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Exams and Accountability 2021
03 December 2020
Lead MP
Gavin Williamson
Debate Type
Ministerial Statement
Tags
No tags
Other Contributors: 36
At a Glance
Gavin Williamson raised concerns about exams and accountability 2021 in the House of Commons. A government minister responded. Other MPs also contributed.
How the Debate Unfolded
MPs spoke in turn to share their views and ask questions. Here's what each person said:
Government Statement
Government Statement
The Minister of State for School Standards, Gavin Williamson, announced that exams will not be cancelled next year despite the ongoing pandemic. He praised teachers and school leaders for their efforts during challenging times. Ofqual’s decision to maintain a similar grading profile as last year was supported, ensuring no disadvantage for students compared to previous years. Advance notice on exam topics and formula sheets will be provided to help with revision and focus. The statement also highlighted measures such as reduced units for vocational qualifications, contingency plans for exams, and additional support for remote education. Suspension of routine inspections but continuation of monitoring inspections was announced. Primary schools need to provide a bare minimum of three hours a day remotely, while secondary schools should provide at least four hours. Performance tables based on test results will not be published next year; instead, data on subjects taken, student support, and attendance will be shared. The curriculum for primary schools in 2021 includes phonics, mathematics, English reading, and writing assessments, with postponement of the multiplication tables check.
Question
The MP's question or point. Include their concern, local impact, or criticism. 2-4 sentences.
Minister reply
The minister's response to THIS specific MP. Include commitments, rebuttals, details. 2-4 sentences.
Kate Green
Lab
Putney
Question
I thank the Secretary of State for his statement... Can he even guarantee that all students on free school meals will have access to tutoring?
Minister reply
We have commissioned an Education Policy Institute study on individual learning loss, and we are getting data into the Department on that. We will be asking the expert group to look at that and how best to address it.
Robert Halfon
Con
Harlow
Question
Are we possibly baking grade inflation into the system, as we saw in 2020? Could we not ensure that grade boundaries are in line with 2019 results? Will he use the £143 million allocated to the catch-up programme?
Minister reply
I firmly believe that, for those children who have had to deal with so much in terms of the pandemic, it is really important that their exam grading is reflective of their work but recognises the fact that they have been through a tremendous amount this year.
Roger Gale
Con
Herne Bay and Sandwich
Question
Could he expand on SATs testing regimes for primary school children and secondary school children? Could assessment be used as a way forward?
Minister reply
My right hon. Friend is right that there is not an easy pathway... We have removed SATs from performance tables.
Daisy Cooper
Lib Dem
St Albans
Question
Given the huge variations in learning between individuals, schools and local education authorities, when will the expert group report on its proposals?
Minister reply
The whole set of measures that we have put in place... The expert group, which will report to me in the spring, will make a proper and thorough assessment.
Selaine Saxby
Con
Tiverton and Honiton
Question
Can my right hon. Friend assure me that the measures that his Department is taking will ensure that these students are treated as fairly as possible in both academic and vocational subjects?
Minister reply
I assure my hon. Friend that the measures we are taking are truly exceptional—they are not measures that we would ever have expected to take in any normal year.
Jim Shannon
DUP
Strangford
Question
Will he outline the steps taken to ensure that devolved Administrations whose students carry out English board exams have all the relevant information? Will this messaging be going to parents and children soon?
Minister reply
The hon. Gentleman makes an important point... At every stage, we are considering implications that may arise for Northern Irish students as a result of these changes.
Bob Blackman
Con
Harrow East
Question
I warmly welcome my right hon. Friend’s statement, which will end the uncertainty that I am sure is experienced right across the country. Will he join me in thanking teachers and students across Harrow, who have been desperately trying to catch up with the learning that they have missed, and congratulating them on their hard work? Will he use the opportunity—now—of a revision to the process to ensure that exams are not just a test of knowledge, but far more a test of how that knowledge is applied, in assessing how students have performed across their time in school?
Minister reply
We will always look at different options to improve our examination system and how we work with exam boards, and I am more than happy to meet my hon. Friend to discuss that in greater detail. In terms of catch-up, I pay tribute to the teachers and support staff not just in Harrow, but right across the country, who have done so much. They have been assisted by the £1 billion covid catch-up fund to give extra resources, so that extra teaching can take place at weekends and in the evenings, and children have the opportunity to catch up on work that they have missed.
