A survey of EIS union Reps in schools has confirmed that there is still a considerable amount of work to be done to ensure that schools are COVID-secure environments.
The EIS issued the survey last month following the re-opening of schools and received responses from almost 600 schools across the country.
Amongst the key issues of concern identified by school reps were:
92% of Reps reported no reductions in class sizes to enable effective physical distancing
30% of Reps reported that physical distancing between staff and pupils was not in place in their school
49% of Secondary school Reps reported no change to timetables or class groups to support physical distancing measures
10% of Reps reported that physical distancing between staff is not in place in their school
43% of Reps reported deficiencies in the delivery of agreed COVID mitigations in schools
31% of Reps reported that face coverings were not being worn where physical distancing was not possible
7% of Reps reported that teachers in more at-risk groups (such as those previously shielding, those who were pregnant, teachers from BAME groups) had not received support in requesting individual risk assessments to ensure their safety.
Commenting, EIS General Secretary Larry Flanagan said, “The results of our survey of school Reps make for worrying reading. While local authorities have taken numerous steps to make schools safer, there is still much to be done to ensure that all schools are as COVID-safe as they can possibly be.
“It is clear from the results of our survey that class groups are still too large to facilitate effective physical distancing measures, potentially placing staff and pupils alike at greater risk of COVID infection. While this is an issue in all schools, it is a particularly acute concern in the secondary sector where older pupils are at a greater risk of developing symptoms and of spreading the virus.”
Mr Flanagan added: “Teachers and pupils have a right to work in a safe and secure environment, so all possible steps must be taken to ensure that our schools are COVID-secure.
“The most effective means to ensure this is through physical distancing, which will require smaller classes and an increased number of teaching staff. Local authorities and the Scottish Government must act urgently to step up the deployment of the additional teaching staff required to ensure that all schools can operate safely in the weeks and months ahead.”
A copy of the report on the EIS national Reps’ survey is available here, for information.
It seems parents may be erring on the side of caution as over 100,000 pupils were marked absent from school last Friday, many suffering from cold-like symptoms.
Earlier this week national clinical director Dr Jason Leitch wrote an open letter to parents, offering advice and guidance on what parents and carers should do if their children are suffering from bugs and colds.
Universities must scrap plans to reopen campuses next month in order to prevent a major public health crisis, the University and College Union said yesterday.
The union fears that the migration of over a million students across the UK risks doing untold damage to people’s health and exacerbating the worst health crisis of our lifetimes.
UCU said that the prospect of mass student migration was already challenging enough, but the A-levels fiasco and the removal of the cap on the number of students universities can recruitrisked overwhelming some institutions and turning universities into the care homes of a second wave.
UCU said that demanding over a million young people move around the UK to attend university made no sense. The union highlighted there is no functioning track and trace system in place, nor any UK-wide plans to regularly test students or staff. UCU said the push to get students back on campus was being driven by a dangerous desire to get back to business as usual, before it was safe to do so.
UCU said that, rather than allowing universities to reopen precipitously, the government had to step in and underwrite any lost funding for the higher education sector. The union said universities that rely on tuition and accommodation fees feared lost income and the government had to make it clear now that they will not suffer financially for doing the right thing in terms of public health.
The union accepted that there would be challenges switching from blended learning to online, but that the move outweighed the health risks for students and the wider population. UCU added that it was highly likely that reopening campuses would result in local lockdowns and courses being moved online. The union said it was best to make that call now instead of a U-turn that would be too late even by this government’s standards.
The union said that if campuses reopen and cases rise then blaming students, instead of doing everything to mitigate against it happening, would be a denial of responsibility by government and universities.
The union said that although recorded cases were on the rise, the government has not provided systems for testing and tracing that could cope with campuses reopening and universities have failed to step into the breach.
UCU general secretary Jo Grady said: ‘Moving a million plus students around the country is a recipe for disaster and risks leaving ill-prepared universities as the care homes of a second wave.
“The recent fiasco over exam results and their fallout has left universities under even greater pressure. It is time for the government to finally take some decisive and responsible action in this crisis and tell universities to abandon plans for face-to-face teaching.
‘Refusing to act now will only store up problems further down the line as courses are forced to move online and students forced into lockdown. It is no good blaming students later on for a problem that could have been avoided by government action. We need to move all teaching online for the first term of the new academic year, as recommended by Independent Sage, and the government needs to underwrite any lost funding for the sector.
‘The limited, piecemeal funding measures announced by the government so far are nothing compared with the security and the stimulus that would be provided by a comprehensive funding guarantee. Students will also need financial support to ensure that they can participate fully in online learning .’
The union has issued new guidance that also calls for greater testing on campus and better and more cleaning.
