Mary Richardson.

GCSE and A-level exams in England have been cancelled, opening the door to a repeat of the confusion that marked the award of grades in 2020.

The cancellation of exams in March 2020 in England was followed by the realisation that an algorithm created to moderate the data provided by schools had led to significant reduction in final grades for many thousands of students. This debacle led to a crisis in public trust in national testing systems in England.

The students most likely to be disadvantaged by this method of grade awarding were from the poorest backgrounds. Within a few days of the results being announced, the Secretary of State for Education, Gavin (more…)

Jake Anders, Lindsey Macmillan, Gill Wyness, Centre for Education Policy and Equalising Opportunities

This article was originally published by Economics Observatory

To avoid a repeat of last summer’s exam chaos, the government must decide quickly on alternative assessment measures. There is a strong case for A-level students to receive in-class testing – with flexible timing and content – to take account of differences in their learning experiences.

While the uncertainties of a global pandemic make this one of the most volatile periods of education policy in history, if there is one lesson we should all have learned since last March, it is that indecision is costly. This has proved true repeatedly for public health and looks just as relevant for education.

As we saw with last summer’s exam fiasco, the failure to act decisively led to there being little alternative but to (more…)

Melanie Ehren, Jo Hutchinson and Bernie Munoz-Chereau.

Where schools are located can make a big difference to their outcomes, and the pandemic is making the geographical gap worse in a number of ways. In remote or deprived areas, parents often have limited access to the internet, and this has severely limited schools’ ability to teach online during lockdowns and closures.

Now that students have returned to school, teachers and school leaders are tasked with the enormous challenge of making up for lost time. In remote or deprived areas, these challenges are even greater. In its 2020 report on ‘stuck schools’ – those struggling to improve over more than a decade – Ofsted looked at how location – particularly geographical remoteness and level of deprivation – relates to school performance. The Inspectorate said ‘a system of deeper inspection and better support’ was needed to improve education for children in these schools. This emphasis in tackling schools that are deemed less than ‘good’ is sustained in  Ofsted Annual Report 2019-2020 launched today.

Now more than ever, inspection needs to use place-based approaches to take into account the related challenges. Assessment of (more…)

Sara Hawley.

While the pandemic continues and individual pupils, groups or classes stay home self-isolating, the DFE has made remote learning part of schools’ legal duty for now. OFSTED has suspended routine inspections but is carrying out interim visits (without grading schools) to understand the lay of the land.  Yesterday, Chief Inspector Amanda Spielman published a report detailing the skills many children had lost during months of absence from school and acknowledging that home learning remains ‘patchy’.

For those of us working in and around schools in England over the last decade, it comes as no surprise to read of the huge variation in online learning provision across the state sector now and during the spring lockdown. Funding and policy choices made over recent years have in many ways taken things backwards. The abolition of BECTA (British Educational Communications Technology Agency) in 2010 meant the end of a coherent national strategy for online learning resources and infrastructure.

Since then, schools have been left to their own devices, navigating a baffling range of commercial options, often relying on any expertise held by enthusiasts among their staff. Compounding the difficulty has been (more…)

IOE Events.

Does England have a school system that’s good at getting better? And do the Covid-19 disruptions offer an opportunity to think more radically about how we accelerate higher standards for all? These were the questions raised in our latest debate – What if… we wanted more effective school improvement?

We were delighted to be joined by former London Schools Commissioner Sir Tim Brighouse; Leora Cruddas, CEO of the Confederation of School Trusts; Lucy Heller, Chief Executive of Ark Schools and, in the chair, TES editor Ann Mroz.

Taking us on a potted history of school improvement, the debate talked us through the emergence, in the 1970s, of the very idea that schools could be improved, to the heyday of Local Education Authorities, ambitious initiatives like the London Challenge, and on to the ‘school-led’ epoch we have today.

It’s a journey (more…)

Mary Richardson, UCL, first published on The Conversation

After five days of uncertainty and anxiety, Education Secretary Gavin Williamson announced on August 17 that students in England would be awarded their centre assessment grades (CAGs) this summer – that is, the grade their school or college expected they would most likely have attained had they taken their exams – or their moderated grade, whichever was higher.

