Education: Return in January

Rachael Maskell Excerpts

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.

Disabled Children: Accessible and Inclusive Education

Rachael Maskell Excerpts

Wednesday 9th December 2020 Westminster Hall

[Dr Cameron]

I absolutely agree with the hon. Gentleman. That is an excellent point and it was well made. Children with disabilities have often lost out on educational provision because the format has moved almost wholeheartedly on to Zoom and the internet. I have been contacted by many families who have children with autism, who do not particularly like that format and will not engage with it, and by families who have children with sensory impairments, who cannot receive the adaptations in time to use the format at all. That has led to children with disabilities being disproportionately affected by the pandemic.

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

I am grateful to the hon. Lady for securing the debate. I want to raise the issue of access to education for disabled children. They cannot access education if they cannot get there, and, despite personal transport budgets, the school transport system is limited. I have a case where only 50% of a constituent’s costs are covered. Is it not right that we ensure that local authorities have sufficient provision to enable all children to access education?

[Dr Cameron]

Absolutely. The hon. Lady makes an extremely important point, which is echoed by my experience in my constituency. I have been contacted by a number of families. Local authority provision means that a young child with autism, who does not like close physical contact, has had to travel for hours in a taxi with individuals to whom he is not accustomed. That has caused behavioural issues and really impacted on his education. It is incumbent on us as legislators to make sure that those who are most vulnerable have access through local authorities to the provision that they need to meet their educational and care needs, and that takes account of their sensory, development or learning difficulties. I thank the hon. Lady for making that point.

Provision of inclusive education was greeted with absolute optimism by those who had long campaigned for it. Unfortunately, however, many aims have been left unfulfilled. There are gaps in support and a need for additional funding, as I have highlighted. Another issue that must be addressed is specialist professionals providing support for children with disabilities. As with so many underlying issues in our society, covid-19 has shone an additional light on the many challenges and barriers that children with special educational needs face in their everyday lives. It has exacerbated them, as I have explained.

Before the pandemic, the Disabled Children’s Partnership identified a £1.5 billion funding gap in health, social care and education, which would need to be filled to adequately support disabled children and their families. Sense has also noted that the gradual erosion of specialist support available to disabled children has significantly hampered the ability of the school system to provide accessible and inclusive education. There is an ever-decreasing number of teachers for the deaf, the visually impaired and those with multi-sensory impairment. Will the Minister comment on that provision and funding, and outline a plan to meet the needs of children and families? The lack of provision not only hampers participation; it also means that education, health and care needs assessments often lack input from an education specialist, such as an educational psychologist—I declare an interest and refer to the Register of Members’ Financial Interests. Appropriate adjustments in the classroom can also be missed.

Since the start of the pandemic, many parents of children with special needs have done their absolute best to educate them from home. We should celebrate the introduction of tools to help them, such as Freeview’s accessible TV guide, which has helped facilitate remote learning through making programmes such as “Newsround”, “Bitesize Daily” and “Horrible Histories” accessible in a range of formats during the pandemic. However, a lack of specialist equipment and broader resources for parents has meant that many now fear that their children’s education has suffered disproportionately. Parents have struggled to cope.

Despite schools returning full time, the Disabled Children’s Partnership has found that 24% of children with disabilities have not yet returned to school full time. Many are being taught on part-time timetables due to health and safety concerns, making their needs all the more immediate. The return to school has been particularly challenging for pupils with tracheostomies and those with aerosol-generating procedures, as delayed Government advice, finally published on 13 November, left many families feeling in limbo for months. Furthermore, the Coronavirus Act 2020 suspended a number of key provisions in the Children and Families Act 2014, which has meant that 31% of children with disabilities are still waiting for key therapies to be restarted. Some 51% of those waiting for an assessment for an education, health and care plan have been waiting more than six months, which is entirely unacceptable for families who are struggling to provide the care that is so necessary for their children.

With that in mind, I implore the Minister on behalf of children with disabilities and the all-party parliamentary group for disability to do everything in her power to ensure that children with disabilities are able to return to specialist and mainstream education as soon as is safely possible. I also ask that she ensure that provisions in the Children and Families Act 2014, which are key to ensuring disability inclusion in the classroom, are resumed without delay.

There is increasing anxiety among many qualified health professionals and therapists who work in schools—and who are absolutely key to disability inclusion in the classroom—that they might be redeployed to hospitals and health services in the coming months. That could be incredibly detrimental to the learning of children with special educational needs. I therefore ask the Minister to ensure that medical support for children with disabilities is maintained out of this pandemic, and that continuity of care for children with special educational needs in the classroom is protected.

I have been contacted by the OHMI Trust, which undertakes truly innovative work adapting musical instruments for children with special educational needs, to highlight the importance of music as a key element in inclusive education. To this day, this is often denied to children with special educational needs due to lack of awareness among music teachers or tuition providers, or a lack of specialist equipment that has been tailored to a child’s particular disability or needs. Music can provide an opportunity for socialisation and creativity, and has also been linked to improved academic achievement. I would welcome a comment from the Minister about ensuring that music is not omitted from any efforts to include children with disabilities going forward, and to work collegiately with the OHMI Trust to develop specialist instruments for children across the United Kingdom who have special educational needs.

Before I finish, I will touch on further education for those with special educational needs, and particularly the case of Mr Gary Copland from my constituency. A student at the University of Glasgow, Gary is in his mid-20s, has been registered blind since birth and has autism. He is currently studying for a bachelor of law. Gary was forced to go part time due to poor levels of support, and is now in his fifth year. In his first year, he was given only one course text adapted for his disability, five days before the end of term. In his second year, he had only four textbooks, leaving him to write all essays and take exams from memory. He has had no working IT for over 43 weeks, leaving him unable to graduate with everyone else in his year. The whole family is suffering from trauma as a result of these issues, and Gary has lost 30 kg and is now medicated for depression. I ask the Minister to speak with universities to look at these issues, Gary’s in particular—perhaps the Equality and Human Rights Commission could review this particular case.

Finally, I would welcome a statement or response from the Minister on the Government’s funding plans for disability-inclusive education. In 2019, a review of special educational needs criteria and practice was promised, but this publication has been delayed. It would be remiss of me, therefore, not press the Government for a date or timeline for publication. Despite the current circumstances, it is an absolute priority. It would also be helpful to have an update on autism assessments and the progress the Government are making, because many families tell me that they cannot receive the support required for children who have autistic spectrum disorder in school, or at home, because they are still struggling to get assessments.

