Oral Answers to Questions

Debate between Nic Dakin and Julie Hilling

Monday 3rd December 2012 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

14. What plans he has for the secondary curriculum; and if he will make a statement.

[Julie Hilling (Bolton West) (Lab)]

15. What plans he has for the secondary curriculum; and if he will make a statement.

[The Secretary of State for Education (Michael Gove)]

We announced draft proposals for the new primary curriculum earlier this year and we will bring forward proposals for the secondary curriculum in due course.

GCSE English (Marking)

Debate between Nic Dakin and Julie Hilling

Tuesday 18th September 2012 Westminster Hall

[Nic Dakin]

It is clear that there is no confidence at all in Ofqual among education professionals, among people working in industry and business who I met the other day—they clearly do not have confidence in Ofqual—and, most importantly, among parents and the students themselves. Ofqual has failed that crucial test.

[Julie Hilling (Bolton West) (Lab)]

If the exam marking was so fundamentally flawed and the exam was too easy or whatever, why was the barrier between A and A* not changed? Why were those marks kept the same? Why was the C grade changed?

[Nic Dakin]

I thank my hon. Friend for that intervention. As I shall explain, there were impacts on other grade levels. The focus has primarily been on the borderline between C and D because that is such a crucial progression lever for young people, but there have been effects on other grades as well.

Why does this matter? It matters because GCSE English is a progression qualification: it makes a difference to individuals’ lives, to what they do next and to where they go next. It matters because we have a duty to young people to ensure that the assessments at 16 are fair. They have clearly not been fair this year. Worse than that, the Secretary of State and the regulator obfuscate, appearing more interested in covering up and protecting themselves than in ensuring that young people are treated fairly. Worse still, as my hon. Friend says, the focus has been on the unfairness to students missing out on a C and having to adjust their careers accordingly, but as a former principal of a sixth-form college I know that those students getting a B instead of an A will be disadvantaged next year when they apply for higher education. Their choices will be limited.

On 23 August, the Secretary of State for Education received news of the fall in success rates for students in their GCSEs with a certain smug satisfaction: failure for young people was success for him. It was all about rigour, standards and other buzzwords, not about achievement, progression and fair outcomes. Gradually, though, a darker story began to emerge. As schools analysed the results, they identified a significant change in how GCSE English had been marked in June compared with January. Something had gone very wrong, with grade boundaries being significantly adjusted in year to ensure that fewer students met their predicted grades.

In one school in my constituency, because of the boundary changes, the percentage of students achieving five A* to C grades fell from 80% based on January marking to 62% in June. As a consequence, the percentage of students achieving the important five A* to C grades including mathematics and English fell from 62% to 52%. At another local school, the changes meant that 25 pupils did not achieve the C grade they were predicted to achieve, and the school’s English results fell from 53% achieving C last year to 40% this year. At another school, almost 25% of the cohort taking exams were negatively affected by the boundary changes. These are drastic and startling figures, and I assure you, Mr Hollobone, that in all my years as an English teacher and then a sixth-form college principal, I have never seen anything quite like it.

One local head teacher described the impact on students and the school as catastrophic. Students who had achieved a C in English in January were re-timetabled for extra maths; they achieved their maths C in June, but because the school did not draw down their English marks until June, the C they had banked in January became a D in June. How on earth can that be fair?

Schools are very good at self-evaluation, but this episode has undermined their confidence in what they are doing. Their confidence in teaching GCSE English has also been undermined as further confused messages such as those we heard yesterday come out. There is also a lack of confidence about how they are preparing this year’s cohort for next year’s exam, so the impact of this year’s cock-up is being felt not only by this year’s students, but by next year’s students. That is why it is so important that the Government act now to put things right for the youngsters and schools affected.

The Association of School and College Leaders believes that one quarter of all secondary schools in England and Wales have been damaged. At first, it was thought that tens of thousands of pupils were affected, but the situation is far worse. We now know that 133,906 pupils have been affected on the boundary between grades C and D alone, before all the other boundaries are taken into account. If that injustice is not reversed it is likely to have a long-term impact on the social mobility of the students affected. Research from ASCL shows that those affected are disproportionately from areas of high deprivation, ethnic minority groups and poorer families. Parents have written to me to explain that their children have been devastated by the news that they cannot pursue the courses and jobs they had set their minds on. I have an example here of a student who has moved on to further education, whose mother writes:

“My daughter is one of the many thousands involved in this injustice and we've now heard that the AQA resit for English Language is 7th November. This fiasco needs to be sorted NOW before it’s too late! As it is she is having to do extra work to ‘revise’ for the resit on top of her college assignments. It’s simply not fair.”

Similarly, teachers have told me about the anxiety that the situation has caused them, with one describing Ofqual’s actions as immoral and inhuman.

Last week, The Times Educational Supplement published letters between Ofqual and Edexcel showing that the regulator had, at the 11th hour, pressured the exam board into revising the grade boundaries against its professional judgment. Ofqual told the exam board to

“review the English award at grade C in order to produce outcomes that are much closer to the predictions and so in line with national standards”.

We must remember that the predictions are based on key stage 2 assessments at age 11. In its response, Edexcel protested that

“we have put considerable effort into producing what we consider to be a fair award”,

adding that

“our award is a fair award and we do not believe a further revision of our grade boundaries is justified”.

Those are the professionals, who have looked at the work, not just carried out a statistical exercise. Ofqual then sent a final letter, warning Edexcel that

“their expectation”

was

“that Edexcel will produce outcomes...that are within the 1% of the overall prediction”.

Edexcel then capitulated.

