Conclusion 1
Concluded (the committee's words)We welcome Ofqual’s commitment to publish a full programme of evaluation in the autumn. Until it does so, we will not have answers about the fairness of the system.
Select committee: Education Committee
The impact of COVID-19 on education and children’s services
Closed
Opened 25 Mar 2020
Closed 23 Mar 2022
1 recommendation
22 conclusions
Education Committee Inquiry on parliament.uk ↗
Inquiry scope (the committee's words)
The inquiry will look at how the outbreak of COVID-19 is affecting all aspects of the education sector and children’s social care system and will scrutinise how the Department for Education is dealing with the situation. It will examine both short term impacts, such as the effects of school closures and exam cancellations, as well as longer-term implications particularly for the most vulnerable children.
Where it stands
The inquiry is closed, opened 25 March 2020.
The committee has published 1 report, most recently First Report - Getting the grades they’ve earned: Covid-19: the cancellation of exams and ‘calculated’ grades on 11 July 2020.
The government's response
Published 24 September 2020. The deadline was 11 September 2020.
Summary written by Accountability Index from the government's response. It is not the government's own words.The government welcomes the Committee's report and responds only to the recommendations still relevant and within the department's responsibility, saying it "notes" the conclusions on awarding grades in summer 2020.
- On autumn exams, the government says an Exam Support Service is available to help schools and colleges manage the logistics, and says it is "clear that students and their families should not have to meet the cost of fees".
- On exam helplines, the government says the Exam Results Helpline is a freephone number, while the Ofqual helpline "is charged at standard network rate".
- On the 2021 exams, the government says the subject content of GCSEs, AS and A levels "will not be changed", though in certain subjects centres will have a choice of topics. On a short delay, it is working with Ofqual and others and "decisions will be confirmed as soon as possible".
- On post-16 catch-up, the government points to "up to £96 million" for 2020/21 through the 16 to 19 Tuition Fund and says special and alternative provision schools receive catch-up premium funding "in line with our usual approach".
Recommendations and conclusions
- Conclusion 1Conclusion
- Conclusion 2Conclusion
- Conclusion 3Conclusion
Reports
- First Report - Getting the grades they’ve earned: Covid-19: the cancellation of exams and ‘calculated’ grades11 July 2020 · 23 items
Evidence
- 20 oral evidence sessionsLatest 13 July 2021
- 82 witnesses
Recent activity
- Correspondence from the Secretary of State for Education - Update on the Department for Education's response to COVID-19, dated 14 March 202222 March 2022, Correspondence
- Correspondence from the Secretary of State regarding Covid-19 restrictions in educational settings22 February 2022, Correspondence
- Letter from the Secretary of State for Education - Update on the Department for Education's response to COVID-19, dated 17 January 202225 January 2022, Correspondence
Recommendations and conclusions 23 shown
Conclusion 2
Concluded (the committee's words)Ofqual’s evaluation must include comprehensive data on attainment, by characteristics including gender, ethnicity, SEND, children looked after, and FSM eligibility, providing full transparency on whether there are statistically significant differences between attainment this year compared with previous years.
Conclusion 3
Concluded (the committee's words)Given the potential risks of bias in calculated grades, it is clear that standardisation will be a crucial part of ensuring fairness. We are extremely concerned that Ofqual’s standardisation model does not appear to include any mechanism to identify whether groups such as BAME pupils, FSM eligible pupils, children looked after, and pupils with SEND have been systematically disadvantaged by calculated grades.
Conclusion 4
Concluded (the committee's words)Ofqual must identify whether there is evidence that groups such as BAME pupils, FSM eligible pupils, children looked after, and pupils with SEND have been systematically disadvantaged by calculated grades. If this is the case, Ofqual’s standardisation model must adjust the grades of the pupils affected upwards.
Conclusion 5
Concluded (the committee's words)Ofqual must be completely transparent about its standardisation model and publish the model immediately to allow time for scrutiny. In addition, Ofqual must publish an explanatory memorandum on decisions and assumptions made during the model’s development. This should include clearly setting out how it has ensured fairness for schools without 3 years of historic data, and for settings with small, variable cohorts.
Conclusion 6
Concluded (the committee's words)Ofqual must collect and publish anonymised data at the conclusion of the appeals process on where it received appeals from, including, as a minimum, type of school attended, region, gender, ethnicity, SEND status, children looked after (including children supported by virtual schools), and FSM eligibility.