The announcement follows widespread outrage after it emerged that the poorest students were hardest hit by the inadequacies of the algorithm used to moderate their grades.

Collective sighs of relief were palpable as teachers no longer faced the stress of an appeals process while also preparing to start one of the most complex and challenging years of their careers. Students, however, (more…)

SHAWSHANK61 / Pixabay

Mary Richardson.

At 8am on 13 August, some five months after the coronavirus took hold of our lives in England, a generation of young people waited anxiously for the release of their Advanced (A) Level results. News reporting is always very excitable on this day and online news feeds and social media streams are traditionally filled with images of young people jumping for joy. The 2020 results day has been a more visually muted affair, but that isn’t solely due to the pandemic. The increase in attainment of A and A* grades almost 28%) has been overshadowed by the fact that, due to the way the data has been modelled, two in every five grades were lower than those predicted by the candidates’ teachers and the poorest students are hardest hit.

Earlier this year, I was cautiously optimistic about the enhanced role that teacher judgment would play in this year’s awarding cycle and how it could change our view of the professional work of teachers. Concern about the potential bias involved in teacher judgment has dominated much of the assessment discourse this year, but the public were assured that this was only one part of the awarding process to determine results. However, things began to look very diffferent a week ago in Scotland, when it was found that some 120,000 grades had been moderated downwards by the regulator.  A public outcry resulted in a swift u-turn via the First Minister and teacher grades were reinstated.

Education Secretary Gavin Williamson and Schools Minister Nick Gibb were looking anxiously over the border on the afternoon prior to results day in England as they announced their triple lock, or as I like to call it, their “pick ‘n’ mix” approach to selecting A level results in 2020.

How about a (more…)

Melanie Ehren and Christopher Chapman.

On 18 March the Secretary of State for Education told Parliament that, in response to the Coronavirus  pandemic, schools and colleges in England would shut to all but the children of critical workers and vulnerable children until further notice. Exams scheduled for the summer would not take place.

Government worked with the education sector and Ofqual to develop a process to provide calculated GCSE, AS and A level grades for each student which reflects their performance as fairly as possible and ensure consistency across the sector. The process involves the following steps: (more…)

Alice Bradbury and Sam Duncan.

Teachers’ working lives changed dramatically under lockdown, with a sudden shift to providing work for children at home or teaching small groups at school. At the same time, our research suggests, their priorities may also have changed. As we enter a new phase of the COVID-19 crisis, planning for the autumn term needs to take into account the importance teachers place on care over ‘catch-up’.

Our project, ‘A duty of care and a duty to teach: educational priorities in response to the COVID-19 crisis’, explores how schools have been operating during this unique period of sudden and dramatic changes to daily life, and how these changes have affected primary teachers’ and school leaders’ thinking about education. Our first set of findings arise from a survey conducted in May via TeacherTapp, involving 1,653 participants.

The survey results reveal that teachers’ primary concern at the start of lockdown was with pupil welfare. When asked about their priorities in communicating with parents, the most popular option was checking how families are coping in terms of basic food, health and emotional needs. Headteachers in particular were regularly involved in (more…)

Guy Roberts-Holmes, Siew Fung Lee and Diana Sousa.

The Covid-19 crisis means that young children have had prolonged absence from nurseries, and lost the chance to interact with their peers.  As Shadow Schools Minister Margaret Greenwood has told the Government, ‘Some will have lost parents, grandparents or other family members, while others will have simply struggled, like millions of others across the UK, with living in lockdown, unable to play with their friends’.

This means that early years teachers and care workers need to focus even more than usual on children’s well-being and mental health. We argue that the DFE’s latest iteration of Reception Baseline Assessment (RBA) is an unnecessary distraction at a time like this.

Fortunately, the DFE has taken on board our concerns and those of others and has just announced that the RBA’s introduction is to be postponed for a year.

As many parents, teachers and children have experienced, home learning is no easy substitute for socially inclusive and participatory (more…)