[Rachael Maskell]

I am grateful to the hon. Member for mentioning autism, because currently it is very much viewed through a medical model, so people are unable to access the support they need until they have a diagnosis. Does she agree that we need to look at this through a much more social model, in order to ensure early intervention support for parents, as well as for young people?

[Dr Cameron]

Absolutely, that is crucial. Getting earlier assessment, intervention, and support, even if a diagnosis is taking a long time, is crucial to help and support children and families to cope. That really must be addressed, and all too often children and families who are awaiting diagnosis have no support in the interim, which is really a failure of the system for those who are most vulnerable.

Lastly, speaking from my background as a psychologist, I believe that disability has to be at the heart of Government’s response to the mental health concomitants of the pandemic among young people. Children with disabilities are far more likely to have been isolated during the last eight months, to have seen disruption to their care and treatment, and because of the difficulties of adapting to home learning they are at increased risk of seeing their academic progress fall apart and fall behind that of their peers. We must do everything we can to support, include and cherish every single child with special educational needs across the United Kingdom. That is the aim of the all-party parliamentary group on disability, because we know that these children have so much potential and so much to offer their families, the community and society at large.

--- Later in debate ---

[Rachael Maskell]

I raised the issue of transport into schools, which comes out of local authority budgets. I have a constituent who currently is not in school because they need specialist transport and cannot travel with others, and the parents are having to pay for 50% of that travel. Will the Minister go back and look at the issue of children being unable to access school because of the insufficiency in the transport budget for local authorities?

[Vicky Ford]

The hon. Lady makes an important point. Of course, we have given local authorities additional funding during this period for exactly the matter of transport, but if she cares to write to me about that specific case, I am very happy to look into it. Some parents have decided that they will do the transportation themselves, particularly if they want to reduce the amount of contact that their child has with other people outside the family bubble or school bubble.

We know that children and young people have needed to work online, and we have provided additional support, including for those children with SEND, but of course there are extra challenges. The Oak National Academy provides video lessons on a broad range of subjects from reception to year 11, including specialist content for children with SEND. In April, we launched the EdTech Demonstrator network, which is a peer-to-peer support network for the expert use of technology. It has done some phenomenal work supporting teachers—especially SEND specialists—across the country. Specialist support is provided by Highfurlong School in Blackpool, and the National Star College in Cheltenham has been running webinars weekly in which over 1,800 schools and colleges have participated so far, with many more accessing the recorded content. That shows how, throughout the pandemic, teachers and staff are absolutely passionate to learn more about how they can use technology to support those with SEND. That will have a lasting, positive benefit.

I am also delighted to announce today that one of those specialist providers, the National Star College, will roll out assistive technology-specific training. As colleagues will know, we are on course to have delivered nearly half a million laptops and tablets by Christmas to support disadvantaged children in years 3 to 11 where face-to-face education may be disrupted. Many of those laptops will be provided to children and young people with SEND.

The hon. Member for East Kilbride, Strathaven and Lesmahagow mentioned the importance of other medical treatments and specialists. The chief nurse has made it clear that health visitors and school nurses should not be redeployed elsewhere in the NHS this winter. We have also been clear that specialist therapists should be back in schools.

The debate comes at a timely point, because the Government are working both on the new cross-Government disability strategy for publication in the spring and on the autism strategy. As the hon. Member for York Central (Rachael Maskell) said, autism is extremely important. The Department for Education is working closely with the Department of Health and Social Care on the comprehensive review of the autism strategy. In developing the strategy, we are listening closely to autistic people, including over 2,700 people who contributed to the call for evidence.

Early identification of autism is really important. Under the Government’s opportunity areas programme, there is a fantastic project in Bradford using the outcomes for each individual child at the early years foundation stage tests and teacher observations to find out whether there are markers of early autism. The results are so impressive that we have rolled it out from the 10 first pilot schools to the next 100 schools. I am hopeful that in the future that could lead to much earlier diagnosis.

The SEND review, which the hon. Member for East Kilbride, Strathaven and Lesmahagow asked about, has always aimed to enable the education system to have that transformative effect on those with SEND and to focus on the person as a whole, with a joined-up offer of transparent services co-produced with them and their family to suit the child’s individual needs. That was the driving force behind the legislative changes we made in 2014 and it is the driving force behind the SEND review. It will require significant change from everyone involved in the system to deliver those changes. It is a fundamental and cross-cutting review in which we are working hard to find ways to make best practice in the SEND system become common practice. During the outbreak of the pandemic, it was necessary to reduce the pace of the review, but I and the whole of Government remain completely committed to it, and our ambition is to report in the spring. The areas we aim to improve are of long standing, but we are determined to deliver that real and lasting change.

I am grateful to the hon. Member for drawing our attention to this important agenda. We are as committed as ever to getting the right support in place for children and young people with special educational needs and disabilities so that they can thrive and achieve their potential. Both she and the hon. Member for York Central raised important concerns, which I hope she is happy to hear the Government take seriously.

Covid-19: Impact on Schools and Exams

Rachael Maskell Excerpts

Monday 7th December 2020 Westminster Hall

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

I am grateful to be able to speak in this debate. I certainly concur with the comments made by the hon. Member for Stoke-on-Trent North (Jonathan Gullis) about the national tutoring programme. I know that school heads across York, who come together in an organisation called YSAB—York Schools and Academies Board—say that the money could be better and more effectively targeted had they got control of the resources. They also have relationships with people who could deliver such a programme. That would make such a difference, and not only in delivering the programme far more quickly, which is something that we would all want to see.

I also concur with some of the comments made in Libby’s petition on looking at closing schools down earlier before Christmas and being able to displace that time to another point in the calendar in order to keep families safe. Every day, we are seeing hundreds of children in our constituencies not at school. In York, 545 children are not in school in one of the lowest areas of infection in the country. We have to hold things in balance: we have to look at how we can put the right measures in place to keep families safe, but also ensure that there is minimum disruption to children’s education.

This has been the most challenging time for teachers and support staff, as well as students. The stress placed on our young people today, who have worked incredibly hard through this time, has had a profound impact on their mental health, which must be recognised. People do not want to be absent from their education: with every single absence, they see their future slipping away, not least because they are still uncertain as to what the end of the year may bring for them. One thing that they are certain of, though, is that those absences have driven greater inequality.