UCU said it wanted colleges and universities to work with the union on risk assessments to ensure staff and students could be confident their health and welfare was institutions’ number one concern. Earlier this week, the union called for face coverings to be worn in colleges and universities.
At 4pm on Tuesday Jo Grady will be joined by guests including Independent Sage members Professor Ann Phoenix and Professor Elizabeth Stokoe, and president of the National Union of Students Larissa Kennedy to consider how campuses could reopen safely. The event will be live on Facebook, YouTube and Twitter.
The UK Government has published detailed guidance for England’s schools on contingency planning for areas with local lockdowns in place.
The guidance sets out that all possible measures should be taken before any restrictions are imposed on schools to maintain consistent education for children and young people.
Education Secretary Gavin Williamson said: “Our primary focus remains supporting all schools to welcome back all pupils for the start of term and we thank teachers and staff for their hard work in preparations.
“We hope that we won’t have to implement the guidance set out today because the local lockdown measures we have introduced so far are working. Changes to school attendance will only ever be an absolute last resort.
“However, it is important that both government and schools prepare for a worst case scenario, so this framework represents the sensible contingency planning any responsible government would put in place.”
The updated CONTAIN guidance sets out four tiers of restrictions for education settings, for use as an absolute last resort in areas subject to local restrictions.
All schools, colleges and other education settings are opening for the start of term, with all those in areas subject to local restrictions currently at Tier 1 – fully open to all pupils full time, with face coverings required in corridors and communal areas for pupils in Year 7 and above.
Local authority leaders and directors of public health, alongside national government, would be at the centre of any decision making to move out of Tier 1 for education settings.
They would take all other possible measures, including implementing restrictions on other sectors, before considering restricting attendance in education.
If all other measures have been exhausted, Tier 2 would advise secondary schools and colleges in a restricted area to use rotas to help break chains of transmission of coronavirus, while primary schools remain open to all pupils.
Tiers 3 and 4 introduce remote learning full time for wider groups of pupils, with vulnerable children and children of critical workers continuing to attend.
The government asked schools in July to ensure they were able to provide high quality remote education that mirrors in-school education, in case any pupils were required to self-isolate or local restrictions were needed. These plans should extend to rotas if ever required.
All children are due to return to school for the autumn term and schools have been putting in place protective measures to reduce the risk of transmission.
School staff have been working to implement increased hygiene and handwashing with children remaining in consistent groups, using measures such as staggered break times to keep groups apart.
To further reassure parents and teachers that all proportionate measures are being taken to make schools as safe as possible, the government has announced that in areas of the country currently subject to enhanced restrictions, staff and pupils in secondary schools should wear face coverings in communal areas where social distancing cannot be maintained.
From this week, schools and colleges have begun receiving home testing kits, each receiving a pack of 10 tests, with more available to be ordered if needed. The home testing kits are to be used in exceptional circumstances such an individual with symptoms who may have barriers to accessing a test elsewhere and the home kit would significantly increase their chance of getting tested. This will enable schools and colleges to take swift action to protect others if the test result is positive.
Schools are also receiving packs of PPE to use in the very limited circumstances it may be required, such as when it is not possible for a staff member to maintain 2m distance from a pupil with a suspected case of coronavirus.
This week the Chief Medical Officers from all four nations in the United Kingdom made it clear that the risks to children contracting Covid-19 in school or college is extremely low and that the risks associated with not being in school or college outweighs that of not being there.
The Department for Education has also published further guidance to help schools plan for potential Tier 2 restrictions, which will involve secondary year groups operating a rota system in order to reduce pupil numbers on-site.
Education leaders have expressed frustration that the latest guidance was published on Friday evening at the start of a Bank Holiday weekend, giving them little time to prepare and organise for schools returning next week.
A Granton Primary School pupil has tested positive for COVID-19, it has been confirmed.
The information was revealed to councillors at a full council meeting this morning.
Local North and Leith MSP Ben Macpherson said: “I am in touch with the Head Teacher and the Council, and will continue to monitor this situation.
“The Council have said that they are working closely with NHS Lothian’s Health Protection Team to provide parents and the wider school community with information and reassurance.”
Dr Duncan McCormick, Consultant in Public Health Medicine, NHS Lothian and Chair of the Incident Management Team (IMT), said: “NHS Lothian is investigating after a child at Granton Primary School in Edinburgh tested positive for COVID-19. The pupil is self-isolating at home with their family.
“A multi-disciplinary Incident Management Team (IMT) has been established to assess the situation and decide any next steps required.
“Enhanced cleaning measures are in place in schools in line with national guidance. The Health Protection Team has traced close contacts of the case.
