Students’ Return to Universities

Lilian Greenwood Excerpts

Tuesday 29th September 2020 Commons Chamber

[Gavin Williamson]

We have been working closely with the whole university sector to reach out to nations right across the world to make them understand not only that we have the best universities in the world and so many of the best research and teaching universities, but that we offer a brilliant lived experience of being here in the United Kingdom and the opportunity of post-study visas, which are incredibly important. We have also been working with the Home Office to ensure that visa applications are done well and quickly, and ensuring that we have a campaign reaching out to those nations to make sure that youngsters there understand that this is a great country to study in.

[Lilian Greenwood (Nottingham South) (Lab)]

As the Secretary of State said, most university courses this academic year will now involve a blend of online and face-to-face teaching, but it is clear that those proportions might change in response to circumstances. An informal survey conducted by Disabled Students UK shows that changing learning set-ups can cause anxiety and fatigue. Many disabled students also experience issues with pre-existing conditions flaring up when they are adjusting to a new study environment, and excessive screen time can be problematic for people with some conditions. Disabled students and those with chronic conditions might also be more fearful of attending in-person classes. Will the Secretary of State assure the House that every student has the equipment and support they need to learn remotely and that the needs of disabled students are not an afterthought?

[Gavin Williamson]

The hon. Lady rightly raises an important point, and under equalities legislation there is a duty on universities to ensure that there is proper and fair provision for all students. That is what we would expect from all universities. I wonder whether she would be kind enough to share with me the details of the survey. I know that my hon. Friend the Minister for Universities would very much like to follow this up in a meeting with her to discuss it in more detail. As we have touched upon in terms of the availability of devices and the £100 million fund, I certainly hope that youngsters who are suffering with disability would be a top priority for any university, but I look forward to my hon. Friend taking this further in discussions with the hon. Lady and hopefully offering her full and total reassurance on that matter.

Awarding of Qualifications: Role of Ministers

Lilian Greenwood Excerpts

Wednesday 9th September 2020 Commons Chamber

[Kate Green]

No, I will carry on if the hon. Member will forgive me, because others will want to speak.

[Lilian Greenwood (Nottingham South) (Lab)]

Will my hon. Friend give way?

[Kate Green]

I will take an intervention from my hon. Friend and then from the right hon. Member for Elmet and Rothwell (Alec Shelbrooke), because, as he knows, I respect all colleagues from all parts of the House. If he will forgive me, I will take an intervention from my hon. Friend first and then of course I will take one from him. Then, Mr Deputy Speaker, I think you would like me to progress a little.

--- Later in debate ---

[Lilian Greenwood]

I thank my hon. Friend for giving way. I have this afternoon received an email from a senior leader in my constituency who faces having a member of staff, who has been instructed to self-isolate, waiting, worried and unable to get a test until next Thursday. Is there not a danger that schools will be forced to close not necessarily because of an outbreak, but because of the failure of the testing system?

[Kate Green]

Yes. This is the test that the Government have to pass; otherwise we will see thousands of children up and down the country unable to stay in class as the Secretary of State wants them to—I know he does—as I want them to, and as teachers and parents want them to.

--- Later in debate ---

[Gavin Williamson]

It is recognised on both sides of the House, I think, that children in years 11 and 13 are among those who have suffered the most severe disruption. I speak as a year 11 parent myself. We are very conscious of that—Annabel reminds me of it regularly.

[Lilian Greenwood]

rose—

[Gavin Williamson]

If the hon. Lady will allow me to make some progress, I am sure I will make time for her to share her views and opinions.

On 22 May, Ofqual published its decisions. The key principle of using a statistical standardisation approach was supported by 89% of those who responded to Ofqual’s consultation. It is important to remember that similar approaches to awarding qualifications following the cancellation of exams were put in place in Scotland, which, as we are all aware, has an SNP Administration, in Wales, which, as we are all aware, has a Labour-Liberal Democrat Administration, and in Northern Ireland, which, as we are all aware, has a DUP-Sinn Féin Administration. All four nations reached the same policy conclusion about the best and fairest approach for awarding qualifications.

Between April and August, the detail of Ofqual’s model for awarding grades without examinations was developed by the Office of Qualifications and Examinations Regulation and by other assessment experts in conjunction with it. It was vital that the model was seen to be fair, and we were reassured by Ofqual that it was. We explored issues, including whether disadvantaged students and other groups such as black, Asian and minority ethnic students would be treated fairly by the model. Information on this was shared at the public symposium held by Ofqual on 21 July, which made it clear that the standardisation process was not biased.

