Awarding of Qualifications: Role of Ministers
Taiwo Owatemi Excerpts(4 years, 2 months ago)
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Taiwo Owatemi (Coventry North West) (Lab)
The Sunday following A-level results day, students in my constituency should have been celebrating their achievements with their families after years of hard work. Instead, they were in Coventry city centre protesting the unjust algorithm that levelled them down, in some cases, by three to four grades, denying them their place at university.
I stood with them that Sunday, not just as their MP but as a former student at a school deemed failing by Ofsted. I suspect that if I had been a student this year, my postcode would not have passed the Government’s algorithm test, and my grades would have been downgraded significantly. I would have lost out on my place to study pharmacy, and the NHS would have had one less pharmacist to treat cancer patients in their time of need. I cannot help but fear that this Government’s failure to handle A-level, BTEC and GCSE results has cost the NHS and other sectors future key workers at a time when the country has remembered their necessity.
I also regret the disregard of teachers—a workforce of key workers who are too often forgotten about during the pandemic. This Government chose to implement an algorithm that devalued not only students but the professional expertise of teachers. At the height of the pandemic, teachers worked relentlessly to provide the requested evidence for predicted grades, while simultaneously providing increased pastoral support for their students. The Government should have listened to these key workers and valued their skills, rather than an algorithm steeped in bias. We must do everything we can to ensure that these key workers are never undervalued again. Our future generation depends on them.
For students in Coventry, the academic year ended in uncertainty because of the coronavirus, but it is because of this Government that their next academic year has needlessly begun with uncertainty too. Colleges and universities, which are already under the pressure of adapting to blended learning and ensuring a safe working and learning environment, have also been forced to pick up the pieces from the Government’s chaotic handling of results day. Even now, there are students still uncertain whether they are starting university in just a matter of weeks, still unsure about accommodation and still in the dark about their immediate future.
I wholeheartedly welcome the Government’s U-turn, which saw the abandonment of their algorithm that graded by background and not by aptitude. However, I do not welcome the lost futures, mental anguish and disruption incurred by waiting for its arrival. As an NHS worker, I knew that young people’s mental health was already in crisis. This summer’s exam results will have undoubtedly exacerbated that crisis, already strained by lockdown and restricted access to mental health crisis care. A survey by YoungMinds found that 80% of respondents agreed that the coronavirus pandemic has made their mental health worse, with 31% saying that they were no longer able to access support but still needed it. I am also deeply concerned about the further impact that this mishandling of young people’s future has had on their mental health—
History Curriculum: Black History
Taiwo Owatemi Excerpts(4 years, 2 months ago)
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Theresa Villiers
I do welcome that, and I very much look forward to the Minister’s exploring those issues in more detail. I particularly agree with my hon. Friend that in looking at black history, yes, we need to focus on the injustice and the dark episode of the slave trade, but we also need to celebrate the incredibly positive contribution of black and minority ethnic communities over the years.
Taiwo Owatemi (Coventry North West) (Lab)
Does the right hon. Lady agree that we should ensure that the regional history of black Britain, particularly those who have contributed to our proud, shared history in the west midlands, is part of the national curriculum? We should recognise how black Britain helped to build my city of Coventry into what it is today—from its manufacturing expertise to its car-building might and our enviable arts and culture.
Theresa Villiers
I think the hon. Lady is right. It is so important that we celebrate the phenomenally positive contribution of black British people over the centuries. Highlighting that in the classroom in the curriculum is incredibly important. That is why I am honoured to have been able to secure a debate on this really important subject today. I welcome the fact that suddenly the interest in black history has grown considerably. Who would have thought a few years ago that we would see people protesting on the streets and campaigning via those demonstrations for a better understanding of black history in the classroom? This is an opportunity for the Government to seize.
Oral Answers to Questions
Taiwo Owatemi Excerpts(4 years, 2 months ago)
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Matt Western (Warwick and Leamington) (Lab)
Taiwo Owatemi (Coventry North West) (Lab)
Gavin Williamson
Very much so. I draw the hon. Gentleman’s attention to the joint letter by the chief medical officers of England, Wales, Northern Ireland and Scotland in which they pointed out that children are best served by being in school, but he is right to highlight the risks and challenges of children returning to school. That is why, at every stage, working right across the sector, we have put in place the strictest level of controls and a system of controls, in order to create a safe environment for not just the children and those who work in schools but the community as a whole.
Taiwo Owatemi
Last week marked the long-awaited return to schools for many students and young people across Coventry North West. However, this was a time marked by anxiety for parents, students and teachers about what school would look like during the pandemic. I have had a number of constituents contact me about being cramped into small spaces and a lack of support for students with pre-existing medical conditions that put them at greater risk of contracting and responding badly to coronavirus. What allowances or provisions have the Government given schools to keep students with pre-existing medical conditions safe, and will they stop passing the buck to schools and make face coverings compulsory in communal areas in secondary schools?
Gavin Williamson
At every stage—when we saw over 1.6 million children return to school before the summer holidays, and as we see the full return after the summer holidays—every precautionary measure that can be taken has been taken to ensure that the needs of children of all ages, including those who suffer disabilities, are properly catered for. If the hon. Lady would like to write to me about specific issues, I would be happy to look at them in detail.