“Following a robust risk assessment by the expert group, the school will remain open and pupils should continue to attend as normal. Appropriate advice has been provided and anyone who came into close contact with the case has been told to self-isolate for 14 days. The situation will continue to be closely monitored.
“For anyone else, the risk to their health is extremely low, but they should continue to be vigilant and aware of the symptoms.
“If you experience a high fever, persistent cough or loss of taste or smell, you must self isolate and book a test via the national COVID-19 helpline on 0800 028 2816 or go to www.nhsinform.scot”.
ClickView announces partnership with City of Edinburgh’s Local Education Authority, highlighting commitment to inclusive, innovative, and transformational digital learning:
It has been a big month for many families across Scotland, as most pupils returned to school for the first time in nearly five months.
With schools staff, students, parents and care givers adjusting to a new normal and tackling ongoing uncertainty, some positive news to start the term has been announced, with staff and students across all City of Edinburgh schools returning with access to world-class video resources.
ClickView are delighted to have partnered with City of Edinburgh’s Digital Learning Team to provide all Primary, Secondary and Special schools with access to 1000s of high-quality teaching and learning videos and resources, all mapped to the Curriculum for Excellence.
Already in motion pre-school closures following positive feedback from Edinburgh schools, the roll out of the ClickView platform across all City of Edinburgh schools has been accelerated, given the undeniable pressure felt by staff, students, parents and care givers throughout lockdown and need for digital learning resources.
Councillor Ian Perry, Education Convener for City of Edinburgh Council explained: “As demand for digital learning resources has increased, ClickView fulfills what has been a growing need, guaranteeing our schools staff and students have access to world-class digital resources.
“The launch of ClickView is another step in our journey to bridge the educational equity gap, ensuring every student and teacher in Edinburgh has our commitment and support for an inclusive, innovative, and transformational education, which can be sustained inside and outside of the school gates.”
Following months of disruption and an uncertain school year ahead, the access to ClickView is a huge step forward for City of Edinburgh’s education system, providing schools with resources to complement and enhance their teaching and learning strategies; supporting a reduction in teacher workload, increasing engagement and ultimately supporting the best possible outcomes for students.
Putting world-class teaching and learning resources at the fingertips of educators and students, the introduction of ClickView will also give parents and care givers peace of mind that schooling for the year ahead is safeguarded; with unrestricted access for schools to curriculum-aligned video content, teaching resources and the best of broadcast TV for educational purposes.
UK Managing Director of ClickView, Michael Wilkinson, commented: “For a number of years, ClickView have proudly supported teaching and learning across many schools and colleges in Scotland.
“It is fantastic to see Edinburgh’s leadership in this space, with a systemic approach to ensure the highest possible standards of teaching and learning, supporting their passionate educators and improving the life chances of so many young people.”
The world’s leading video content resource for primary schools, secondary schools and further education settings, ClickView supports over 4500 schools, colleges, and universities around the world.
On a mission to transform and revolutionise how video can be utilised to increase student engagement and boost student outcomes; the roll out in schools across Edinburgh follows the recent decision by ClickView to extend access to the free platform, which was launched in response to the COVID-19 pandemic.
A diluted version of the main platform, the free site enables teachers to access hundreds of ClickView’s most popular videos and learning resources.
To find out more about the curriculum-aligned video content or to explore the free version of the site, visit Clickview.co.uk.
BREAKING NEWS: Secondary school pupils to wear face coverings from Monday
GMB has this morning (Tuesday 25 August) called on the Scottish Government to bring forward a COVID testing regime for every school across Scotland, after a survey of its members found that two-thirds of support staff in schools and nurseries do not feel safe at work.
The union has written to the Deputy First Minister and Cabinet Secretary for Education John Swinney MSP, urging him to follow the interventions made in the social care sector by giving workers the opportunity to access COVID testing in their workplace.
Following a survey conducted between Thursday 20th and Monday 24th August of over 1,400 members employed in support staff roles, including cleaners, janitors, caterers and pupil support assistants, the union learned that:
The vast majority (96 per cent) believe regular testing should be offered at work;
Two-thirds (63 per cent) do not feel safe at their work;
Over one-fifth (23 per cent) have confirmed a suspected or positive case of COVID at work; and
Just under half (46 per cent) would not know what to do if there was a suspect or confirmed case of COVID at their work.
The results are published against the backdrop of increasing concerns over COVID 19 infection and transmission in Scotland’s schools.
GMB Scotland Organiser Helen Meldrum said:“Over a week since the return of Scotland’s schools, it’s clear that many support staff do not feel safe at their work and overwhelming majority of them want to be able to access a COVID test at work.
“If support staff need to book a test, they must absorb the financial costs and time implications to do so, and for a chronically low-paid workforce with many employed on multiple contracts across multiple workplaces, that’s just not credible.