After the publication of the Scottish results on 4 August, we again sought reassurance from Ofqual about the fairness of the model. The Department also rapidly considered a number of options to reduce the risk of a similar loss of public confidence happening in England.

--- Later in debate ---

[Lilian Greenwood]

Will the Secretary of State give way?

[Gavin Williamson]

I had expected the hon. Lady to intervene just a moment ago, and the hon. Member for Reading East (Matt Rodda) sneaked into her slot, so I will make some progress. I can see that she is bubbling away with interventions, possibly even provided by the Whips Office, ready to go. [Interruption.] No, that does her a disservice. As a former Chief Whip, I was obviously giving far too much credit to the Labour Whips Office for being so organised.

Following discussions, I announced the triple lock system on 12 August. This policy clearly showed my determination that we build in fairness by giving students a safety net, including being able to appeal on the basis of a valid mock result or sitting an exam in the autumn. As happens every year, we did not have sight of the full details of A-level results at individual or school and college level ahead of their release on 13 August. Over the following days, it became clear that there were far too many inconsistent and unfair outcomes for students, and that it was not reasonable to expect these to be dealt with through an appeal system.

[Lilian Greenwood]

rose—

[Gavin Williamson]

I feel I have to give way to the hon. Lady, and I will do so now.

[Lilian Greenwood]

I thank the Secretary of State for giving way, and of course I wished to make an intervention because of what he had said, but the question I want to ask is: even if he did not see those results and understand that they were having a disproportionate impact specifically on students from more disadvantaged backgrounds, why was he not able to provide assurance about what a valid mock was, and why did the appeals process, when it was published, have to be withdrawn just a few hours later, adding further confusion to an already difficult situation?

[Gavin Williamson]

All Members will remember—I think the hon. Member and I joined the House in the same year—the legislation that was taken through for the establishment of Ofqual to create an independent regulator. I would defer to my right hon. Friend the Minister for School Standards, who has been in the Department for a few years longer than I have, but I believe it has always been standard practice that we do not have sight of those qualifications at those levels, and that has been the case every single year.

When it comes to the extra measures that we put in place to ensure the maximum amount of fairness and flexibility for students and so that they were able to appeal if they felt that there was an injustice, frankly if there is anything that I can do, as Education Secretary, to enhance that fairness and to make sure they get the results they truly deserve, I will do it. [Interruption.] The hon. Member for Birmingham, Yardley (Jess Phillips) shouts from a sedentary position about charging. We made it clear that there would be no charge for those centres. She may misremember, but we always made it clear that the exam series for the autumn would be available free to students who wished to retake.

Covid-19: School Reopening

Lilian Greenwood Excerpts

Wednesday 13th May 2020 Commons Chamber

[Gavin Williamson]

My right hon. Friend is absolutely correct. The impact on children is not just educational, from not being in school, but a health and welfare one. He is equally right about the need to ensure that schools have the flexibility to be able to work within the guidelines to make the proposals work for staff and for children.

[Lilian Greenwood (Nottingham South) (Lab) (V)]

In the Government guidance for educational and childcare settings, the section on “What the latest science tells us” states that

“children…have less severe symptoms than adults”

and

“are less likely to become unwell if infected with coronavirus”.

Is there is a danger that children might be infected but asymptomatic, in school and posing a serious risk to the health and safety of school staff, other children and their families?

I welcome the Secretary of State’s agreement to publish the scientific advice, but he must have heard loud and clear that heads, teachers, support staff and parents are really worried. How will he win their confidence that it is time for schools to reopen?

[Gavin Williamson]

At the heart of every step we take on schools returning is the safety and security of those who are in schools, whether it is a child, teacher, teaching assistant or any other support staff. That is why we are doing a phased return. We are ensuring that we take small steps forward and minimise the risk to all those who are attending schools and working within them.

Educational Settings

Lilian Greenwood Excerpts

Wednesday 18th March 2020 Commons Chamber

[Gavin Williamson]

I can absolutely guarantee that schools will be fully reimbursed for the costs they incur as a result of providing those meals. Obviously, we would look at ensuring additional help as a long-term measure. I will certainly take up my hon. Friend’s final point with the Secretary of State for Environment, Food and Rural Affairs, who will be looking at such matters.

[Lilian Greenwood (Nottingham South) (Lab)]

I welcome the announcement that education settings are being encouraged to continue looking after the children of keyworkers, and vulnerable children, during the Easter holidays. But the Secretary of State knows that many school support staff are only paid for term-time working. Although I know that those dedicated staff will do all they can to help in a national crisis, I am sure he does not expect them to work for free, so will schools be supported to meet those extra staffing costs?

[Gavin Williamson]

Yes, they will be.