In researching for this debate, I decided to go back to some source reports, drawing on academia in particular and looking at Ofqual reports too, to examine the assertion that Government keep putting forward: that exams are the best form of assessment. From Ofqual’s work and that of others, that is not what the evidence is saying. For instance, an inequality is hardwired into the system: the evidence shows that male students perform better in exam-only assessments than female students, and we therefore need to look at that issue. While female students perform well in exams, they also excel where there is coursework involved, and therefore the hybrid model that Labour championed during its time in government struck the right balance. That is certainly borne out by the evidence put forward by academics.

That evidence has also shown that having proper access to IT and broadband, and a safe and secure learning environment, removes so much of the inequality around socio-economic status that we see. That is why it is absolutely right for the Government to prioritise those things, although sadly that has been lacking throughout this pandemic: there has been greater divergence, particularly for pupils who already have lower attainment, and that growing inequality in our education system is of great concern.

As set out by the Journal of Child Psychology and Psychiatry last year, teacher assessment during compulsory education is as reliable as formal external exams. That journal also found no bias on the grounds of ethnicity or gender in that type of assessment. It did, however, recognise the impact that exams are having on wellbeing, as did the Mumsnet survey of 1,500 parents, who identified the impact exams are now having on children’s mental health. Two in three children experience anxiety and sleepless nights. For one in 10, exams have a severe impact on their mental health, with 9% seeking medical help, one in five pupils in tears, and 31% experiencing exam stress. Research has shown how exams—not least the gold-standard exams—have exacerbated poor mental health, resulting in an increase of a third in medical referrals, as well as panic attacks, breakdowns, crying, fatigue, and children imploding emotionally.

That poor mental health is creating a new disadvantage through exams, where those who are breaking under the system are performing worse in exams. That must be taken into consideration, not least with the escalation of pressure when a pupil knows that they are sitting exams having had many days of absence, while other pupils have been able to attend school. Now, we have a system where four different nations have four different systems and pupils are applying to universities for the same places, and therefore greater inequality is being built into the system. Sadly, while it is welcome to hear about the work that the Government have been doing, their announcements last week have not addressed the deep concerns about inequality in our system. Certainly, most young people still do not know what lies beyond that point.

An extension of only three weeks to the academic year, as needed as it may be, will not address the missed opportunities children have had. I spoke to one parent whose daughter had had only 16 days since March of her A-level biology course, for which she sits the exam next summer. How will she compare with the pupil who has been constantly in education over that time, when she has had no contact with her educational establishment for three months? The gap is so large that it is clear we cannot depend on an end-of-year-exam-only assessment. I am sure that after the Government have sat in their workgroup, they will be coming back to make further announcements.

However, there is one more question that I want to put before Government, which is maybe a bigger question: what is education for? Surely we need to return to the classical understanding that education is the acquisition of knowledge and the ability to apply it. Passing exams has little to do with that, and therefore the Government’s assertion that exams are the best form of assessment and of advancing pupils’ education is not proven by the academic evidence.

We can trust our professional teachers and educators to nurture and assess our young people with centre-based assessments for all—yes, absolutely, nationally moderated— and turn the stress and tears to joy and prove that education is not just about exams. If the Minister fails to do that, I trust that the higher education sector will take control of how it will admit its next generation of students and force the Government to think again.

--- Later in debate ---

[Gillian Keegan]

Obviously there are criteria for each of those funds—I do not know the particular situation, but I am happy to write to the hon. Lady—and those schools may not have met them. One of them is to look at the whole of the school budget, and reserves in particular.

Let me turn to exams and Alex’s petition to cancel GCSEs. I understand Alex’s concern and it is admirable that he is concerned, on behalf of others, about the unfairness due to unequal access to education. We are continuing to do everything in our power to ensure that young people are evaluated fairly in the coming year. We have to realise that there is no perfect system. All the other systems have flaws and downfalls. In the current climate, the decision to hold exams demonstrates our commitment to ensuring the fairest possible outcome for all students.

As the Secretary of State set out last week, the fundamental problem with this year’s exams is that we tried to award grades without actually holding exams, and we are not going to repeat that mistake. This is really difficult to do. It got me, like the hon. Member for Strangford (Jim Shannon), thinking back to my own experience. I come from the same area as Alex—Liverpool. I passed 10 O-levels, and I am sure there was not a single teacher in my Knowsley comprehensive school who would have thought that I would do that. The culture of education was such that we had to hide our homework and what we were doing. I am pretty sure that if I had been in school during this period, I would have been lucky if I had passed four. I was not confident enough to think that I could have passed 10. Exams are a really important way of enabling people to show just what they can do.

Holding a successful exam series in summer 2021 remains a vital component of our strategy to maintain continuity of education and support our young people to ensure they can progress with their qualifications, fairly awarded. We will ensure a successful delivery of the 2021 exams. We will consult with key stakeholders, such as schools, unions and exam centres, to discuss the logistics of the series, in terms of venues, invigilators and so on.

We support Ofqual’s decision that, in awarding next year’s GCSEs and AS and A-levels, grading will be generous and aligned with the overall standards awarded this year. Ofqual is working with awarding organisations to ensure that vocational and technical qualifications—a point raised by my hon. Friend the Member for Stoke-on-Trent North—lead to similar progression opportunities as A-levels and GCSEs, and that students studying them are not advantaged or disadvantaged.

To help students target their revision, at the end of January they will be given advance notice of some of the topic areas that will be assessed in their GCSE and A-level exams. We will also provide exam support material, such as formula sheets, in some exams to give students more confidence and reduce the amount of information they need to memorise for exams. We really are trying to reduce the stress that students feel when taking exams by narrowing what they know to expect in exams and providing aid so that they do not need to worry about memorising the formulas and so on.

[Rachael Maskell]

The announcement that the Government are going to give pupils advance notice of topics at the end of January hardly gives them an opportunity for their mock exams and to experience this new world of exams. How will the Minister ensure that young people will have confidence going into that new environment?

Union Learning Fund

Rachael Maskell Excerpts

Wednesday 18th November 2020 Westminster Hall

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

It is a pleasure to serve under you, Mr Hollobone, and I concur with every word uttered in the debate, not least those of my hon. Friend the Member for Nottingham South (Lilian Greenwood).

We are here because we have all witnessed something so transformative and so life-changing in workplaces across the country that we want the Minister to go on the union learning fund journey. It is no ordinary learning scheme. The Minister may be asking why trade unions would make such an investment in union learning. What do they gain from it? Why would people volunteer to be learning reps? Is that not somebody else’s job?