“The failure over the summer months to listen to the voices of school support staff echoes what we witnessed in care earlier this year, and in this case the political focus has been on teachers and pupils while support staff have been forgotten.
“You cannot have a safe return to full-time education if a significant chunk of the workforce needed do not feel sufficiently safe, valued or heard by our decision-makers, and that’s why we urged the Deputy First Minister to intervene now.”
A school in Dundee has been closed with pupils and staff asked to self-isolate after it was linked to 27 new cases in the city.
JUST ANNOUNCED:
Scottish secondary school pupils will have to wear face coverings in corridors and communal areas from next Monday, Education Secretary John Swinney has confirmed.
Prime Minister Boris Johnson has today made a direct appeal to parents to return their children to the classroom when schools reopen in England next week.
Prime Minister Boris Johnson said: “I have previously spoken about the moral duty to reopen schools to all pupils safely, and I would like to thank the school staff who have spent the summer months making classrooms Covid-secure in preparation for a full return in September.
“We have always been guided by our scientific and medical experts, and we now know far more about coronavirus than we did earlier this year.
“As the Chief Medical Officer has said, the risk of contracting Covid-19 in school is very small and it is far more damaging for a child’s development and their health and well-being to be away from school any longer.
“This is why it’s vitally important that we get our children back into the classroom to learn and to be with their friends. Nothing will have a greater effect on the life chances of our children than returning to school.”
Chief Medical Officers and Deputy Chief Medical Officers of England, Scotland, Northern Ireland and Wales made a weekend statement on the evidence of risks and benefits to health from schools and childcare settings reopening, which says:
We are confident in the extensive evidence that there is an exceptionally small risk of children of primary or secondary school age dying from COVID-19. The infection fatality rate (proportion of those who are infected who die) for those aged 5 to 14 is estimated at 14 per million, lower than for most seasonal flu infections.
We are confident that there is clear evidence of a very low rate of severe disease in children of primary and secondary school ages compared to adults, even if they catch COVID-19. The percentage of symptomatic cases requiring hospitalisation is estimated to be 0.1% for children aged 0 to 9 and 0.3% among those aged 10 to 19, compared to a hospitalisation rate of over 4% in the UK for the general population. Most of these children make a rapid recovery.
We are confident that there is clear evidence from many studies that the great majority of children and teenagers who catch COVID-19 have mild symptoms or no symptoms at all.
Control measures such as hand and surface hygiene, cohorting to reduce number of daily contacts, and directional controls to reduce face-to-face contact remain key elements of maintaining COVID-19 secure school environments and minimising risk.
Children return to school in Northern Ireland this morning, while Welsh children go back next month.
Pupils in Scotland start their second full week of school this morning, and parents are reminded to observe guidelines on social distancing.
Steps include:
Limiting the number of family members at drop off and pick ups where possible
Following the specific guidance issued to them from their schools
Following national advice on keeping two metres apart.
Edinburgh’s Education Convener Cllr Ian Perry said: “We realise it will take time for parents and pupils to get used to the new arrangements around our schools and I want to thank everyone who has been following the advice such as dropping children off away from schools gates so there is no overcrowding.
“We would urge everyone to remember the physical distancing guidelines they have been following so well for the past few months as these also apply outside our schools. Please take on board these simple steps so we can keep everyone safe.”
Education Vice Convener Cllr Alson Dickie said: “Each school is different so specific advice has been issued to parents about the best ways to help with physical distancing at drop off and pick up times.
“Discussions between parents and schools will continue as we find solutions that best support each school. In addition a number of temporary measures have also been put in place as part of our Spaces for People programme to give pupils and their families safer access so they can physically distance using buggies, wheelchairs and other mobility aids.
“We are continuing to encourage parents/carers to travel to school by walking, cycling and scooting where possible so please follow the national guidance so we can keep the virus suppressed.”
According to teen magazine Future-Mag, more than half (54 per cent) of graduates say they’d think again about choosing university as the best way to find a job.
If you don’t fancy another three years of study, can’t face the debt, or didn’t get the results you were expecting, don’t worry. There are plenty of routes into careers that that don’t require you to have a degree.
These new opportunities are partly thanks to a rise in apprenticeships since the government has invested more in professional training.
Here’s a line-up of some top jobs you can do without a degree:
1.Nurse
The Lowdown
If you’ve been thinking of becoming a nurse but don’t want to go to university full-time this could be for you. The government has just announced a massive £172m investment into nursing, the money is to allow healthcare employers to take on up to 2,000 nursing degree apprentices every year over the next four years.
