It is a pleasure to serve under your chairmanship in this timely debate, Mr Gray. I am pleased to be discussing the subject again. I congratulate the young people who stand in solidarity with their peers, their teachers and their family members and who started the petition, and those who have signed it. Pupils in Bath and across the UK have responded with remarkable resilience to this challenging year. Our teachers and school staff have also adapted brilliantly; I thank them all for the work that they have done to make sure that our schools can remain open. It would be an insult to their efforts to repeat the exams fiasco next year.
I have said before that I believe a return to exams in 2021, even with a three-week delay, is the wrong decision. It is about fairness, about which we have already heard a lot in the debate. The time that students have spent in school varies massively across the country, and more may need to self-isolate. I am not convinced that the measures announced by the Secretary of State for Education last week will be enough to level the playing field.
We have seen that teacher assessment works. Teachers are fully capable of assessing their students’ ability. The Welsh Government have announced a flexible approach to assessments that will be delivered in a classroom environment. Those assessments will be externally set and marked to ensure consistency across the nation, but they are not national exams as we know them. Most importantly, the Welsh approach gives pupils the chance to use the summer term to catch up on lost teaching time and to continue learning and building the skills and knowledge that they need for the next stage of their lives. Why should pupils in England not be given the same opportunity?
The Government have yet to answer many questions. Moving grade boundaries may help some students to get higher grades, but will it make up for the huge variation in teaching time? When can students expect the list of topics that will be covered in exams? That must be provided as soon as possible so they can make the most of the rest of the school year. Teachers also need to prepare. If we go ahead with exams, how can we make sure that they are fair? Announcing an expert panel to monitor that is all very well, but again, when can teachers and students expect clarity on what it will mean for them? It is completely unacceptable to continue to kick that decision down the road.
There is a real human cost to all this uncertainty for pupils and teachers. We have already heard much about pupils’ mental health. Behind every exam result is a young person ready to take on the next stage in their life, whether that is an apprenticeship, a place at university or something else. We cannot begin to know the full extent to which this disruption will affect them, but the exam situation is causing them a great deal of stress and anxiety, and the power to reduce it is in the Government’s hands. The Government owe it to those young people to learn from the summer exams fiasco, rather than rely solely on exams at all costs.