Awarding of Qualifications: Role of Ministers — House of Commons, 2020-09-09
Topic: Education
Nicolas John Gibb (Conservative, Centre-right): The debate has been largely constructive. As we have said consistently, the Government never wanted to cancel exams. They are obviously the best and fairest form of assessment. But we had to take the difficult decision to close schools and colleges and cancel summer exams because of the covid-19 pandemic. As the Secretary of State said in his opening speech, the virus has propelled not just this country but the rest of the world into uncharted territory, and we have had to respond, often at great speed, to find the best way forward given what we knew at the time Once the decision to cancel exams and instead to issue calculated grades to students was made, the Government followed the necessary steps. Our overriding aim was to ensure that all students received just recognition for their efforts and were able to progress to the next stage of their lives in the knowledge that their qualifications had the same value as previous years We provided clear direction to Ofqual in the form of two direction letters, the first for general qualifications and the second for vocational and technical qualifications. We worked closely with Ofqual as it developed the process for arriving at calculated grades. As an independent body, the decisions throughout this process were rightly for Ofqual to take, but as the Secretary of State has already made clear, the Department was consulted throughout. I met weekly with senior colleagues at Ofqual during the model development period, and whenever I was made aware of possible challenges with the model, I raised them with Ofqual, seeking the necessary reassurances and urging Ofqual to consider appropriate changes to the arrangements—for example, an enhanced appeals process to help address our concerns about able candidates in schools with a track record of lower standards As other issues were raised, we were reassured that, overall, the model was fair. The work to award qualifications based on calculated grades was a mammoth task that had never been carried out or even expected before this year. It is important to remember that similar approaches to awarding qualifications following the cancellation of exams were put in place in Scotland, Wales and Northern Ireland, and the key principle of using a statistical standardised model was supported by 89% of those responding to Ofqual’s consultation As is normal every year to reflect its status as an independent regulator, Ofqual shared some headline data in the days immediately before the release of results, but I and the rest of the Department did not see the detail of how individual students or schools and colleges would be affected until A-level results day. Over the following days, it became clear to me and to the Secretary of State that there were far too many inconsistent and unfair outcomes for students that did not reflect their hard work or ability. It was not reasonable to expect all of those to be dealt with through an appeals system, and they severely undermined public confidence in the system. Therefore, Ofqual and the Government took immediate action, announcing on Monday 17 August the decision to revert to centre assessment grades for all students, or the calculated grade where this was higher The Department worked exceptionally closely with Ofqual and the exam boards in the following week, and I chaired daily taskforces on the matter, pressing hard to ensure that the results were issued as soon as possible. Despite the extremely challenging circumstances, GCSE results were revised, and they were issued on the original results day of 20 August. A-level and AS-level results were reissued to schools and colleges at the same time as well. I continue to hold this taskforce, which is attended by Ofqual, the awarding organisations, key school and college leader stakeholder organisations and unions, and I will ensure that it meets whenever appropriate to discuss operational concerns The Under-Secretary of State for Education, my hon. Friend for Chichester (Gillian Keegan), who has responsibility for apprenticeships and skills, also held daily meetings during this time to monitor progress with the issuing of vocational and technical qualifications and to ensure that the results were issued as soon as possible, so no one awaiting a place in further or higher education, or on an apprenticeship, would lose out In opening the debate, the shadow Secretary of State, the hon. Member for Stretford and Urmston (Kate Green), said that lessons must be learned from what happened this summer, and of course that is right. We are working closely with Ofqual to make sure that we learn the lessons from 2020 The hon. Member for Glasgow East (David Linden) said that we should all approach the debate with due humility, and I share that wish. He asked about Sir Jon Coles and his concerns about the model. We did raise Jon Coles’ concerns with Ofqual and were given assurances My right hon. Friend the Member for Harlow (Robert Halfon), the Chair of the Education Committee, made the important point about the degree to which—[Interruption.] Ah, he has moved. He spoke about the degree to which pupils need to catch up on lost education. I can assure him that we will be conducting the research that he is suggesting, in particular, to monitor progress that pupils make My right hon. Friend the Member for Wokingham (John Redwood) and my hon. Friends the Members for Bexhill and Battle (Huw Merriman) and for Meon Valley (Mrs Drummond) were right to focus on 2021 and on ensuring that we release as much time as we can for extra teaching, and that those exams go ahead as planned The former Universities Minister, my right hon. Friend the Member for Kingswood (Chris Skidmore), made compelling points about the admissions system, and my hon. Friend the Member for Stourbridge (Suzanne Webb), in a powerful intervention, reminded the House about the Government’s commitment to help students to catch up, with a £1 billion catch-up premium My right hon. Friend the Member for Elmet and Rothwell (Alec Shelbrooke) was correct to say that—[Interruption.] I wish my right hon. Friends would stay in the same seats. He was correct to say that while exams are of course the best and fairest way to award qualifications, in the middle of this pandemic, exams were no longer an option The hon. Member for Birmingham, Ladywood (Shabana Mahmood) raised the issue of BTECs. I can confirm, from the four awarding organisations that I have been working with, that there are now no results outstanding. The delay was to ensure that candidates taking BTECs were not put at a disadvantage, given the changes to the grading of GCSEs and A-levels I share the passion of my hon. Friend the Member for Eddisbury (Edward Timpson) for PE. That is not something I would have said as a child, but he is right that exercise is vital for mental as well as physical health. The hon. Member for St Albans (Daisy Cooper) spoke of a minimum standard of education in three of the four tiers in the contained guidance. We have published very clear expectations for schools on the quality of remote education Every child and young person in this country has experienced unprecedented disruption to their education as a result of covid-19, with those from the most vulnerable and disadvantaged backgrounds being among the hardest hit. Education recovery lies at the heart of our national mission as we recover from the disruption caused by covid-19 and ensure that we provide schools with the necessary guidance, support and funding that they need, with high attendance at schools—.