Getting There
Nursing apprenticeships offer an alternative to full-time university courses, allowing people to earn a salary while their tuition costs are paid. At the end of the apprenticeship – which usually takes four years – apprentices are able to qualify as fully registered nurses.
You’ll usually need 4 or 5 GCSEs at grades 9 to 4 (A* to C) and A levels, or equivalent, for a degree apprenticeship. Pay: £24,907 to £37,890
2.Air Traffic Controller
The lowdown
24 hours a day, they help to keep some of the busiest airspace in the world moving. The work is challenging and demanding, but it’s immensely rewarding too. Air traffic controllers give information and advice to airline pilots to help them take off and land safely and on time.
Getting There
You have to be over 18 and have at least five GCSEs or equivalent at Grade 4 or above (previously A-C) or Scottish Nationals 5 Grade A-C or equivalent, including English and maths.As well as having a good level of physical and mental fitness, you must satisfy the basic medical requirements set down by the Civil Aviation Authority.
The National Air Traffic Control Service (NATS) has developed a series of games to help gauge whether you’re right for this career. Pay: £17,000 to £50,000
3Solicitor
The lowdown It’s not quite ‘Better Ask Saul’… in reality Solicitors advise clients about the law and act on their behalf in legal matters, and can specialise in a host of areas, including contract, criminal, commercial and family law, and much more.
Getting there
You can now become a solicitor by training on the job since new solicitor apprenticeships (level 7) which were approved in 2015. This isn’t an easy route – you’ll need to pass a series of tough exams. You’ll need good A levels and it can take five to six years to complete. Pay £25,000 to £100,000
4 Visual Effects Artist
The lowdown
They help artists produce all the whizzy visual effects (VFX). They assist senior VFX artists and prepare the elements required for the final shots. Eventually they’ll be employed by post production companies working on commercials, television series and feature films.
Getting there
You could do a practical short course at London’s MetFilm School (Ealing Studios) and try to get into the industry that way, or do an apprenticeship via Next Gen
Pay from £18,000to £50,000once qualified
5 Computer forensic analyst(cyber security)
What do they do?
Investigate and thwart cyber crime. They might work for the police or security services, or for computer security specialists and in house teams. They’ll follow and analyse electronic data, ultimately to help uncover cyber crime such as commercial espionage, theft, fraud or terrorism.
Getting there
Cyber security professionals are in high demand in both the public and private sector in the wake of high level breaches and perceived terrorism threats. And there’s a severe shortage of qualified professionals. Cyber security higher apprenticeships (level 4) are offered by major infrastructure and energy companies and – excitingly – the security services. Pay £20,000 to £60,000
6 Estate Agent
The Lowdown An estate agent’s lot isn’t quite as chaotic as the comedy ‘Stath Lets Flats’, might lead you to believe, in reality, estate agents sell and rent out commercial and residential property, acting as negotiators between buyers and sellers.
Getting there Some estate agents offer an intermediate apprenticeship as a junior estate agent, or you may be able to start as a trainee sales negotiator and learn on the job.
Pay: Estate agents often work on commission which means that you have a basic salary and also earn a percentage of the sale or rental price of any property you sell or rent. £15,000to£40,000
7Police Officer
The lowdown This is another profession where the Government has pumped in large amounts of cash to help recruit new coppers. If you’ve been considering this as a career, now could be the right time to apply. Police officers keep law and order, investigate crime, and support crime prevention.
Getting there There is no formal educational requirement, for direct application but you will have to be physically fit and pass written tests. Or, you could start by doing a police constable degree apprenticeship. You’ll usually need: 4 or 5 GCSEs at grades 9 to 4 (A* to C) and college qualifications like A levels for a degree apprenticeship.
You can get a taste of what it’s like to work with the police by volunteering as a special constable.
Investigate and thwart cyber crime. They might work for the police or security services, or for computer security specialists and in house teams. They’ll follow and analyse electronic data, ultimately to help uncover cyber crime such as commercial espionage, theft, fraud or terrorism.
Getting there
Cyber security professionals are in high demand in both the public and private sector in the wake of high level breaches and perceived terrorism threats. And there’s a severe shortage of qualified professionals. Cyber security higher apprenticeships (level 4) are offered by major infrastructure and energy companies and – excitingly – the security services. Pay £20,000 to £60,000
9 Public Relations officer
The Lowdown Public relations (PR) officers manage an organisation’s public image and reputation. You migh get involved in planning PR campaigns, monitoring and reacting to the public and media, writing and editing press releases, speeches, newsletters, leaflets, brochures and websites, creating content on social media much more.
Getting there There is no set entry route to become a public relations officer but it may be useful to do a relevant subject at college, like a Foundation Certificate in Marketing. You can work towards this role by doing a public relations assistant higher apprenticeship.