Last week, the chief regulator and the Secretary of State appeared before the Select Committee on Education to answer the growing avalanche of questions. It was a master class in obfuscation. After their appearance, the Chair of the Select Committee spoke for everyone when he said:

“There are many important questions in this to which we do not have satisfactory answers”,

adding that the explanations given were “inadequate”. The Secretary of State has hovered between bullish and sheepish in his response to the gathering storm. He blusters and hides behind an unaccountable quango, which in turn hides behind a cloak of statistical confusion.

Adding further to the unfolding chaos, the regulator in Wales—the Welsh Government—has taken clear action by ordering the Welsh board to re-award grades to Welsh candidates. That means that students in Wales will be treated fairly, but my constituents who did the Welsh board English GCSE—believe it or not, Mr Hollobone, the Welsh exam board is popular in Scunthorpe—will not. How on earth can that be proper? How can it be just?

There is a further contradiction and a further worry. The Secretary of State seems to be saying that GCSE results must not go up, but that in every school more than 40% of pupils must get five A* to C grades. Those who have signed up to a conspiracy version of history see that as an agenda not only to fail students, but to fail schools. A consortium of schools, academies, further education colleges, local authorities and professional associations is taking legal action this week. I wish them success, but it should not have come to that—wasting public money, time and energy on legal costs and process. Ofqual and the Secretary of State should be big enough to hold up their hands, admit that they got it wrong and take action to put it right. That is the moral code that we teach our young people, and our leaders should also follow it.

Who is accountable for the cock-up? An unelected quango that is doing the Secretary of State’s bidding. Surely it would be better if he were directly accountable to the young people of this country and ordered an immediate independent inquiry into what has happened or, better still, followed the Welsh Government’s example and ordered Ofqual to instruct the exam boards to re-award their grades, so that all students taking the exam this year are treated fairly and in line with their contemporaries the year before.

Being a modern MP, I asked my Twitter and Facebook followers what questions they wanted to be answered. Overwhelmingly, they were variations on the following. Can the Minister explain to youngsters and their families how pupils can get a lower mark in January and do better than someone who gets a higher mark in June? That is what happened this year. While the Minister is considering that, I will ask three further questions. Will she urge the Secretary of State to stand up and be counted, to apologise for this year’s cock-up and to take action to ensure that this year’s students are treated equally and fairly, based on the professional judgment of the exam boards—the people who have seen the children’s work? Will she say whether she is happy that achievement at 16 is apparently being capped by achievement at 11, in a move back to norm referencing? Finally, will she ask Ofsted not to fail schools that can demonstrate that they missed the threshold owing to the impact of GCSE English marking this summer?

Post-16 Students

Debate between Nic Dakin and Julie Hilling

Tuesday 1st February 2011 Commons Chamber

[Nic Dakin]

I thank my hon. Friend for her intervention. She mentions two more very good colleges, both in her constituency. The point that she makes about social mobility builds on the points made earlier by the hon. Member for East Hampshire and my hon. Friend the Member for Sefton Central (Bill Esterson). What entitlement funding has done so well is provide experiences that enrich and expand young people’s experiences so that they gain greater confidence and are able to aspire to go on to greater things. The education system post-16, building on the building blocks of the pre-16 experience, has done that so well over recent years. The proposed cuts to entitlement funding call into question colleges’ ability to maintain that momentum.

At the same time as entitlement funding has been cut by 12%, the maximum funding for each student has been reduced from 787 hours, or 1.75 standard learner numbers, in the jargon of post-16 funding, to 702 hours, or 1.56 standard learner numbers. That is a 10% reduction in that part of the funding formula. I warned hon. Members that the debate would get rather technical at certain points.

Some of the money saved by these measures will be returned to colleges and schools with higher numbers of students from disadvantaged backgrounds or with low entry qualifications, but details are not yet available of how the £150 million of disadvantaged funding will work. As the hon. Member for East Hampshire said, the lack of clarity and lack of understanding are causing concern in the sector. Those in the sector understand what is going, but they cannot see what might be coming back into the picture.

Transitional funding, which is being put in place to dampen the effect of the cut in entitlement funding, means that the maximum cut in funding per student next year will be 3%, but there is a lack of clarity about how this funding cut will be profiled in future. Many college principals are working on the assumption of a 3% cut each year for the next four years. Many are drawing up radical proposals to address the shortfall, which might be disastrous for the student experience and result in job losses in the sector.

Many colleges are telling me that if the cuts go ahead, they are likely to lead to a severe reduction in the amount of tutorial, guidance and enrichment available. That will probably be reduced to less than an hour’s tutorial session a week for students, and nothing else will be able to be resourced. Colleges will be in danger of becoming nothing more than exam factories, unable to spend time on developing the whole student, a job that they are recognised as doing extremely well at present. Interventions from Members on both sides of the House tonight have evidenced the effectiveness of the job that our colleagues in the post-16 education system are doing on behalf of those students who, after all, are our future and the country’s future.

It is likely that providers will now struggle to offer a broad range of extra-curricular activities that have for so long been a key characteristic of sixth-form education. Team sport, orchestras, drama productions, sign language, community volunteering, rocket science and magazine editing will all be put at risk.

[Julie Hilling (Bolton West) (Lab)]

Does my hon. Friend agree that these cuts will be compounded by cuts to youth services, so opportunities for positive activities for young people without means will be cut off completely?

[Nic Dakin]

My hon. Friend makes a good point. What is happening in education should be put in the context of what is happening in services available for young people outside the classroom. I fear that without the provision of culture and sport in post-16 education, students will access these pursuits only if they or their parents can pay for them. That is the danger, and my hon. Friend emphasises that by drawing attention to the pressures on youth services at this time as well.