Conclusion 7
Concluded (the committee's words)As part of its evaluation Ofqual must publish comprehensive data on vocational and technical qualifications, by characteristics including gender, ethnicity, SEND, children looked after, and FSM eligibility, providing full transparency on whether there are statistically significant differences between attainment this year compared with previous years.
Conclusion 8
Concluded (the committee's words)Where calculated grades are used to award vocational and technical qualifications this year, Ofqual must identify whether there is evidence that groups such as BAME pupils, FSM eligible pupils, children looked after, and pupils with SEND have been systematically disadvantaged by calculated grades. If this is the case, Ofqual’s standardisation model must adjust the grades of the pupils affected upwards.
Conclusion 9
Concluded (the committee's words)We are extremely concerned that pupils will require evidence of bias or discrimination to raise a complaint about their grades. It is unrealistic and unfair to put the onus 20 Getting the grades they’ve earned on pupils to have, or to be able to gather, evidence of bias or discrimination. Such a system also favours more affluent pupils and families with resources and knowledge of the system.
Conclusion 10
Concluded (the committee's words)Ofqual must urgently publish the evidence thresholds for proving bias or discrimination, clearly setting out what evidence will be required, including example case studies. This must be communicated to parents and pupils in advance of results day.
Conclusion 11
Concluded (the committee's words)Where pupils with SEND, or their families, have concerns about their grade, they must be allowed to see the evidence, such as past work or mock exams, used by teachers to arrive at their calculated grade. If appropriate access arrangements were not in place for the work used, or if their school did not use evidence from SEND specialists if this was appropriate, the pupil must be allowed to appeal on the basis of malpractice or maladministration.
Conclusion 12
Concluded (the committee's words)Both Ofqual and the National Careers Service will be offering helplines to provide support and advice on and after results day. Two helplines must not mean a two-tier system. It is imperative that whichever number pupils ring, they will be provided with the same gold-standard, professional advice.
Conclusion 13
Concluded (the committee's words)Ofqual must ensure advice and support is easily accessible for all pupils unhappy with their grades. Both the helplines provided by Ofqual and the National Careers Service must be freephone lines. These must both be staffed by dedicated professionals with the training to provide sound and impartial step-by-step advice and support on appeals.
Conclusion 14
Concluded (the committee's words)Ofqual must issue guidance to schools and colleges about the options available for pupils unhappy with their results. Letters to pupils should be sent out by schools and colleges, to ensure they are aware of their options, including the standard of evidence required to bring an appeal on the basis of bias or discrimination. Schools and colleges should clearly communicate to pupils and families which staff member will be their point of contact for discussions about next steps.
Conclusion 15
Concluded (the committee's words)Fairness and accessibility must be the guiding principles of an autumn exam series. Having directed Ofqual to provide pupils with “an opportunity to sit an exam at the earliest reasonable opportunity”, the Department must not now wash its hands of further responsibility.
Conclusion 16
Concluded (the committee's words)The Department must provide guidance for schools and colleges, outlining minimum requirements for provision of teaching support for pupils opting for an autumn exam. The Department must support schools and colleges to manage the logistics of this series, providing concrete solutions on how the burden of an additional series can be minimised.
Conclusion 17
Concluded (the committee's words)As at 30 June 2020, Ofqual has merely stated it will “confirm the exact timing of the exams in due course”. We believe that given the potential disruption for schools and colleges, and the need for pupils and teachers to know, now, when their exams will take place, this is not good enough.
Conclusion 18
Concluded (the committee's words)Ofqual must urgently publish dates for the autumn exam series and end uncertainty for pupils, teachers, schools and colleges.
Conclusion 19
Concluded (the committee's words)We believe that modifications to assessments will lead to erosion of standards, and that the 2021 cohort of exam-takers could be disadvantaged by a perception that their exams were not as rigorous as those taken by other cohorts.
Conclusion 20
Concluded (the committee's words)We support a short delay for exams in summer 2021 as preferable to modifications to exam content. Any delay must be a matter of weeks, not months. Ofqual must publish details of the 2021 exam series as soon as possible, and before the end of the summer term.
Conclusion 21
Concluded (the committee's words)The pandemic’s impact on learning loss does not stop when pupils turn 16. Post-16 learners, whether they are resitting key English and Maths GCSEs, or preparing to sit final exams before entering higher education or the workplace, deserve proper catch-up support.
