-level outcomes are hard to explain”.

You bet they are, if the aim is to cover up a monumental cock-up.

What is clear to me from talking with local head teachers in the Scunthorpe area whose students have been affected is that something significant and exceptional has gone wrong this year. They are solid, decent professionals whose judgments I trust, and they are universally telling me that if we look back across their schools’ predictions for the past five years in GCSE English and GCSE maths—the two key progression qualifications—their predictions for students attaining C and above have been consistently within a 4% tolerance of the final outcomes, except for this year, when maths remains within that tolerance, but English is more than 10% out. These are professionals who know what they are doing, and they tell me that the same students predicted a C this year would have achieved a C last year.

[Mr John Denham (Southampton, Itchen) (Lab)]

I will be brief, because I had the chance to speak in the main Chamber. What my hon. Friend’s professionals are telling him in Scunthorpe is precisely what professionals are telling me in Southampton. I was, with the current shadow Chancellor of the Exchequer, one of the two architects of Ofqual. We took the decision to establish an independent regulator. Does he agree that we have to face the fact that the guarantee of independence, which we delivered, was no guarantee of competence? The worst thing we can do now is to overlook the fact that Ofqual has got this wrong and to say that there is nothing that we can do to right the injustice that has been done to thousands of students this summer.

[Nic Dakin]

My right hon. Friend makes a salient and pertinent point. What is important is that young people in Scunthorpe, in Southampton and indeed throughout the land are treated fairly. The regulators recognise their own incompetence when one of them comes out with comments such as some students “got lucky”, but that is not good enough, is it? The incompetence that they recognise should not stand in the way of young people being treated fairly.

It is worth noting that, nationally, 26.7% of students doing the foundation paper in June 2011 got a C grade, while only 10.2% got a C grade in June 2012. Those statistics corroborate my local head teachers’ view that students taking the exam in June 2012 were disadvantaged compared with similar students who took the exam in June 2011.

[Kevin Brennan (Cardiff West) (Lab)]

Does my hon. Friend agree that one of the conditions on which Ofqual was set up by my right hon. Friend the Member for Southampton, Itchen (Mr Denham) and the now shadow Chancellor was that its duty was to maintain confidence in the exam system? How does a comment from the chief executive of Ofqual that some kids “got lucky” maintain such confidence?

--- Later in debate ---

[Nic Dakin]

It is clear that there is no confidence at all in Ofqual among education professionals, among people working in industry and business who I met the other day—they clearly do not have confidence in Ofqual—and, most importantly, among parents and the students themselves. Ofqual has failed that crucial test.

[Julie Hilling (Bolton West) (Lab)]

If the exam marking was so fundamentally flawed and the exam was too easy or whatever, why was the barrier between A and A* not changed? Why were those marks kept the same? Why was the C grade changed?

[Nic Dakin]

I thank my hon. Friend for that intervention. As I shall explain, there were impacts on other grade levels. The focus has primarily been on the borderline between C and D because that is such a crucial progression lever for young people, but there have been effects on other grades as well.

Why does this matter? It matters because GCSE English is a progression qualification: it makes a difference to individuals’ lives, to what they do next and to where they go next. It matters because we have a duty to young people to ensure that the assessments at 16 are fair. They have clearly not been fair this year. Worse than that, the Secretary of State and the regulator obfuscate, appearing more interested in covering up and protecting themselves than in ensuring that young people are treated fairly. Worse still, as my hon. Friend says, the focus has been on the unfairness to students missing out on a C and having to adjust their careers accordingly, but as a former principal of a sixth-form college I know that those students getting a B instead of an A will be disadvantaged next year when they apply for higher education. Their choices will be limited.

On 23 August, the Secretary of State for Education received news of the fall in success rates for students in their GCSEs with a certain smug satisfaction: failure for young people was success for him. It was all about rigour, standards and other buzzwords, not about achievement, progression and fair outcomes. Gradually, though, a darker story began to emerge. As schools analysed the results, they identified a significant change in how GCSE English had been marked in June compared with January. Something had gone very wrong, with grade boundaries being significantly adjusted in year to ensure that fewer students met their predicted grades.