Let me tell the Minister about the transformative power of union learning reps and the union learning fund: for just £12 million, it returns £1.4 billion to the economy. Unions invest because that is what they do. Unions invest in health and safety reps because they want working people to be safer at work. Unions invest in workplace reps because they know that better workplaces are more productive workplaces, and provide more secure labour. Unions invest in union learning because they unlock the potential of others, give them life chances that they have never had, help them discover their skills and talents, and open up to them a new world of possibilities. That is what trade unions do. After going through training in which unions have invested, union learning reps ensure that effective programmes are available to workers that are matched to their needs.

I used to be Unite’s national officer, and I saw how many men and women who had no qualifications and would shy away from learning, began their learning journey with the support of union learning reps. They first gained basic skills thanks to the investment, encouragement and support of the union learning rep, working patiently alongside them to give them confidence and support. I would then see barriers fall, and the fear of learning turn into a new hunger. They then embark upon courses and improve themselves, becoming more confident workers and bringing real gain to their workplaces, as 80% of courses do.

I have witnessed tears of frustration turn to tears of joy. I have heard testimonials from employers who have confessed that they would not have been able to do what the fund does without the union learning fund. It is not just about the course or the qualification; it is about the learning journey—the support, the encouragement, the friendship and the fulfilment of the hidden dream. It is powerful. At a time like this, when we are going to have to use every resource wisely and see workers diversify their skills, the union learning fund has never been more needed. That is why employers want to keep it, and that is why employers have set up learning centres and learning agreements. The union learning fund does things that no learning programme can do: it brings together employers, workers and reps with a life of possibilities.

Before the Minister takes out her pen I want her, in her response today, to commit to immersing herself in the world of the union learning fund. She will witness something so moving, effective and valuable. I know she will change her mind as a result.

Tuition Fees

Rachael Maskell Excerpts

Monday 16th November 2020 Westminster Hall

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

It is always a pleasure to serve under you in the Chair, Sir David. I thank my hon. Friend the Member for Islwyn (Chris Evans) for opening today’s debate so well. I also thank the University of York and York St John University for the support they have given students at this challenging time. They have worked closely with the student bodies to overcome insurmountable challenges and to make the campuses and the universities as safe as they possibly can. However, that does not detract from the experience that students have had over the past few months. Isolated, often challenged with mental health crises and having to conduct their social life and teaching in a strange city and a strange place. It is not the expectation that students have come to deserve, let alone have to pay for. I am pleased that the extraordinary efforts in our city have meant that, despite the initial peak in infection, infection rates have fallen significantly, but we are not over the hurdle yet and could be in this situation for another 12 months or—who knows—even more. That is why the debate is so timely, in order to help us get things right for the future.

I thank the thousands of students from York who signed the five petitions before us, some of which call for the reimbursement of fees during periods of industrial action that were clearly intended to improve the working environment of our teaching staff—who are dedicated to students—protesting casualisation in the sector and its impact on their terms and conditions. Hundreds also signed petitions about refunds, partial refunds and the lowering of tuition fees, which the Treasury must look at. However, I will look at the far more fundamental issue behind it: the broken model of university funding. I put it firmly on the record that the issues highlighted in these petitions point to why tuition must be free. The risk currently falls on students, and if universities were to reimburse their students, they would become bankrupt, so the Treasury and the Minister must find a solution. Labour has a solution.

The university sector is underfunded. Higher education is the engine to economic success, and we need it to attract investment that produces a high economic yield and recognises how both tuition and research places the UK’s economy on a global footing. Investment brings return, but there is still no certainty over the future of research funding. With no future EU agreement, what will happen to the Horizon programme? We are yet to hear of the Government’s shared prosperity fund and the impact it will have on university research. We also know that the international purchase of UK education, through our international students, is significantly at risk: numbers have reduced. Universities have put incredible investment into supporting those students, who obviously pay extortionate amounts for that service yet arrive in a locked-down, strange country before they commence their online studies. What are we doing to our students and young people? Signing these petitions shows that students have lost confidence in a sector that was once the jewel in the crown of the UK. We have also heard about the real impact that this is having on the welfare of students, as my hon. Friend the Member for Islwyn set out, and on their mental health and wider wellbeing.

The whole funding model, with the spotlight being shone on it, must be reviewed. We are all aware of the discourse over undergraduate, masters and research programmes in the light of the online provision that we have heard much about. However, online provision does not replace in-person tuition, which helps people to nurture students to reach their best, which we want for this generation of students and for those who are applying to university at this time.

We face a serious economic crisis. This is not new, but the UK’s performance has consistently lagged behind similar economies for the past decade. In addition, the productivity of the economy has been low. Education—at all levels—is proven to be the single biggest factor in significantly improving economic performance. It is the one thing that brings about social mobility. It also opens up new doors and new avenues for people to learn. However, as these petitions have shown, having to pay for tuition is a major cause of discord and has meant that many who could benefit from a university education will not access it due to the fees structure.

Therefore, we as a country need to invest in the skills to deliver the economic output to which we aspire. Much of that will need to be in new areas of growth—digital, biosciences, advanced technology—as well as where there are recognised skills shortages, in areas such as engineering. We need therefore need to attract students to fire up our economy, and I want to ensure that in my constituency, we also find a pathway—through both further and higher education—for all those who are falling out of the labour market, as we re-orient skills for the future economy.

I draw the Minister’s attention to the BioYorkshire project, with which I know she is familiar. That investment will bring 4,000 job opportunities in York and Yorkshire, will ensure that start-ups and spin-out companies innovate 1,200 businesses, and will return £5 billion in gross value added to the Treasury. This not about cost to the Treasury but about investment in skills for those kinds of outcomes, not least in the light of what our economy now faces. Putting fees in the way of that is neither smart nor beneficial. This is our one opportunity to pivot the fortunes of our economy significantly.

Someone who is currently out of work will be nervous about what is on the horizon. They will not want to risk investing in their future if they do not know what it will bring apart from significant debt. That is why the petitioners’ call shines a light on why university tuition should be fully funded in future. Universities have a serious role to play in our economic recovery, which must be the Government’s prime focus, and no barriers should be placed in the way of that.

Although many students can engage in online learning, 40% of courses offered in my city include an element of laboratory or clinical practice, so students need to be safely present in person to complete their studies. Many students are frustrated that, because of the practical nature of their degrees, they have not been able to complete them and qualify, particularly those whose courses included teaching and clinical practice. For clinical practice, those students were not able to help the NHS in their final year because of the current situation. We need to ensure that recompense is in place to enable students to recoup their losses. They clearly have an important role to play in supporting the infrastructure of our country through this pandemic.