Kerry McCarthy
Lab
Bristol East
Question
Research from the Education Policy Institute, among others, on the performance of pupils with special educational needs and disabilities suggests that they can be particularly vulnerable to being underestimated in assessments. Given that some of those pupils might also, for health reasons and owing to shielding, have had more disruption to their education, how can we be confident that any new system introduced for next year will take their needs into account?
Minister reply
The hon. Lady raises a really important point on which there is a lot of shared concern on both sides of the House. This was one reason that we particularly weighted the covid catch-up fund to deliver extra money for those schools supporting children with special educational needs. We recognise there are some acute and difficult challenges, and certainly I know that the Minister for School Standards would be happy to sit down with the hon. Lady, along with the children’s Minister, my hon. Friend the Member for Chelmsford (Vicky Ford), to discuss any extra support or intervention she thinks would be of use and benefit.
Question
May I congratulate my right hon. Friend on achieving a compromise that enables students in Aylesbury to sit exams that they have long worked towards and actually want to take, while ensuring that they have the best possible chance of receiving a fair result? Can he assure me that this strategy will be able to withstand any future shocks that might arise due to covid-19, so that teachers and pupils in Buckinghamshire can plan the next two terms with certainty?
Minister reply
This is why we have taken the decision to make the announcement at this stage. I think the four nations in the United Kingdom believe this is the most comprehensive and detailed plan for how we are going to proceed with assessment, examinations and the awarding of grades. I hope this gives every school leader and every teacher, but most importantly children, a clear sense of what they are going to be assessed against, so that they can achieve the very best grade that they are capable of getting.
Matt Western
Lab
Warwick and Leamington
Question
The Secretary of State rightly says that he wants to boost fairness and support students, but he will be aware that just last week a million students were not able to be in school. In one school in my constituency of Warwick and Leamington, only 63% were present, which is a massive disparity. On 21 October, he said he would deliver 500,000 laptops, but only 200,000 have so far been delivered. Does he accept that there is a massive gap in delivering the fairness he promises? Should priority be given to teachers to be vaccinated to ensure they can stay in school?
Minister reply
I very much share the hon. Gentleman’s view on the important role that teachers, and also support staff, have been playing in the delivery of education. Obviously, right through this pandemic, there has been a national priority of putting education at the centre of the Government’s response, which is why schools have remained open, even during a national lockdown. There will be specific clinical needs that have to be met as part of a vaccination programme, but there has always been a priority put on education, and for teachers to be able to get into school and teach and for support staff to support them. We will obviously be looking at this in the next wave and the announcement on vaccinations.
Question
I congratulate my right hon. Friend on the position regarding exams today, as someone who was keen to see them go ahead. More importantly, all the young people I have spoken to want to see them go ahead as well, so that they are in control of their own futures. Does he agree that, given the learning loss, particularly for disadvantaged young people, it will still be important for schools to have an effective system for young people to learn during the holidays between now and summer to give these exams their best shot?
Minister reply
My hon. Friend raises an important point and identifies a great opportunity for many schools to take advantage of. I know so many schools have been putting on extra lessons after the school day has concluded, and so many schools have been looking at how they can use the holidays to deliver extra education and catch-up for those critical year 11 and year 13 pupils. That is a great idea and certainly something we very much encourage.
Andrew Gwynne
Ind
Gorton and Denton
Question
I welcome this announcement, but let us talk about regional disparities, because I share the concerns of my hon. Friend the Member for Warwick and Leamington (Matt Western). More than 12% of children in Greater Manchester were impacted by covid-19, meaning that they could not attend school. That compares with 5% nationally. Information technology poverty affects up to 18% of the student population, and the learning conditions at home affect many more. How will this announcement help mitigate the impact on those pupils? How do we make it fair for them?
Minister reply
As I touched on in an earlier answer, obviously we expect schools to deliver a full curriculum, but some schools will have been impacted in such a way that they cannot deliver every aspect of it. However, giving advance notice of the topic areas means that over the coming months those schools and students can focus on those areas that need to be covered for exams, in the run-up to them.
Caroline Johnson
Con
Sleaford and North Hykeham
Question
I welcome the Secretary of State’s statement. I know that he has considered very carefully how to make things fair, and students and staff will welcome the certainty. Students and teachers in Sleaford and North Hykeham are working really hard to catch up with any lost learning, but it is clear that some students, through no fault of their own, will have missed more days of school than others. Can my right hon. Friend tell me how the £1 billion catch-up fund will be targeted towards those students who need it the most?