In one school in my constituency, because of the boundary changes, the percentage of students achieving five A* to C grades fell from 80% based on January marking to 62% in June. As a consequence, the percentage of students achieving the important five A* to C grades including mathematics and English fell from 62% to 52%. At another local school, the changes meant that 25 pupils did not achieve the C grade they were predicted to achieve, and the school’s English results fell from 53% achieving C last year to 40% this year. At another school, almost 25% of the cohort taking exams were negatively affected by the boundary changes. These are drastic and startling figures, and I assure you, Mr Hollobone, that in all my years as an English teacher and then a sixth-form college principal, I have never seen anything quite like it.

One local head teacher described the impact on students and the school as catastrophic. Students who had achieved a C in English in January were re-timetabled for extra maths; they achieved their maths C in June, but because the school did not draw down their English marks until June, the C they had banked in January became a D in June. How on earth can that be fair?

Schools are very good at self-evaluation, but this episode has undermined their confidence in what they are doing. Their confidence in teaching GCSE English has also been undermined as further confused messages such as those we heard yesterday come out. There is also a lack of confidence about how they are preparing this year’s cohort for next year’s exam, so the impact of this year’s cock-up is being felt not only by this year’s students, but by next year’s students. That is why it is so important that the Government act now to put things right for the youngsters and schools affected.

The Association of School and College Leaders believes that one quarter of all secondary schools in England and Wales have been damaged. At first, it was thought that tens of thousands of pupils were affected, but the situation is far worse. We now know that 133,906 pupils have been affected on the boundary between grades C and D alone, before all the other boundaries are taken into account. If that injustice is not reversed it is likely to have a long-term impact on the social mobility of the students affected. Research from ASCL shows that those affected are disproportionately from areas of high deprivation, ethnic minority groups and poorer families. Parents have written to me to explain that their children have been devastated by the news that they cannot pursue the courses and jobs they had set their minds on. I have an example here of a student who has moved on to further education, whose mother writes:

“My daughter is one of the many thousands involved in this injustice and we've now heard that the AQA resit for English Language is 7th November. This fiasco needs to be sorted NOW before it’s too late! As it is she is having to do extra work to ‘revise’ for the resit on top of her college assignments. It’s simply not fair.”

Similarly, teachers have told me about the anxiety that the situation has caused them, with one describing Ofqual’s actions as immoral and inhuman.

Last week, The Times Educational Supplement published letters between Ofqual and Edexcel showing that the regulator had, at the 11th hour, pressured the exam board into revising the grade boundaries against its professional judgment. Ofqual told the exam board to

“review the English award at grade C in order to produce outcomes that are much closer to the predictions and so in line with national standards”.

We must remember that the predictions are based on key stage 2 assessments at age 11. In its response, Edexcel protested that

“we have put considerable effort into producing what we consider to be a fair award”,

adding that

“our award is a fair award and we do not believe a further revision of our grade boundaries is justified”.

Those are the professionals, who have looked at the work, not just carried out a statistical exercise. Ofqual then sent a final letter, warning Edexcel that

“their expectation”

was

“that Edexcel will produce outcomes...that are within the 1% of the overall prediction”.

Edexcel then capitulated.

Last week, the chief regulator and the Secretary of State appeared before the Select Committee on Education to answer the growing avalanche of questions. It was a master class in obfuscation. After their appearance, the Chair of the Select Committee spoke for everyone when he said:

“There are many important questions in this to which we do not have satisfactory answers”,

adding that the explanations given were “inadequate”. The Secretary of State has hovered between bullish and sheepish in his response to the gathering storm. He blusters and hides behind an unaccountable quango, which in turn hides behind a cloak of statistical confusion.