I am sorry to put it in these terms, but we now have a marketised education system, which is why students are right to call into question the value of their investment. It changes the relationship between student and university, which should be one of co-production, working together to create academic success, leading research, and stretching and growing people, with universities working hand in glove with students.

Online learning provides opportunities if properly invested in. About eight years ago, I spoke with a medical academic about the possibilities of remote learning. He told me about how he had organised global seminars, bringing together the world’s top surgeons and academics to advance medical practice and join clinical techniques and research with practitioners who wanted to advance the frontiers of medicine. Cost barriers restrained opportunity, however. If we place those costs on our NHS at a time like this, we will lose out on those kinds of opportunities. That example can be extrapolated to engineering or environmental science. We could have high-quality online learning, drawing from the best in the world, to advance people’s opportunities to engage in a future economy.

The world of education is changing significantly, so we must look once again at how we invest in skills to ensure that students are at the core of the future economy. There must be no barriers, which fees create. That is a failed model. Vitally, we must look not only at what should happen with recompense now, but at how we can get things right in future. Unlocking our economy and giving people every opportunity they deserve: that is the game-changer.

Further Education Funding

Rachael Maskell Excerpts

Wednesday 4th November 2020 Westminster Hall

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

It is pleasure to serve under you, Mr Hosie, and to follow the hon. Member for Bath (Wera Hobhouse). I wish to start on the point with which she ended. I have seen the power of the union learning fund and how it can transform people’s lives and prospects. At a time such as this, when we know that so many people will lose their jobs, we see the importance of the fund. It is not just about the fund; it is about the union learning reps who accompany people into training and support them through it in the workplace. That is the transformative element that the trade unions have worked on, offered and developed, It is not just a beacon in the workplace, but a springboard to take people forward in their career.

[Meg Hillier]

I thank my hon. Friend and the hon. Member for Bath (Wera Hobhouse). The fund is so much better value for money because through it people can be properly supported into training and that does not involve throwing good money after bad. Someone is properly trained and qualified when they have completed their course.

[Rachael Maskell]

I thank my hon. Friend for that point. She is absolutely right. When a course is completed, we see the impact on productivity. We know that the Government have had a real problem improving productivity, so I would have thought that would have seen the value of something that helps them with that. If the ULF is ending, I trust that a Rolls-Royce version of a new fund will come forward that embraces the value of trade unions on the ground. They are there to work alongside workers.

I want to touch on my local colleges in York. We are fortunate to have two: York College under its principal, Lee Probert, and Askham Bryan College, our agriculture college under its principal, Tim Whitaker. They face specific challenges in this covid period and I thank them both for their leadership and all the staff for what they have done over the past few months. It has been a really challenging time in ensuring that their environments are covid secure and that they are gearing up to support our economy. They certainly need help.

The two colleges have come together with York’s two universities to form Higher York, which does not look inwards in education, but looks out to localities, society and the economy to see how we can rebuild our city’s economic base, which is so important at this time, and so release the potential opportunities for our community. That will be particularly important at a time when unemployment in York will be absolutely devastating—among the worst in the country. We are staring down that barrel at the moment, and it is deeply disturbing. Higher York needs more support to deliver that transformative agenda, which we desperately need.

Higher York can drive the economic recovery in our city, and I believe that further education, blended with higher education, is the key that is needed to unlock our economic recovery at this time. As Higher York is proving, we need colleges to be at the heart of shaping the local economy and the skills base that will be required in the future. Taking a local economy place-based approach to skills planning is so important. I recognise the matrix of needing to look at sector skills, which has very much driven skills strategy for a long time, but we also need to look at local place. With devolution and many other measures being put in place, the local economy is very much coming to the fore.

Given how our economic base is developing, with specialism in particular segments of the economy, skills provision can really boost the local economy and blend with employers’ opportunities and needs now and in the future. A lot of work has been done in York on the green economy and how we can sustain the bioeconomy, which I spoke about in this Chamber only a few weeks ago. That could see a growth of 25,000 people through a skills process to enhance skills. That is at the root of how we build a recovery into the future.

I want to address a number of things with regards to covid. The first is what I shall call the basic need of having a covid-secure environment. The Government have come forward with the obligation to provide that, and rightly so, but there are costs, none of which are recoverable at the moment. York College, for example, has spent £400,000 on becoming a covid-secure environment. That is money that the college wants to put into education, and therefore it is important to see some of it recovered.

Secondly, cash-flow issues are particularly acute at the moment. My colleges have come forward with a simple solution to help—something the Minister probably barely needs to ask to change, but it could make a real difference—which is the alignment of the economic cycle between the Education and Skills Funding Agency, the funders of FE, and the colleges. The ESFA funding year runs from April to May and the colleges’ from August to July. That causes a real cash-flow difficulty. A little tweak to the system would make a world of difference.

On the issue of capital funding, which my hon. Friend the Member for Hackney South and Shoreditch (Meg Hillier) mentioned earlier, Askham Bryan College in particular is an old college. The facilities are tired and yet the match funding is prohibitive, especially at a time such as this, with the additional pressures the college is facing. I ask that the issue is revisited, so that some more capital grants can be made available to FE, because the estate is important to delivering vital education to young people and adult learners.

The fourth issue is the wider funding formula, which we know is crucial in order to gather skills. We often look at the minimum cost of provision, but there is a wider cost. We need to look at the wider costs of not investing in our learners, particularly in things such as the recruitment and retention of staff—technical as well as teaching staff—which is really important. Obviously the wider economy is a draw, but we must ensure that we can deliver classes. Class sizes at the college in York are getting bigger and bigger, and the opportunities in the curriculum are getting smaller and smaller, in order to try and balance the books. This should be a key investment. I would therefore welcome a further education White Paper if it had a proper funding formula for FE hardwired into it.

My fifth point is about mental health investment. Many young people have felt the stress and strain of covid. I know from discussions with the principal and previous principals that York College has had challenges around the mental health of its students. We need to ensure proper mental health facilities are in place. It does not have the resources that are invested in universities and is not benefiting from any of the investment in the schools mental health programme. I ask the Minister to look at a mental health approach for FE, and for proper resourcing for facilities.