Entry requirements You’ll usually need: 4 or 5 GCSEs at grades 9 to 4 (A* to C) and A levels, or equivalent, for a higher or degree apprenticeship. Pay £18,000 to £90,000
10 Youthworker
What do they do?
Work with young people and help them develop personally and socially. They might work with local services, youth offending teams or voluntary organisations and community groups. They might help organise sports and other activities, or be involved on counselling and mentoring, or liaising with authorities.
Getting there
Many enter youth work as a volunteer or paid worker, but you can now qualify via a youth work apprenticeship. Pay £23,250 to £37,500
11Army officer
The Lowdown Undergo leadership training before choosing from a wide range of specialisms, including; platoon commander, helicopter pilot, intelligence, logistics… even work in military medicine and healthcare.
How do you get there?
You’ll typically need 5 GCSEs at grade 9 to 4 (A* to C) or above and 2 A levels. You’ll have to take aptitude and ability tests, pass a fitness test and interview before a more rigorous assessment to see if you’re capable mentally and physically. Pay £27,273 to £42,009.
Primary school parents are being reminded about following physical distancing guidelines when dropping off and picking up children at their school. The advice comes as schools across the city welcomed back pupils for the first time this week when they reopened after five months.
Pupils have been back in school since Wednesday and the vast majority of parents have been taking simple steps to ensure there is no overcrowding around school gates and other entrances to schools. However there have been a few reports of parents and family groups not adhering to the national guidelines.
Steps include:
Limiting the number of family members at drop off and pick ups where possible
Following the specific guidance issued to them from their schools
Following national advice on keeping two metres apart
In addition several schools have already put in place temporary measures to support physical distancing as part of the Spaces for People programme. These include:
Closing roads and increasing pavement widths
Creating one way paths and gates at schools for families at drop off and pick up
Painting yellow lines on junctions around schools and putting out no waiting cones
Over the coming days and weeks further temporary measures will be put in pace that best support each school and discussions will continue between parents and schools.
Education Convener Cllr Ian Perry said: “We realise it will take time for parents and pupils to get used to the new arrangements around our schools and I want to thank everyone who has been following the advice such as dropping children off away from schools gates so there is no overcrowding.
“We would urge everyone to remember the physical distancing guidelines they have been following so well for the past few months as these also apply outside our schools. Please take on board these simple steps so we can keep everyone safe.”
Education Vice Convener Cllr Alison Dickie said: “Each school is different so specific advice has been issued to parents about the best ways to help with physical distancing at drop off and pick up times.
“Discussions between parents and schools will continue as we find solutions that best support each school. In addition a number of temporary measures have also been put in place as part of our Spaces for People programme to give pupils and their families safer access so they can physically distance using buggies, wheelchairs and other mobility aids.
“We are continuing to encourage parents/carers to travel to school by walking, cycling and scooting where possible so please follow the national guidance so we can keep the virus suppressed.”
Statement given by Education Secretary John Swinney’s statement to the Scottish Parliament yesterday (11 August, 2020):
Presiding Officer, the COVID pandemic has inflicted much suffering and hardship on our society.
Many of our young people have had to face that pain across different aspects of their lives.
I want to make clear I understand that anguish and I can see that, for some, the SQA results process made that worse.
We set out to ensure that the system was fair.
We set out to ensure it was credible.
But we did not get it right for all young people.
Before I go any further, I want to apologise for that.
In speaking directly to the young people affected by the downgrading of awards – the seventy-five thousand pupils whose teacher estimates were higher than their final award – I want to say this : I am sorry.
But, Presiding Officer, sorry as I am, I know that an apology is not enough.
I watched the pictures of the spirited, articulate young people demonstrating in George Square on Friday. I have spoken directly to pupils who wrote to me. To Nicole Tate, Lauren Steele, Eva Peteranna, Erin Bleakley, Subhan Baig and Eilidh Breslin and I want to thank them for the passion and the clarity they brought to our discussions. And I have heard from parents and teachers.
I have listened and the message is clear. They don’t just want an apology. They want to see this fixed and that is exactly what I will now do.
Presiding Officer, the exceptional circumstances of this year meant it was not safe to hold exams in the Spring.
I said we would need to do our utmost to ensure that we protect the interests and life chances of our young people who were due to sit exams. It has always been imperative that their achievements had to be rightly and fairly recognised. I wanted the 2020 cohort to be able to hold their heads high and gain the qualifications and awards that they deserve after many years of hard work.
Covid meant there was no established process for how to achieve this. All of this had to be developed at pace after we announced that schools required to close on 20 March.
I asked the SQA to develop an alternative approach to certification to ensure that young people could receive awards this year.