Minister reply
There is not only the general pot of the catch-up fund, but the specific national tutoring programme, targeting children from the most disadvantaged backgrounds. We have always believed that schools, with their intimate knowledge of their pupils and understanding of their learning needs, are best able to target how that money is spent, so that pupils are best able to catch up.
Sarah Owen
Lab
Luton North
Question
I have heard from teachers, school leaders and young people across Luton North, all saying that we need alternatives to standard exams next year. Students from Luton sixth forms and the Luton youth council wrote to me with a comprehensive list of options last month, and I urge the Secretary of State to hear their concerns. The headteacher of the fantastic Lealands High School summed it up perfectly when he wrote to me sharing concerns not just for children’s future, but for their mental health: ‘It has become apparent that the disparity in experience of Year 11 students across the country is vast and those who are suffering the most have not control over this... There are many ways to assess what young people know, understand and can do.’ Will the Secretary of State listen to teachers, parents and students and avoid any unnecessary unfairness of exams, or does he just think he knows better?
Minister reply
We have spent a great deal of time working with stakeholders and listening to children, teachers and professional academics on how best we do this. That is why we have pulled together the proposal that we have, putting the interests of children very much at the heart of everything we do.
Question
I congratulate my right hon. Friend and his entire departmental team on today’s statement, which gives certainty and clarity to teachers, pupils and parents for exams in the summer. We know that schools, including those in Stoke-on-Trent North, Kidsgrove and Talke, have been hit hard financially this year due to covid-19. That will only be added to by the need to advertise for, train and hire additional exam invigilators, which is a challenge at the best of times, so will my right hon. Friend back my call for an army of volunteers, made up of former and retired teachers—please add my name to the list—to help the national effort and deliver exams next summer?
Minister reply
I would be delighted to add my hon. Friend’s name to the list of that army of volunteers who will go out there and help in schools. However, we do not just need invigilators; we also need markers—people who have experience as teachers, who are maybe retired—to come forward and assist us in this significant effort to ensure that papers are marked punctually. This is a great opportunity for people to give something back to the next generation and to schools in their community by either volunteering as an invigilator or coming forward as a marker.
Emma Lewell
Lab
South Shields
Question
We have had yet another statement from the Secretary of State that did not mention children in care or children with special educational needs and disability. That is not surprising, since just last week the Court of Appeal found that he acted unlawfully in scrapping critical safeguards for those very children. Will he apologise and outline what support he is providing to them so that they are as exam-ready as every other child?
Minister reply
We have a very proud history, actually; we put the needs of the most vulnerable at the heart of our response, whether it was the covid catch-up funding—making sure that extra funding goes to those children who most need it—or the fact that this country took a global lead in making sure that schools and colleges remained open for children with special needs and those who are most vulnerable. We led the world in that, and we are very proud that we took that lead.
Lia Nici
Lab
Great Grimsby
Question
Does my right hon. Friend agree that keeping schools open is a national priority? That is vital for our young people, especially those in my constituency of Great Grimsby, to ensure that the disruption to their education is kept to a minimum as much as possible.
Minister reply
My hon. Friend is absolutely spot on when she highlights the importance of keeping schools open and ensuring that as many pupils attend as possible.
Jeff Smith
Lab
Manchester Withington
Question
In Manchester, some year 11 pupils are now in their fifth period of isolation. Most have lost at least 10% of class time because of isolation and many of those pupils do not have decent digital access to enable home learning.
Minister reply
The measures we have introduced are very much designed to support the pupils the hon. Gentleman talks about.
Jason McCartney
Con
Colne Valley
Question
I appreciate that there are no easy solutions here. I have been discussing these difficult issues with the principals of my local sixth form colleges—New College and Greenhead College.
Minister reply
This is what all the measures we are introducing are aimed at doing: making sure that children who have missed out on the opportunity to learn are able to focus their efforts.
Liz Twist
Lab
Blaydon and Consett
Question
Last week, I met headteachers from across Gateshead who talked about this very issue of unfairness. Today’s statement covers the issue across the whole cohort.
Minister reply
Again, not wishing to repeat myself, we recognise that there are children in that situation.
Elliot Colburn
Con
Carshalton and Wallington
Question
I warmly welcome my right hon. Friend’s statement. The excellent teaching staff across Carshalton and Wallington are doing their best to prepare for the 2021 exams, but they have been telling me that when students have to self-isolate, there is obviously disruption.
Minister reply
My hon. Friend makes an important point about vaccination roll-out.