Finally, I want to talk about the longer-term opportunity and planning for further education. We have a really big challenge ahead in the skills that people are going to demand for the new economy. As I have said, it is for local areas to plan their approach. It will improve productivity and rebuild the economy, but, more importantly, it will give people a bridge from their current place of employment into new employment, without having to go through the massive dip of unemployment. That is what I fear. That linking through for every person on the cusp of losing or their job—or even before that, as my hon. Friend the Member for Hackney South and Shoreditch pointed out powerfully—would enable us to sustain our economy and protect people. Everything should be done to enable that process. I am working with the trade unions and the local not-for-profit sector, as well as Citizens Advice and the jobcentre, to see how we can ensure that there is a skills-based approach to recovery injected into our city, but we need support from the Government.

I was concerned about the impact of the apprenticeship levy being returned to the Treasury; it is a lost opportunity for investment. Back at the beginning of the current crisis, there was a call-out for shovel-ready projects to try to kick-start the economy and build skills. I would ask for shovel-ready apprenticeships and opportunities in order to use that money wisely and to invest in the skills that are needed now. Colleges would welcome the opportunity to reach out further.

I have a final point on asylum seekers, who are arriving at this very difficult time and are being placed in difficult circumstances. There is a lack of connectivity into FE. In my city, young people have been placed in a hotel, without a connection into college and skills. I appreciate that that could be quite a transient group, but there is an opportunity to engage young people who are coming here and to ensure that they are on that learning journey. It is a good use of resource and time, but the connectivity between the Home Office and education is not there. It would be really good to see more investment in those connections at a time when people are waiting for their applications to be processed, not least because it is taking so long at the moment.

--- Later in debate ---

[Gillian Keegan]

The flexibility that we have introduced is to make sure that attendance is not impacted by coronavirus, through having blended learning and dual systems in place. That is going to be increasingly important, because some people may be shielding or may be with people who are shielding, and will have concerns. That is why we have insisted on having the capability and flexibility to offer that learning in many different ways.

For those people who are not able to take up a job or a work-based learning offer when they come to the end of their learning, we are investing over £100 million in a brand-new offer of classroom study in high-value subjects to support 18 and 19-year-old college and school leavers to progress into employment. These courses are aligned to priority areas for economic recovery and well-paid, rewarding jobs, and as the hon. Member for Hackney South and Shoreditch mentioned, in some cases that could lead to increased numbers for those particular courses. We are considering the impact that this will have, and are considering providing extra funding during the year to help support those colleges.

For those who have minimal work experience and lack the skills or confidence to enter employment or start an apprenticeship, we are making £111 million available to triple the scale of traineeships. These are like pre-apprenticeships, and they can be very flexible, specifically tailored to the needs of young people and adults to help them into the workplace. They provide opportunities to develop further skills, work preparation training, work placements and sector-focused vocational learning or support a transition into work or an apprenticeship. They are also designed to help people get on to the next stage of an apprenticeship.

A number of hon. Members have mentioned apprenticeships. Some £2.5 billion a year is invested in apprenticeships, and we have introduced a lot more levy flexibilities to try to ensure that all that money can be utilised. We have put in place 25% to transfer within a sector or a supply chain, which I know has been welcomed. We need to work more to make this function better, because it is a bit clunky at the moment.

We need to focus on SMEs and the opportunities that they provide for apprenticeships. We also have a redundancy service, which we have just put in place, for apprenticeships. There are some signs of good news. More than 1,000 employers are advertising vacancies and opportunities at the moment on that service for those who find themselves redundant.

It is essential that every young person has access to an excellent education when they finish compulsory schooling at 16. The Government plan to spend over £7 billion this academic year to ensure that there is a place in education or training, including apprenticeships, for every 16 to 18-year-old. I appreciate that the base rate of 16 to 19 funding has been static for many years, so I am pleased that we were able to increase it by 4.7% this year.

We are also transforming technical education in this country, providing a lot more opportunity, particularly through the introduction of new T-levels. These pioneering qualifications will create a highly skilled generation of students who are able to meet the needs of industry. It is fantastic to see that providers have begun the roll-out of T-levels for 16 to 19-year-olds. I am sure hon. Members will visit their local colleges and I urge them to see the students there. It will give hon. Members a real boost. One chap said to me, “When I saw the curriculum and I heard about it in my school assembly, I thought it was too good to be true. Now I am on my eighth week and it is even better than I thought.” To hear young people so excited about those qualifications is amazing. They are also welcomed by the sector, because they attract a significant amount of funding and capital investment. I look forward to rolling those out, because that will provide another stream of funding—up to £500 million per year when they are all rolled out.

I recently visited my local college in Chichester and met some of the trailblazing students. Their enthusiasm and excitement is really catchy. The state-of-the-art technologies that they are using are brilliant to see. I have seen the latest equipment in manufacturing and the latest technology and software. I have seen them using virtual reality and immersive technologies. Those are the gold standard in technical education, which is why I feel confident that we will have a world-beating system.

We want to support and encourage providers to deliver programmes that will really help young people and adults to succeed in the labour market and, in particular, are valuable to employers, even if they cost more to deliver. That is why we have introduced a premium pay to providers to deliver level 3 qualifications, which are of high value to businesses but cost more to deliver

We need to provide the skills that employers and businesses are looking for. It is vital that we are in step. It is such a fast-moving market; we have seen that even more with coronavirus. I have worked for 30 years, and technology has impacted businesses’ operating models unbelievably quickly. We need to ensure that we keep in step.

The lifetime skills guarantee will give adults who missed out on that first opportunity the chance to succeed by fully funding their first full level 3 qualification, as was mentioned by the hon. Member for Hackney South and Shoreditch. I hope that is welcome, because it is a breakthrough and it is something additional. It will really give adults a great chance to progress further in their careers or change careers completely.

[Rachael Maskell]

In the light of the current economic situation, will the Minister look at extending that opportunity to allow people who have already achieved a level 3 qualification to change the direction of their career and secure future employment?

[Gillian Keegan]

I think the hon. Lady will accept that we have only just announced this initial opportunity. We are considering providing other opportunities to upskill and reskill. We are providing digital bootcamps and we are providing learner loans for levels 4 and 5. Digital bootcamps can really help to provide opportunities to fill in-demand vacancies. Those will be targeted. The digital bootcamps will start first of all in some of the areas in the west midlands, Greater Manchester, Lancashire and Liverpool city region. They will then be developed out to Leeds city region, heart of the south-west, Derbyshire and Nottinghamshire.

We will keep that model under constant review. It is quicker to respond. The courses are intensive over 12 to 16 weeks and are delivered in a specific way. If the model works, we will look to expand those courses further. We are also looking at other industries that may benefit from that approach. We are trying to respond quickly.