The SQA developed a model, in a very short space in time, which gathered teachers’ and lecturers’ estimates in the absence of any other information and involved moderation of these estimates across all centres to maintain standards.
This resulted in an increase in the pass rate at National 5 of 2.9%, Higher at 4.2% and Advanced Higher of 5.5%.
Before I go any further, let me congratulate those tens of thousands of young people who achieved that strong result.
But the system also meant some people did not receive awards they felt they were capable of achieving – and that their teachers believed they deserved.
The focus has, understandably, been on the impact on young people from deprived backgrounds.
The defining mission of this Government is to do all that we can to improve the life chances of children and young people living in poverty and we have been focused intensely on that mission throughout this Parliament.
The fact is the results last week produced higher increases in the pass rates amongst young people from deprived backgrounds than from any other group.
I commend these young people on their achievements.
But that picture does not disguise nor detract from the clear anger and frustration amongst some young people and their families about their results.
That anger stems from the unfairness they feel is at the heart of the model for certification we put in place.
This process relied on the professional judgement of teachers and lecturers, and we know that it was subsequently the case that the overwhelming majority, around three quarters of these grade estimates, were not adjusted at all.
This is a demonstration of the strength within our teaching profession, the sound understanding of standards across the suite of qualifications and through Curriculum for Excellence. I want to thank the teaching profession for the care and attention which went in to making every individual estimated grade.
The estimates received in May showed an increase in attainment at grades A-C by 10.4 percentage points for National 5s, by 14 percentage points for Highers, and by 13.4 percentage points for Advanced Highers. These estimates, if awarded without moderation, would have represented a very significant increase in the pass rate across the board and a one year change without precedent in Scottish exam history.
To ensure that they carried out what I asked of them, that the results were to be certificated on the basis of maintaining standards across all centres, the SQA judged that increases of this nature could not be sustained without moderation.
Moderation is not a new process. It is an annual process, and is widespread across all countries where exams take place.
It helps to ensure that standards are maintained over time.
In previous years moderation was applied to quality assure centre assessment judgements of performance. This year it was applied to teacher and lecturer estimates.
The SQA have provided a significant amount of information regarding how their methodology works which I will not re-state again today. Some have called for this to have been done earlier. But every year, SQA provide the details of their marking methodology on results day, and whilst the methodology has changed this year, the principle remains the same of publishing on results day.
The moderation methodology consisted of both national and local moderation and was robust and based on a number of principles which SQA have set out.
There was always going to be a risk with this approach that despite best efforts some learners would see a grade adjusted in a way that did not reflect their own potential. That is why the SQA included an open, free appeals process from the outset in their approach.
As a result of the SQA moderation process, 134,000 teacher estimates were adjusted, with just under 76,000 candidates having one or more of their grades lowered when compared to the teacher estimate.
Despite the headline improvements in the pass rate at National 5, Higher and Advanced Higher, despite the fact that the pass rate amongst pupils in the most deprived areas increased at a sharper rate than those in the least deprived communities, and despite the fact there was progress in closing the attainment gap, the results left many young people feeling that their future had been determined by statistical modelling rather than their own capability and capacity. That has left a feeling of unfairness in the minds of young people.
I draw three conclusions from all of this.
Firstly, we were concerned that grade inflation – through accepting the original estimates from teachers – would run the risk of undermining the value of qualifications in 2020.
In the light of events, and of listening to young people, we now accept that concern, which is not without foundation, is outweighed by the concern that young people, particularly from working class backgrounds may lose faith in the Education system and form the view that no matter how hard you work, the system is against you. Education is the route out of poverty for young people in deprived communities and we cannot risk allowing that view to take hold.
Secondly, there is a view that relying on teacher judgment this year alone may give young people an incomparable advantage with pupils in other years.
That view has to be weighed against the massive disadvantage that Covid has given young people through the loss of schooling, social interaction, pressure on mental wellbeing and, in some cases, the heart break of bereavement.
Perhaps our approach to maintaining standards for the 2020 cohort alongside every other year – even though 2020 is so unique – did not fully understand the trauma of COVID for this year group and did not appreciate that a different approach might actually help to even things out.
And thirdly this year is and must be seen as unique.
2020 has turned our society upside down. It cannot fairly be compared to previous years and nor can it set an automatic precedent for future years. But it perhaps merits taking a different approach in relation to certification.
Before I move on to how we resolve this issue, I want to be very clear today about the role of the Scottish Qualifications Authority. As I have made clear already, I asked the SQA to ensure that the qualifications of 2020 would be comparable to the qualifications of any other year despite the extraordinary times in which we are living.
The SQA undertook the task I set them and did so in good faith and I make no criticism of their actions in so doing. I am grateful to everyone at the SQA for the professional approach they have taken.
