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Awarding of Qualifications: Role of Ministers
09 September 2020
Lead MP
Nigel Evans
16:30:00
Debate Type
General Debate
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Other Contributors: 42
At a Glance
Nigel Evans raised concerns about awarding of qualifications: role of ministers in the House of Commons. Other MPs contributed to the debate.
How the Debate Unfolded
MPs spoke in turn to share their views and ask questions. Here's what each person said:
Nigel Evans
16:30:00
There has been a lot of interest in this debate, and a limit of three minutes will be put on Back-Bench speeches during it.
Kate Green
Lab
Wirral South
Today’s debate focuses on the Government’s incompetence in handling examination grading systems, specifically highlighting inconsistencies between Ofqual's version of events and statements made by the Secretary of State... It is about transparency and ensuring that lessons are learned to prevent future mistakes. The motion seeks to provide public transparency and ensure accountability.
Jim Shannon
DUP
Strangford
Asked the Secretary of State to look to the future to ensure that adequate places are available on oversubscribed courses for students from Northern Ireland who come to universities in Great Britain.
Jess Phillips
Lab
Birmingham Yardley
Inquired if the system the Secretary of State used was what Ofqual suggested as the best system.
David Simmonds
Con
Ruislip, Northwood and Pinner
Asked the Secretary of State if it was helpful that when everyone agreed to seek independently moderated exams, the National Education Union advised its members not to participate in online teaching.
Rachael Maskell
Lab Co-op
York Central
Asked why the Secretary of State would not consider a broader-based assessment that tests skills in various ways as recommended by educational experts. Also raised concerns about planning for next year and potential issues.
Karin Smyth
Lab
Bristol South
Expressed concern regarding the deep worry among parents about lessons not being learned from this year’s mistakes leading to a crisis in June next year. Asked if support would be provided.
Lilian Greenwood
Lab
Nottingham South
Asked why assurance could not have been provided on what a valid mock was and why the appeals process had to be withdrawn shortly after its publication, adding confusion.
Confirmed that up until when policy clearly needed to change, he was assured by Ofqual that their instructions for a fair system of moderated results would work.
Noted that Wales had used AS exams as a fallback similar to the triple lock but this led to downgrading issues and raised questions about whether people appealing in Wales faced guaranteed downgrades due to their system.
Sarah Jones
Lab
Croydon West
Asked what the Secretary of State wished he had done better during the difficult situation.
Understood the difficulties faced but asked why alarm bells did not ring when 40% of awards were downgraded and whether it was right to insist there would be no U-turn.
Praised Ministers for facing difficult decisions and noted that all UK nations arrived at similar conclusions roughly simultaneously, suggesting confidence in the process.
David Linden
Lab
Glasgow East
Mr Linden acknowledged the challenges brought about by the pandemic and the need to cancel exams. He pointed out that the Government's handling of the situation, particularly its refusal to engage with experts and failure to act on warnings, was problematic. He also highlighted the financial burden placed on students and called for a review of immigration policies to support universities.
Robert Halfon
Con
Southend West
Ofqual's algorithm for determining exam results during the pandemic was flawed and lacked transparency. Ofqual should have published its standardisation model in advance, taken external advice from experts like the Royal Statistical Society, and ensured proper scrutiny of their methods. There are concerns about Ofqual's independence and accountability following recent events. The BTEC system was mishandled, affecting 450,000 students. Nationwide assessments should be conducted to measure learning loss and inform decisions on next year's exams. An independent assessor is needed if teacher-assessed grades become necessary.
John Redwood
Con
Wokingham
The Secretary of State asked Ofqual to deliver the right answers but their algorithm produced individual injustices despite producing correct school-level results. Exams will be reinstated for next year, with consultations underway to address current issues. It is crucial to ensure all pupils are prepared adequately for exams and that the exam system maintains quality while being fair to students whose education was interrupted.
Called for restraint on interventions to allow other speakers to participate in the debate.
Jess Phillips
Lab
Birmingham Yardley
Expressed concerns as a parent of students affected by the examination system. Highlighted disparities between private and state school education during lockdowns, urging for full disclosure of documents to prevent future mistakes. Criticised Ministers' focus on political disputes rather than addressing children's needs. Emphasised the importance of humility from the Secretary of State and a commitment to prioritise students, schools, and teachers over party politics.