Adding further to the unfolding chaos, the regulator in Wales—the Welsh Government—has taken clear action by ordering the Welsh board to re-award grades to Welsh candidates. That means that students in Wales will be treated fairly, but my constituents who did the Welsh board English GCSE—believe it or not, Mr Hollobone, the Welsh exam board is popular in Scunthorpe—will not. How on earth can that be proper? How can it be just?

There is a further contradiction and a further worry. The Secretary of State seems to be saying that GCSE results must not go up, but that in every school more than 40% of pupils must get five A* to C grades. Those who have signed up to a conspiracy version of history see that as an agenda not only to fail students, but to fail schools. A consortium of schools, academies, further education colleges, local authorities and professional associations is taking legal action this week. I wish them success, but it should not have come to that—wasting public money, time and energy on legal costs and process. Ofqual and the Secretary of State should be big enough to hold up their hands, admit that they got it wrong and take action to put it right. That is the moral code that we teach our young people, and our leaders should also follow it.

Who is accountable for the cock-up? An unelected quango that is doing the Secretary of State’s bidding. Surely it would be better if he were directly accountable to the young people of this country and ordered an immediate independent inquiry into what has happened or, better still, followed the Welsh Government’s example and ordered Ofqual to instruct the exam boards to re-award their grades, so that all students taking the exam this year are treated fairly and in line with their contemporaries the year before.

Being a modern MP, I asked my Twitter and Facebook followers what questions they wanted to be answered. Overwhelmingly, they were variations on the following. Can the Minister explain to youngsters and their families how pupils can get a lower mark in January and do better than someone who gets a higher mark in June? That is what happened this year. While the Minister is considering that, I will ask three further questions. Will she urge the Secretary of State to stand up and be counted, to apologise for this year’s cock-up and to take action to ensure that this year’s students are treated equally and fairly, based on the professional judgment of the exam boards—the people who have seen the children’s work? Will she say whether she is happy that achievement at 16 is apparently being capped by achievement at 11, in a move back to norm referencing? Finally, will she ask Ofsted not to fail schools that can demonstrate that they missed the threshold owing to the impact of GCSE English marking this summer?

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

I thank the hon. Member for Scunthorpe (Nic Dakin) for securing today’s debate. I recognise that he has a lot of expertise in the sector. He taught English at Greatfield high school, and is a former principal of a further education college, so I respect the knowledge that he has brought to today’s debate.

I want to restate what the Secretary of State has already made clear. I have great sympathy for all those students who did not receive the grades they were expecting in this summer’s GCSE English results. There is a process whereby hon. Members can register their concerns with Ofqual, which is rightly dealing with queries. If schools or students are concerned, I suggest that they raise those concerns with Ofqual as soon as possible.

The hon. Gentleman asks me to set out what action the Government are taking, and what action I believe they should take. It will come as no surprise to him that, as the Secretary of State made clear at the Select Committee earlier this week, it would be totally wrong for the Government to intervene in marking or grading decisions. That is Ofqual’s responsibility, and as other hon. Members have said, Ofqual was set up by the previous Secretary of State to oversee and maintain standards and qualifications. Grade boundaries and maintaining standards is a matter for Ofqual, which is directly accountable to Parliament. It is important that where there are independent regulators, they should conduct investigations and answer queries—in this case, that process is still ongoing—without undue political interference.

Ofqual published its initial report into the concerns about GCSE English, finding that the June grade boundaries were properly set and that candidates’ work was properly graded. It has also said that the January grade boundaries were set generously. The hon. Gentleman has referred to Glenys Stacey’s comments on that matter.

[Nic Dakin]

First, does the Secretary of State have a role in ensuring the competence of the regulator? Secondly, Ofqual has not looked at any work; it is a mere statistical sample of 75%. It is not even a technical analysis of 100%, according to the report, which is signally flawed. Does the Minister accept that point?

[Elizabeth Truss]

On the hon. Gentleman’s first point, our exam system is undergoing reform. I shall comment later on the modular system and the impact that that had on grading decisions.