I will therefore now set out how I intend to resolve this issue. I can confirm to Parliament today that all downgraded awards will be withdrawn.
Education Secretary John Swinney
Using powers available to me in the Education (Scotland) Act 1996, I am today directing the SQA to re-issue those awards based solely on teacher or lecturer judgement.
Schools will be able to confirm the estimates they provided for pupils to those that are returning to school this week and next.
The SQA will issue fresh certificates to affected candidates as soon as possible and, importantly, will inform UCAS and other admission bodies of the new grades as soon as practical in the coming days to allow for applications to college and university to be progressed.
As the First Minister confirmed yesterday, in those cases where moderation led to an increased grade, learners will not lose that award. Many of those young people will already have moved on to secure college or university places on the strength of the awards made to them. To unpick them now would not in any way be fair.
Finally, due to the unique circumstances of this situation, we will this year make provision for enough places in universities and colleges to ensure that no one is crowded out of a place they would otherwise have been awarded.
The outcomes from the 2020 SQA national qualifications this year will be updated and a revised statistical release will be available from 31 August. However, I can confirm that the provisional revised 2020 results, based on the professional judgements of Scotland’s teachers and lecturers, can be summarised as follows:
A National 5 pass rate of 88.9%, this is 10.7 percentage points higher than 2019. A Higher pass rate of 89.2%, 14.4 percentage points higher than 2019; and an Advanced Higher pass rate of 93.1%, which is 13.7 percentage points higher than 2019.
I can also confirm that that the final new headline results for National 5s, Highers and Advanced Highers will be published by the SQA on 21 August.
A result of this change in approach to awarding qualifications, means there will no longer be the need for exactly the same appeals process that was planned to consider cases where awarded grades were lower than teacher estimates.
There remains the need for the option of an appeal in some circumstances and detail on this will be set out by the end of the week.
Presiding Officer, there are many lessons we need to learn from our experience through this pandemic, and the difficult decisions we have had to make in unprecedented circumstances.
The 2020 SQA results have sparked a lot of debate about the future of assessment and qualifications in Scotland and the best way to recognise learners’ achievements.
We have already commissioned the OECD to conduct an independent review of Curriculum for Excellence. A key focus of this exercise is curriculum design and this already includes looking at our approach to assessment, qualifications and other achievements and how well they articulate with the curriculum, learning and teaching.
We will work with our partners at the OECD with a view to extending the remit of the Curriculum for Excellence review to include recommendations on how to transform the Scottish approach to assessment and qualifications, based on best practice globally.
Even before a broader review takes place, however, we need to quickly look at the immediate lessons of this year’s awards process.
Coronavirus has not gone away and, while we expect next year’s exams to go ahead, we need to put in place the right plans to make sure we don’t find ourselves in the same situation again.
I am aware that many teachers will be keen to understand fully the arrangements for national qualifications in 2021. The Education Recovery Group has discussed a number of options in relation to this, and I confirm that the SQA will begin a rapid consultation exercise on options for change later this week.
This will include consideration of key issues such as increasing optionality in question papers, removing components of course assessment and adjusting the volume of evidence required in coursework tasks.
In addition, however, I am today announcing that an Independent Review will be led by Professor Mark Priestley of Stirling University.
The review will look at events following the cancellation of the examination diet and the alternative certification model put in place by SQA. Areas to be considered include:
the advice provided to awarding centres by the SQA and local authorities;
the approach developed in relation to estimating learners’ grades;
teachers’ estimates;
the moderation methodology used by the SQA;
the proposed appeals process;
the impact on young people, and their families;
transparency and the role of scrutiny of the process, and
feedback received from teachers and lecturers on the grades awarded last week.
Given the urgency, I have asked for an initial report with recommendations on how we should go forward this coming year within five weeks.
These are exceptional times, and in exceptional times truly difficult decisions have to be made.
It is deeply regrettable that we got this wrong.
I am sorry for that.
We have listened to young people and I hope that all will now feel satisfied that they have achieved the grades which their teachers and lecturers judged that they deserved.
I assure Parliament that we will look to learn lessons from the process of awarding qualifications this year that will help to inform any future actions.
Finally, I would like to thank all of Scotland’s children, young people and adult learners for the incredible resilience they have shown throughout the COVID-19 pandemic .
We are immensely proud of all that they have achieved.
I hope that our pupils now move forward confidently to their next step in education, employment or training with the qualifications that teachers or lecturers have judged were deserved.
COVID has placed, at times, unbearable pressures on us all and I wish our learners well in building on the achievements they have justifiably been awarded in these most difficult of days.
Mr Swinney faces a vote of no confidence at Holyrood tomorrow.