Suzanne Webb
Con
unknown constituency
During Chris Skidmore's speech, Suzanne Webb intervened to affirm that the Government’s priority has been on children’s education as demonstrated by various initiatives such as the £1 billion covid catch-up plan and additional funding for students who have fallen behind.
Paula Barker
Lab
Liverpool Wavertree
Paula Barker criticised the Government's handling of A-level results, noting that nearly 40% of grades were downgraded using an algorithm based on school performance rather than individual ability. She highlighted a disparity in grading outcomes for disadvantaged students compared to affluent peers. Despite welcoming the U-turn forced by campaigning efforts, she pointed out ongoing issues such as delayed BTEC results and students having to defer university places due to administrative incompetence. Barker called for transparency from the Government regarding the decision-making process.
Alec Shelbrooke
Con
Wetherby and Easingwold
Alec Shelbrooke disagreed with Paula Barker's criticism, arguing that Ofqual did not want to cancel exams but was constrained by circumstances. He defended the Secretary of State’s decision-making process and emphasised the importance of robust advice from independent experts such as Ofqual despite the higher salaries paid to their heads compared to politicians. Shelbrooke urged a thorough examination of Ofqual's role in the exam grading system and suggested that the Education Committee should ensure future reliability and avoid similar mistakes.
Shabana Mahmood
Lab
Birmingham Ladywood
Mahmood criticises the Secretary of State for not providing a compelling reason to withhold documents requested by the Opposition motion. She questions the Government's handling of BTECs and expresses disappointment at the lack of apology and concrete measures from the Secretary of State.
Merriman acknowledges the hard work of school leaders in his constituency and calls for exams to be held as scheduled next year. He also urges a reduction in exam content to match reduced teaching time, stressing the importance of schools being open and safe.
Sarah Owen
Lab
Luton North
Owen highlights the failure of the Secretary of State to support disadvantaged students during the exam fiasco. She emphasises the need for accountability and appeals to the Government to extend medical place caps due to deferrals from this year's intake.
Edward Timpson
Con
Eddisbury
Timpson supports reverting to centre-assessed grades and calls for a review of awarding bodies' performance. He also stresses the importance of physical education in schools, advocating for high-quality PE at the heart of recovery efforts.
Clarke-Smith argues that Ofqual's decision to use centre-assessed grades was correct despite potential grade inflation. He highlights the need for support for year 10 and year 12 students, the importance of reopening schools in September, and suggests ways to address concerns about grade inflation.
Bradley acknowledges the challenges posed by the pandemic but argues that Ofqual's formula was an imperfect solution to a difficult problem. He emphasises the need for lessons to be learned from this experience and suggests improvements in decision-making structures, relationships between FE and HE, admissions processes.
Taiwo Owatemi
Lab
Coventry North West
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 protesting the unjust algorithm that levelled them down by three to four grades, denying them their place at university. I stood with them as a former student and critic of the Government’s failure to value teachers' expertise during the pandemic. The academic year ended in uncertainty for students due to coronavirus, but it is because of this Government's chaotic handling that their next academic year has begun with needless uncertainty too.
Sara Britcliffe
Con
Hyndburn and Haslingden
I spent most of my week on the phone to pupils and parents, trying to assist those who had potentially lost their place at university due to the algorithm. I spoke with a parent whose son was predicted top grades but received lower results, threatening his future and risking his position on his degree apprenticeship. After the Government's decision change, Joe received final confirmation for his degree apprenticeship. This shows that the Government should be willing to listen and change when something is not working.
Andy Carter
Con
Warrington South
Looking at Scotland, Northern Ireland and Wales, I think that we can all accept there was always going to be some problems when exams were not actually taken. We must ensure that students taking exams in 2021 and 2022 have the opportunity to reach their potential and are back in school engaging fully. The Government is increasing funding for schools with £14 billion over the next three years, and I saw the work at Great Sankey Primary School on Friday showing how children can catch up.
Tracy Brabin
Lab
Batley and Spen
Illustrated the impact of grading algorithms on students from disadvantaged backgrounds, using examples like Hamzah and Haaris. Emphasised the need for transparency and full disclosure regarding the grading process.
Flick Drummond
Con
Meon Valley
Praised teachers and staff for their efforts during lockdown. Supported Ofqual and the Government's decision to use centre-assessed grades over algorithm-generated results. Advocated for exams next year but with reduced content and clear guidance on handling local lockdowns.