Support for Children and Families: Covid-19

Rachael Maskell Excerpts

Tuesday 20th October 2020 Westminster Hall

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

It is a pleasure to serve with you in the Chair, Sir Christopher. I thank the hon. Member for Devizes (Danny Kruger) for bringing forward today’s debate. There are significant challenges for families, not least with the economy bearing down on them now. The biggest solution that we could find would be a way to stop the mass unemployment that we are about to face. I urge the Minister to make representations in Government.

As the chair of the all-party parliamentary group on adoption and permanence, I want to focus on adoptive families. Adoption UK’s survey in April understood the impact of lockdown on families. Following that, the all-party group carried out two shorter inquiries: one was into the adoption process, and the other was into education and home schooling. The witnesses made incredibly powerful contributions, and I thank them.

The adoption process has been significantly disrupted during the recent period, not least when courts have not been sitting. That has had an impact on children, and I ask the Minister to make it a priority that normal proceedings should resume. The priority should be on child-focused court sittings. It has also been harder for panels to meet. We need to find solutions, so that there will be no further delays to that part of the process. Also, of course, it takes longer to build relationships when people are not physically in contact with the young people concerned, so, again, we need to continue to review the process to ensure that the right connections are made in the right places.

The Minister could really help with the issue of medical checks. They have moved from stage 1 of the adoption process to stage 2, but, again, delays are being brought into the system. If there could be an advance there, it could prevent further delay of adoption processes.

More than half of adoptive parents have said that their children have experienced increased emotional distress during lockdown. Essentially fear about the health and safety of family members is triggering feelings of loss and instability for many adopted children. Those issues, combined with the fundamentally restrictive nature of lockdown, have led to an escalation in the frequency and intensity of child-on-parent violence, which is already common in some adoptive families. Nearly a third have reported experiencing more violent and aggressive behaviour than usual.

Covid-19 has highlighted the fragility of many children in adoptive families, and that reminds us all of the importance of the adoption support fund in funding supportive and psychological services. As many children did not receive their established support from schools or health services during lockdown, more demand has been put on the services supporting their families. The additional £6 million provided to enable families to access helplines, virtual peer support and online therapeutic support was needed, but we must remember that this money was brought forward from future funding. I plead with the Minister to see this not as bringing money forward but as putting additional money put into the adoption support fund. I would also like to hear her plans for next year, as this period of uncertainty continues and pressures on families increase, particularly on those with vulnerable children. I ask that we meet that demand, to give those families the best chance of being successful.

Adopted children experience many trauma points in the course of their education, and we have certainly found that issues such as exclusion from school bring trauma not only to the child but into the home. We heard powerful testimony from the head of inclusion at Lincolnshire County Council, Mary Meredith—I recommend that the Minister meets her—who highlighted how exclusion approaches are deeply damaging, especially for a child with disordered attachment. I therefore ask that the Minister looks into the issue to ensure that we can keep children safe in school, not least as exclusions are 20 times more likely for children who have experienced care.

Finally, I want to highlight the fact that thousands of children are currently awaiting placement with a family. We need more families to come forward for adoption and fostering, to ensure that these children have a safe and healthy upbringing. I trust that the Minister will do all she can, working with the APPG and the incredible charities and organisations out there, to ensure that these children have safe families for their futures.

Colleges and Skills: Covid-19

Rachael Maskell Excerpts

Tuesday 20th October 2020 Westminster Hall

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

It is a pleasure to serve with you in the Chair, Mr Betts. I thank the hon. Member for Waveney (Peter Aldous) for bringing forward the debate and enabling us all to put on the record our huge appreciation for our local colleges, such as York College and Askham Bryan College in my city.

We have heard much about the green new deal—York is trying to make it a real deal through the BioYorkshire initiative. From the outset of my contribution, I ask the Minister to give serious consideration to bringing this project forward, because last year the unemployment rate in York was 2.8%, and next year it is predicted to be as high as 27%. We need a bridge now, and that is what our colleges can provide.

York is set to be part of the devolution deal for North Yorkshire, and BioYorkshire is hardwired into that. However, that will not happen until 2023. We need to bring forward the BioYorkshire initiative to commence this year or next. It would be a significant win, not least for my community, which is on the precipice of a tragic level of unemployment.

BioYorkshire will put York at the heart of biosciences not only in the UK, but possibly in the world, in the race against climate change. It has been put together by a consortium of our two colleges, York St John University, the University of York, Fera Science and many other partners. Through this partnership and innovation, the BioYorkshire proposal will seek to create skills and jobs, and to attract investment. The vision of BioYorkshire is to bring together biotechnology, the natural environment, farming and food production, and the circular economy for a platform here in York and North Yorkshire that will become the UK’s centre of innovation and the bioeconomy.

We will create the nation’s first carbon-negative region, and deliver profitable and sustainable technologies to transform the region and help kickstart the UK’s economy with high skills and high growth following covid-19. BioYorkshire has shown the power of FE and HE working together by creating a BioYorkshire innovation centre, BioYorkshire district hubs and a BioYorkshire accelerator.

We are looking to BioYorkshire for a skills-based recovery by training for change, resilience and enterprise; driving innovation; and upskilling local talent. This will result in new spin-offs and start-ups, and the mentoring of a new generation of entrepreneurs. The bioeconomy skills academy will run across the three core institutions that offer training and education, co-developed with business, from post-16 T-levels and apprenticeships, through to postgraduate courses and continuous professional development.

The impact will be astounding. Establishing this world-leading science centre will create high-value intellectual property. With the global bioeconomy institute and the circular economy data hub, it will support 800 start-ups and spin-offs, innovate with 1,200 businesses and create 4,000 jobs in York, Yorkshire and beyond. It will cut CO₂ emissions by 2,800 kilotons a year and reduce waste to landfill by 1,200 kilotons a year. In a decade, it will generate £5 billion in gross value added. We will attract £1.3 billion in capital investment and, through higher level skills training, we will train 25,000 individuals. We need to start this project now, and I trust that the Minister will back this proposal.

Exams: Covid-19

Rachael Maskell Excerpts

Monday 12th October 2020 Westminster Hall

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

It is a pleasure to serve with you in the Chair, Mr Stringer. I thank the 551 petitioners from my constituency who have signed the petitions.