Salford
Question
The Secretary of State’s statement sadly does little to address the disadvantage that pupils, particularly from northern schools, have faced compared with those in other areas less affected by the virus.
Minister reply
It is very nice to see the hon. Lady again.
Greg Smith
Con
Mid Buckinghamshire
Question
The stress and anxiety that has been faced by so many pupils, staff and parents due to covid restrictions cannot be denied, so I very much welcome my right hon. Friend’s statement today.
Minister reply
My hon. Friend is absolutely spot on.
Rupa Huq
Lab
Ealing Central and Acton
Question
Around 80% of Ealing schools have had covid cases, leaving gaps in learning and holes in budgets.
Minister reply
We have already set out details to support schools during this covid pandemic.
David Simmonds
Con
Ruislip, Northwood and Pinner
Question
It is always easy to criticise, but does my right hon. Friend agree that while, sadly, it appears that the dog ate Labour’s homework on this one, his statement provides headteachers in my constituency and others with certainty?
Minister reply
My hon. Friend highlights a really important area.
Barnsley South
Question
The Secretary of State referred to remote provision in his statement, and yet last half-term school laptop allocations were cut by 80%. That decision affects the most disadvantaged pupils the greatest.
Minister reply
We continue to deliver ever more laptops every single week.
Christchurch
Question
Will my right hon. Friend congratulate St Joseph’s Catholic Primary School in Christchurch on being given an accolade by The Sunday Times for being one of the best primary schools in the country? Will he tell us what criteria will be available to enable the public to judge primary schools next year, if there are no tests at key stage 1 and very few at key stage 2, bearing in mind that the key stage 1 tests are the test against which future progress is gauged?
Minister reply
I join my hon. Friend in congratulating St Joseph’s school on receiving an accolade. Despite necessary changes for smooth functioning of schools, we will continue to publish data including attendance so parents can make informed choices.
Tan Dhesi
Lab
Slough
Question
Some regions have faced severe disruptions due to the pandemic, especially in my constituency. There is a significant digital divide affecting disadvantaged communities. Given this situation, should regionally targeted measures be considered for areas that have suffered the most?
Minister reply
We believe this package addresses many challenges and will ask an expert group to examine issues faced by students due to lost learning.
Question
I welcome the decision to retain exams, not as the best but the least worse form of assessment. How do we ensure equitable treatment for pupils applying to universities in other UK nations with different exam systems?
Minister reply
We are working closely with UCAS and Universities UK to provide clarity on grading and adaptation despite divergence between England’s system and those of Scotland, Wales, and Northern Ireland.
Lucy Powell
Lab Co-op
Manchester Central
Question
How do these proposals mitigate the effects of extended absence from school? Simply making grades more generous does not address widening gaps caused by missing school. Is it not time to consider solutions beyond exams?
Minister reply
All measures aim at supporting those most affected, but we need a national approach as every child has been impacted. We have created systems that support disadvantaged students and ensure they are best positioned for success.
Question
Can you assure me that if disruption continues into next year, the situation will be monitored and further measures introduced when necessary?
Minister reply
We are confident in delivering full exams series due to past successful deliveries. We established an expert group to advise on interventions should they be needed.
Karl Turner
Lab
Kingston upon Hull East
Question
East Hull has been severely impacted by the pandemic, with schools facing massive disruption. What regionally targeted measures will be implemented to ensure such areas are not left behind?
Minister reply
We want to support all schools affected by the pandemic wherever they may be, ensuring that both schools and children receive needed support.
Question
Local infection rates have caused frequent isolation for pupils in Lancashire. Will you monitor ongoing disruption next year and introduce further measures if necessary?
Minister reply
We established an expert group to assess challenges, including potential future disruptions due to the pandemic.
Question
Disparities in school disruptions are significant where infections were higher. How will your proposals reflect these serious differences?
Minister reply
We have put together a package of proposals to support schools like those in Halifax and other areas across the country, recognising that exceptional measures must be taken.
Shadow Comment
Kate Green
Shadow Comment
Shadow Minister Kate Green acknowledged the statement but criticised the delay in providing a plan for fair exams. She welcomed some measures such as similar grading distribution to last year, but expressed concerns about inequities due to varying levels of disruption faced by different students. Questions were raised on the late establishment and representation of an expert group addressing regional disparity. Concerns over remote learning support, tutoring programmes, university admissions, vocational qualification clarity, functional skills testing backlog, appeals process fairness, and grading resources were also highlighted.
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