Rachael Maskell
Lab/Co-op
York Central
Critiqued the Government's chaotic response to grading issues, highlighting the need for recovery proposals and a focus on students' wellbeing. Urged for a localised approach to educational recovery rather than a national programme.
Rob Roberts
Con
Delyn
Acknowledged the challenges faced by schools due to coronavirus but praised teachers and students for their efforts. Supported the Government's decision to base results on teacher estimates after the algorithm failed. Criticised Opposition hypocrisy regarding similar grading issues in Wales.
Navendu Mishra
Lab
Stockport
The Government’s exam process has been shambolic, with their predictive algorithm leading to significant downgrades for students and missed opportunities. The U-turn was welcome but too late for thousands of students as educational institutions had already filled their places. The Education Secretary should take full responsibility for this fiasco which has caused distress and uncertainty. My constituents in Stockport are still facing issues like delayed BTEC results, affecting the future stability and funding of schools.
Shaun Bailey
Con
Wednesbury
I pay tribute to my schools and students impacted by the exam process. Labour Members failed to attend debates on closing the gap for disadvantaged students despite criticising the Government. The centre-assessed system was not perfect, but it was a pragmatic decision. We need to ensure this does not happen again and level up communities lagging behind in educational attainment rates. Technical education is crucial for my constituents' success.
Karin Smyth
Lab
Bristol South
The attainment gap worsened due to the covid crisis, making it urgent for the Secretary of State to decide on exams and future planning. Schools in Bristol South have worked heroically over the summer but are dismayed by late and unhelpful guidance from the Government. Coordinating clearer guidance, reviewing Ofsted's approach, and having a national plan for FE transition apprenticeships could help improve education outcomes.
Tom Hunt
Con
Chippenham
Discussed concerns about the impact of the exam algorithm on young people and acknowledged that handling exams during a pandemic is unprecedented. Criticised Labour for not providing a detailed plan for reopening schools or awarding exam results without actual exams, stating the shadow Education Secretary criticised predicted grades in July. Emphasised the importance of certainty for schools and teachers by holding exams next year with no plan B. Advocated learning from Germany’s experience with socially distanced exams.
Apsana Begum
Lab
Poplar and Limehouse
Paid tribute to young people who protested against the Government's handling of exam results, focusing on issues still outstanding such as BTEC students not receiving their grades. Asked for an assurance from the Secretary of State about when all BTEC students will have their results and requested a formal apology. Raised concerns over disproportionately affected disadvantaged groups due to previous institutional performance impacting their grades. Questioned plans to ensure financial stability across the entire education sector in light of both coronavirus and government handling of exams. Suggested a long-term review of assessment methods, including more coursework.
Knowsley
The debate centres around public confidence in the Government’s handling of GCSEs, A-levels and NVQs this year. The speaker expresses regret over months of uncertainty caused by the Secretary of State's announcement in March. She highlights contributions from various MPs who have spoken about issues such as BTEC results mishandling, students being unable to attend university due to deferred exams, and the impact on young people’s mental health. Greenwood criticises the Government for presiding over a summer of chaos and incompetence, citing warnings provided by Ofqual that were ignored. She calls for full transparency from the Government regarding how they came to let down students and families. The speaker also questions why BTEC results have not been communicated to some students yet and asks if there will be an independent inquiry as requested by four education unions.
Nick Gibb
Con
Bognor Regis and Littlehampton
Acknowledged the constructive nature of the debate, emphasised that the Government's aim was to ensure fair recognition for students' efforts despite cancelling exams due to the pandemic. Stressed the collaboration with Ofqual, highlighting weekly consultations during model development and urging necessary changes like an enhanced appeals process. Noted similar approaches in other UK nations and support from 89% of respondents in Ofqual’s consultation. Described immediate actions taken following A-level results day to address inconsistencies and restore public confidence by reverting to centre assessment grades. Mentioned ongoing work with Ofqual to learn lessons for future years, stressing the importance of pupil catch-up on lost education.
Nick Brown
Lab
Berwick-upon-Tweed
The text provided does not include a specific contribution from Nick Brown in this context. The entry is therefore limited to his name and role as he appears at the end of the transcript, moving to close the debate.
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