Ofqual is looking at the details of individual students and why they got the expected results, while others did not. That is why I am encouraging hon. Members to send concerns to Ofqual, which will produce its final report in October. It is the right body to investigate the matter, rather than the Department for Education, because otherwise we end up in a system where politicians interfere with the grading review. The hon. Gentleman alluded to Wales, and that is a problem with the approach being taken there.

The hon. Gentleman also mentioned problems with the current system, presenting a rosy description of GCSEs in the years since their introduction. Although he spoke about O-levels, I am not able to remember sitting such exams, because I took GCSEs. Therefore, I sadly do not have his wealth of knowledge about different qualifications going back through history. The specific problem with English GCSE was the modular examination system, which we are changing. A lot of convoluted technical processes were created that made it more difficult to moderate and mark the exams. The Government and the Secretary of State have been clear about wanting to move away from a modular system to one in which students study subjects in depth, and where what students have learnt can be assessed at the end of the course. We think that modular exams and re-sitting exams get in the way of sound subject knowledge and sound subject teaching.

We believe that modular examinations were a factor in what happened with the English GCSE exams, but that is a matter for Ofqual to investigate. As I have said, the report is expected at the end of October. It will be up to Parliament to examine the findings, as Ofqual is ultimately accountable to Parliament, which returns to the question that the hon. Gentleman asked about what the Secretary of State’s role should be.

We are restoring the end-of-course exams for students starting GCSE courses this September. Yesterday, the Secretary of State announced the new English baccalaureate certificates that will be introduced in the core subjects. They will be linear and results will be given at the end of the course. I understand that that does not answer the specific question of what happened with students this summer, but again, that is being investigated by Ofqual. The proper role of politicians is to consider how the system can be reformed to work properly, rather than intervening in specific decisions that it is right for the regulator to make.

On the hon. Gentleman’s rosy perception of the past few years, there is widespread, bipartisan agreement that the level of grade inflation cannot be justified. He also had warm words for the examining bodies, even though they have been criticised for the role that they played in that inflation. I do not think, therefore, that they can be entirely part of the solution—in other words, we need to consider different approaches to GCSE exams.

Since 2000, England’s performance in international reading, mathematics and science tests have flatlined. Andreas Schleicher from the OECD has described the UK as stagnating over that period. The specific comments about the English results cannot hide the fact that under the previous Government we did not see the increase in standards that was seen in comparable countries. In 2000, the UK was ranked 12 places ahead of Germany in mathematics, but by 2009, it was 12 places behind. In 2000, the UK was 16 places above Germany in science, but it is now three places below. In reading, it was 14 places above Germany, but it is now five below. We cannot ignore international evidence showing that what was being reported as happening as a result of our exam system was not accurate, compared with fast-improving jurisdictions across the world.

[Nic Dakin]

I say gently to the Minister that those points are for another debate. We should focus on the hundreds of thousands of young people who have been negatively affected by something that, as the general secretary of ASCL said, has gone seriously and significantly wrong. Such people do not say things like that glibly. Something is wrong here and it is in an area that the Government, if they had intestinal fortitude, would do something about.

[Elizabeth Truss]

The reason it has gone wrong is because of the system we inherited, which was based on modular examinations. While we saw grade inflation in the UK, we were being overtaken by other countries.

Exam Reform

Nic Dakin Excerpts

Monday 17th September 2012 Commons Chamber

[Michael Gove]

As is so often the case, my hon. Friend hits several nails squarely on the head in quick succession. It is our intention to ensure that the consultation is long enough to take into account the views of head teachers, academics and others, and head teachers have already welcomed many of the steps we are taking and want to engage positively with the Government. I hope that the Opposition do likewise.

[Nic Dakin (Scunthorpe) (Lab)]

The noble Baroness Thatcher, the former Prime Minister, said when she scrapped O-levels that she was doing so because they represented a cap on social mobility. Is today’s announcement a return to terminal norm-referenced exams and that cap on social mobility?

[Michael Gove]

No.