Recommendation 22
Recommended (the committee's words)The Government must extend catch-up funding to include disadvantaged post-16 pupils to ensure this is not a lost generation. This should be done by doubling the disadvantage element in the 16–19 funding formula for pupils in Year 12, for at least the next year.
Conclusion 23
Concluded (the committee's words)Any post-16 pupils attending Alternative Provision and Pupil Referral Units, and those training for basic skills, must also be eligible for catch-up funding.
Reports
First Report - Getting the grades they’ve earned: Covid-19: the cancellation of exams and ‘calculated’ grades
- HC No.
- HC 617
- Published
- 11 Jul 2020
- Items
- 23
- Government response
- Government response published 24 September 2020 (deadline 11 September 2020). Read the government's response ↗
Oral evidence sessions
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| Date | Session and witnesses | Source |
|---|---|---|
| 13 Jul 2021 |
The impact of COVID-19 - Unions
Darren Northcott · NASUWT,
Geoff Barton · Association of School and College Leavers (ASCL),
Kevin Courtney · National Education Union (NEU),
Leigh Powell · UNISON
|
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| 24 Mar 2021 |
Oral evidence
Ali,
Alicia,
Bethan,
Dmitrijs,
Emily,
Ladan
|
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| 16 Mar 2021 |
Covid-19 Catch up (mental health session)
Catherine Roche · Place2Be,
Dr Alex George · Department for Education,
Dr Bernadka Dubicka · Hull and York Medical School, University of York,
Emma Thomas · Young Minds
|
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| 9 Mar 2021 |
Oral Evidence
Ian Bauckham · Ofqual,
Rt Hon Nick Gibb MP · Department for Education,
Simon Lebus · Ofqual
|
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| 2 Mar 2021 |
COVID-19 Catch Up
Geoff Barton · Association of School and College Leavers (ASCL),
Professor Becky Francis · Education Endowment Foundation,
Sir Kevan Collins · Department for Education
|
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| 19 Jan 2021 |
The impact of COVID-19 on education and Children's services
Dr Dougal Hargreaves · Department for Education,
Dr Jenny Harries · Department for Health and Social Care,
Osama Rahman · Department for Education,
Professor Russell Viner · Royal College of Paediatrics and Child Health
|
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| 13 Jan 2021 |
The impact of COVID-19 on education and Children's services
Rt Hon Gavin Williamson · Department for Education,
Susan Acland-Hood · The Department for Education
|
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| 2 Sep 2020 |
The impact of COVID-19 on education and Children's services
Dame Glenys Stacey · Ofqual,
Dr Michelle Meadows · Ofqual,
Julie Swan · General Qualifications,
Roger Taylor · Ofqual
|
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| 22 Jul 2020 |
The impact of COVID-19 on education and Children's services
Ian Thomas CBE · Royal Borough of Kingston upon Thames,
John Coughlan CBE · Hampshire County Council,
Kevin Williams · The Fostering Network,
Kiran Gill · The Difference,
Peter Sandiford · Independent Children’s Homes Association,
Yvette Stanley · Ofsted
|
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| 8 Jul 2020 |
The impact of COVID-19 on education and Children's services
Amy Dowling · The Sheffield College,
Annalise Bartley · Blackburn College,
Darion Moore · King George V College,
Jennifer Coupland · Institute for Apprenticeships and Technical Education,
Jessica Edwards · Exeter College,
Richard Atkins · Department for Education,
Rosie Arrowsmith · South Essex College,
Trisha Spencer · Leicester College
|
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| 1 Jul 2020 |
The impact of COVID-19 on education and Children's services
Ali Fiddy · Independent Provider of Special Education Advice (IPSEA),
Amanda Batten · Disabled Children’s Partnership,
Imogen Jolley · Simpson Millar,
Philippa Stobbs · Special Educational Consortium
|
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| 24 Jun 2020 |
The impact of COVID-19 on education and Children's services
David Hughes · Association of Colleges,
David Marsh · The St Martin’s Group,
Dr Fiona Aldridge · The Skills Federation,
Jane Gratton · British Chambers of Commerce,