Our young people have shown extraordinary resilience as they have battled the traumas of the past six months, not least when they were presented with a mutant algorithm that downgraded so many of their expectations after the extensive work that they and their teachers had done. As my hon. Friend the Member for Gower (Tonia Antoniazzi) rightly said, it is so important to listen not only to pupils, but to teachers. She is not just an excellent rugby player; given the way she tackled the debate, the Minister should surely step out of the way and listen to what she had to say.

Sadly, the upheaval continues for too many young people as infection rates soar. After securing a place at the university of their choice, they now find themselves locked down, isolated and not knowing what comes next. Young people really need a clear plan to see them through this year securely, and the Government need to come up with that plan now. One thing that this summer has done is to shine a spotlight on our whole education system. The inequality has been exposed. Pupils who took the BTEC line of assessment had such a delay in their results coming out—that was a real inequality for them. What happened this summer also demonstrated that reliance on a single form of assessment—the exam—at such a time has created significant risk. When the Minister knew about the inequality that was coming through, as my parliamentary question exposed, why did he still go ahead and publish those results, and not hold off and put the corrections in the system? That could have removed a lot of the trauma and stress that our young people had to experience this summer.

The catch-up support that the Government promised—the covid catch-up programme and the national tutoring programme—has not arrived, partly because they are trying to procure a national contract with some private organisations. We know how well that has gone with testing. Local authorities have the relationships and the means to deliver this, and they know the needs of local schools. I suggest to the Minister that he moves that support to local authorities, as York is requesting—the excellence of York’s education system is well known—so that they can deliver it to schools. That would be a first step forward. Today’s announcement that six months’ catch-up can be achieved by having a three-week extension to exams is just unreal.

Further episodes of isolation are continuing as we speak. This morning I was told that a constituent who is due to sit exams this week has had to self-isolate for the second time this term, resulting in three weeks of absence in this half-term alone. How can she be fairly assessed against her peers, who have perhaps been in school the whole time? The same applies to pupils who have been shielding at home because they are extremely clinically vulnerable.

Today in York, 50 more pupils from just one secondary school have been sent home to self-isolate. We know that this year will be a very disrupted one, but the scenario planning that we would expect to have had from the Government by now has not been forthcoming. The Government really need to recognise the reality of the situation. I trust that the Minister will let us know exactly when we will hear what the future holds for young people. We cannot get to the end of the year and have some young people self-isolating when exams are due. Young people who are already stressed today will be even more stressed by that point in the calendar, so we need to build flexibility into the system now.

I support the call from the trade unions and others to have a broader choice of questions in exam papers so that young people have options as to which ones they answer, because we will not get all the content into this year. I would be interested in the Minister’s views on that. We should also have a broader assessment process that is properly moderated and planned for—not like it was last year—to ensure it can accommodate people.

If we are honest, we will acknowledge that exams are a crude assessment tool. I am glad to hear about the experiences of the hon. Member for Stoke-on-Trent North (Jonathan Gullis), for whom exams were the solution that allowed him to show his academic prowess. However, we know that that is certainly not the case for other people. How can we really assess an individual’s whole learning journey in a few hours? Different people respond in different ways to assessment, and I believe that we need to see how young people can thrive through the assessment process and show off their capabilities, not least because exams are currently the only tool on which their future depends.

The acquisition of knowledge is so important. Understanding how to navigate ourselves through this complex world with the necessary skills to chart our course and to accomplish our goal is the value of education. However, if we never get to enjoy the journey, mature as a person, and gain confidence and the application of the tools required, what has been achieved through our education?

A hybrid assessment tool of moderated assessment, project work, problem-solving challenges, assignment and exams would stretch pupils further and assess their broad range of skills, without benefiting only those who succeed at exams. At the moment, recovery curricula are being put in place in some schools, but that is not universal. Will the Minister say whether more attention will be paid to that? I welcome how some schools—I believe even Eton is doing this—are putting things like farming and art into the curriculum, yet so many of our state schools do not have that opportunity. If that benefits some kids, it should benefit all kids. That is what we should look at.

While mastering data management and league tables might be important to Government, our young people’s mental health is suffering more stress than ever before. We have heard that throughout this debate. If we are serious about developing confident and well-rounded young people, building an economy fit for the future, improving productivity and being world leaders again, we should equip our young people with a curriculum that helps all of them to soar and not to stumble.

Knowledge is one thing, but skills to know how to research and critically appraise information are of far greater value. We should therefore redress the assessment system, because before an exam paper, some people thrive and some people dive. Education must therefore be about stretching and challenging young minds and providing young people with the opportunity to show off their gifts and talents to shape our future.

Let us not crush this opportunity with an exam, particularly when there are so many unknowns in the equation. Let us reward our young people with the right assessment tool so that they can have confidence in their learning now, and in the assessment to come at the end of the year.

Awarding of Qualifications: Role of Ministers

Rachael Maskell Excerpts

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.

--- Later in debate ---

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

This summer, pupils have been tested in more ways than any exam could manage. First, classes and exams were cancelled. That was followed by a rollercoaster of emotions as the Government took a chaotic path with their education, failing teachers and young people. As the Secretary of State spun himself into a series of U-turns, rather than him taking responsibility, we saw the heads roll of leaders across the education sector. Our education system, which once was the best, crashed. Meanwhile, the Prime Minister joked that this was some kind of mutant algorithm—no laughing matter, when the mutant system has been carefully designed to manipulate grades to uphold entrenched inequalities.

Faced with such evidence, one would expect contrition, learning and urgent action. That is why the motion is so important. We have to look to the past to make sure we get it right for the future. It will therefore be important to work with educational experts, academics, teachers and trade unions to build from this point.

There are four things I want to raise. First, we need proper recovery proposals to be brought forward. Secondly, ignoring the calls for a recovery curriculum will not put children in the best place for their future. Thirdly, the obsession with exams does not accommodate the realities of life and does not test young people in the best ways. Fourthly, we need to look at young people’s wellbeing and the impact that this situation is having on them.

We must move from the chaos before us into a recovery programme. Obviously we welcome more money being put into the system for catch-up, but the fact that it will not be delivered until later in the autumn term is already adding to the chaos. Local experts in York, which is well known for its educational prowess and success, tell me that they could deliver a programme much quicker because they have the relationships on the ground, they know the needs of the local schools and children, and they have the people in place to deliver it.

The urgent request from my local authority and local leaders is, instead of running a national programme, to make it local. That kind of U-turn would be most welcome, because we would be able to build an education system run by local experts, delivering local results. That is what we want to see in the recovery curriculum; not children working on Saturdays and after school, as the Secretary of State is suggesting, which our local leader of education said would just stress out traumatised brains.