Kirstie Donnelly MBE · City and Guilds Group,
Mark Dawe · Association of Employment and Learning Providers,
Olly Newton · The Edge Foundation
|
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| 17 Jun 2020 |
The impact of COVID-19 on education and Children's services
Cllr Judith Blake CBE · Local Government Association,
Dr Mary Bousted · National Education Union,
Dr Patrick Roach · NASUWT,
Jon Richards · UNISON,
Julie McCulloch · Association of School and College Leaders,
Leora Cruddas CBE · Confederation of Schools Trusts,
Unity Howard · New Schools Network
|
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| 10 Jun 2020 |
The impact of COVID-19 on education and Children's services
Dr Michelle Meadows · Ofqual,
Dr Zubaida Haque · Runnymede Trust,
Kevin Courtney · National Education Union (NEU),
Professor Lee Elliot Major · University of Exeter,
Sally Collier · Ofqual,
Tom Bewick · Federation of Awarding Bodies
|
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| 3 Jun 2020 |
The impact of COVID-19 on education and Children's services
Anne Longfield OBE · Office of the Children's Commissioner for England,
David Laws · Education Policy Institute,
James Turner · The Sutton Trust,
Ms Susannah Hardyman · Action Tutoring,
Natalie Perera · Education Policy Institute,
Professor Becky Francis · Education Endowment Foundation
|
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| 27 May 2020 |
The impact of COVID-19 on education and Children's services
Andrew McCully · Department for Education,
Rt Hon Nick Gibb · Department for Education
|
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| 18 May 2020 |
The impact of COVID-19 on education and Children's services
Dr Jo Grady · University and College Union,
Nicola Dandridge · Office for Students,
Professor Debra Humphris · University Alliance,
Sir Michael Barber · Office for Students,
Zamzam Ibrahim · National Union of Students
|
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| 12 May 2020 |
The impact of COVID-19 on education and Children's services
Emily Konstantas · The Safeguarding Alliance,
Javed Khan · Barnardo's,
Jenny Coles · Association of Directors of Children’s Services,
Paul Whiteman · NAHT
|
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| 29 Apr 2020 |
The impact of COVID-19 on education and Children's services
Rt Hon Gavin Williamson · Department for Education
|
View ↗ |
| 22 Apr 2020 |
The impact of COVID-19 on education and Children's services
Vicky Ford · Department for Education
|
View ↗ |
Who gave evidence
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| Witness | Organisation | Sessions |
|---|---|---|
| Dr Michelle Meadows · Executive Director for Strategy and Research | Ofqual | 2 |
| Geoff Barton · General Secretary | Association of School and College Leavers (ASCL) | 2 |
| Kevin Courtney · Joint General Secretary | National Education Union (NEU) | 2 |
| Professor Becky Francis · Chief Executive | Education Endowment Foundation | 2 |
| Rt Hon Gavin Williamson · Secretary of State | Department for Education | 2 |
| Ali | Not recorded | 1 |
| Ali Fiddy · Chief Executive | Independent Provider of Special Education Advice (IPSEA) | 1 |
| Alicia | Not recorded | 1 |
| Amanda Batten · Chair | Disabled Children’s Partnership | 1 |
| Amy Dowling · Apprentice (Level 4 Business and Administration) | The Sheffield College | 1 |
| Andrew McCully · Director General, Schools | Department for Education | 1 |
| Annalise Bartley · Business Admin Level 3 Apprentice | Blackburn College | 1 |
| Anne Longfield OBE · Children's Commissioner for England | Office of the Children's Commissioner for England | 1 |
| Bethan | Not recorded | 1 |
| Catherine Roche · Chief Executive Officer | Place2Be | 1 |
| Cllr Judith Blake CBE · Chair of the Local Government Association Children & Young People Board | Local Government Association | 1 |
| Dame Glenys Stacey · Acting Chief Regulator | Ofqual | 1 |
| Darion Moore · Student (Level 3 Sport) | King George V College | 1 |
| Darren Northcott · National Official for Education | NASUWT | 1 |
| David Hughes · Chief Executive | Association of Colleges | 1 |
| David Laws · Executive Chairman | Education Policy Institute | 1 |
| David Marsh · Chair | The St Martin’s Group | 1 |
| Dmitrijs | Not recorded | 1 |
| Dr Alex George · Youth Mental Health Ambassador | Department for Education | 1 |
| Dr Bernadka Dubicka · Professor of Child and Adolescent Psychiatry | Hull and York Medical School, University of York | 1 |
| Dr Dougal Hargreaves · Deputy Chief Scientific Adviser | Department for Education | 1 |
| Dr Fiona Aldridge · Chief Executive Officer | The Skills Federation | 1 |
| Dr Jenny Harries · Deputy Chief Medical Officer for England | Department for Health and Social Care | 1 |
| Dr Jo Grady · General Secretary | University and College Union | 1 |
| Dr Mary Bousted · Joint General Secretary | National Education Union | 1 |
| Dr Patrick Roach · General Secretary | NASUWT | 1 |
| Dr Zubaida Haque · Interim Director | Runnymede Trust | 1 |
| Emily | Not recorded | 1 |
| Emily Konstantas · Chief Executive | The Safeguarding Alliance | 1 |
| Emma Thomas · Chief Executive | Young Minds | 1 |
| Ian Bauckham · Interim Chair | Ofqual | 1 |
| Ian Thomas CBE · Chief Executive | Royal Borough of Kingston upon Thames | 1 |
| Imogen Jolley · Head of Public Law | Simpson Millar | 1 |
| James Turner · Chief Executive | The Sutton Trust | 1 |
| Jane Gratton · Head of People Policy | British Chambers of Commerce | 1 |
| Javed Khan · Chief Executive Officer | Barnardo's | 1 |
| Jennifer Coupland · Chief Executive | Institute for Apprenticeships and Technical Education | 1 |
| Jenny Coles · President | Association of Directors of Children’s Services | 1 |
| Jessica Edwards · Apprentice (Operations) | Exeter College | 1 |
| John Coughlan CBE · Chief Executive | Hampshire County Council | 1 |
| Jon Richards · National Secretary, Education | UNISON | 1 |
| Julie McCulloch · Director of Policy | Association of School and College Leaders | 1 |
| Julie Swan · Executive Director | General Qualifications | 1 |
| Kevin Williams · CEO | The Fostering Network | 1 |
| Kiran Gill · CEO | The Difference | 1 |
| Kirstie Donnelly MBE · Chief Executive | City and Guilds Group | 1 |
| Ladan | Not recorded | 1 |
| Leigh Powell · National Officer, Education and Children’s Services | UNISON | 1 |
| Leora Cruddas CBE · Chief Executive Officer | Confederation of Schools Trusts | 1 |
| Mark Dawe · Chief Executive | Association of Employment and Learning Providers | 1 |
| Ms Susannah Hardyman · Chief Executive | Action Tutoring | 1 |
| Natalie Perera · Chief Executive | Education Policy Institute | 1 |
| Nicola Dandridge · Chief Executive | Office for Students | 1 |
| Olly Newton · Executive Director | The Edge Foundation | 1 |
| Osama Rahman · Chief Scientific Adviser | Department for Education | 1 |
| Paul Whiteman · General Secretary | NAHT | 1 |
| Peter Sandiford · CEO | Independent Children’s Homes Association | 1 |
| Philippa Stobbs · Policy vice-chair | Special Educational Consortium | 1 |
| Professor Debra Humphris · Chair Professor | University Alliance | 1 |
| Professor Lee Elliot Major · Professor of Social Mobility | University of Exeter | 1 |
| Professor Russell Viner · President | Royal College of Paediatrics and Child Health | 1 |
| Richard Atkins · Further Education Commissioner | Department for Education | 1 |
| Roger Taylor · Chair | Ofqual | 1 |
| Rosie Arrowsmith · Apprentice (Marine Defence Engineering) | South Essex College | 1 |
| Rt Hon Nick Gibb · Minister of State for Schools | Department for Education | 1 |
| Rt Hon Nick Gibb MP · Minister of State for School Standards | Department for Education | 1 |
| Sally Collier · Chief Regulator | Ofqual | 1 |
| Simon Lebus · interim Chief Regulator | Ofqual | 1 |
| Sir Kevan Collins · Education Recovery Commissioner | Department for Education | 1 |
| Sir Michael Barber · Chair | Office for Students | 1 |
| Susan Acland-Hood · Permanent Secretary | The Department for Education | 1 |
| Tom Bewick · CEO | Federation of Awarding Bodies | 1 |
| Trisha Spencer · Student (GCSE Adult Pathway) | Leicester College | 1 |
| Unity Howard · Director | New Schools Network | 1 |
| Vicky Ford · Parliamentary Under-Secretary of State for Children and Families | Department for Education | 1 |
| Yvette Stanley · National Director for Regulation and Social Care | Ofsted | 1 |
| Zamzam Ibrahim · National President | National Union of Students | 1 |
Correspondence
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