The next statement is from the Minister for Education and the Welsh Language on qualifications in 2021. I call the Minister to make his statement—Jeremy Miles.

Thank you, Llywydd. In my statement on ‘Renew and reform’,  I confirmed that we would be putting learners first, supporting their well-being and confidence and providing opportunities for them to develop key skills and knowledge to enable them to make progress. These are principles that have informed our approach to the qualifications this summer. I want to wholeheartedly thank teachers and lecturers who have supported their learners through a new approach, working under time pressure to enable them to make progress. I understand that this has been very challenging. I also want to thank the design and delivery advisory group, chaired by Geraint Rees, bringing together headteachers and college principals from across Wales. They have come together weekly to co-construct an approach, responding with agility to new challenges. They have relentlessly focused on the needs of learners, their well-being and their progression. Today, I published a letter from the chair of the design group, which highlights the collective role of the education sector as a whole in delivering a system where learners feel that they fully deserve the qualifications they receive. The approach for 2021 puts trust in the holistic judgment of centres. Learners will receive a grade based on evidence of their learning that will only have been assessed on the content covered by their school or college. Centres have been asked to consider equalities issues as part of their approach. They can draw on a range of assessment evidence, reflecting the variation of experience at learner and local levels, and a clear route has also been developed for private candidates to achieve their qualifications.

To promote fairness and consistency, this flexibility has been scaffolded by guidance, by exemplar materials and professional learning. The Welsh Government has provided over £9 million to support schools and colleges as well as allocating a national inset day. There are both internal and external quality assurance mechanisms, including professional dialogue with the WJEC on grade outcomes at centre level, a feature that was requested by the sector in 2020. I can reassure Members that the WJEC will not change any outcomes as a result of this dialogue; those remain decisions of centres. Reflecting the different delivery model this year, the WJEC has been able to reduce its fees by 42 per cent, releasing a further £8 million to schools and colleges. Recognising the role of centres, I'm providing a further £1.6 million to enable fees to be reduced to 50 per cent.

Schools and colleges are now managing centre reviews of grades requested by learners as part of the appeals process. I am confident that learners will have access to a fair and workable route of appeal. Where a centre review has taken place, should the learner wish to pursue further, a second route is available via WJEC. This approach, which is unique to Wales, has been developed to minimise the burden on schools and colleges during the holidays. I am today confirming that appeals will be free.

This year is distinct from previous years. Some learners prefer exams, and some will do better in continuous assessment. These learners have experienced significant disruption as well as adapting to a new approach to assessment. I am confident that we have developed a system that is transparent, fair, equitable and credible. Learners can have confidence in the grades awarded, and so too can the wider education system and employers, within and beyond Wales. We have supported schools, colleges and higher education institutions to support learners in transitioning to their next steps. 

Wales was, of course, the first to cancel the summer examinations, but all four UK nations are now on a broadly similar path. We remain closely engaged with our counterparts to achieve a level playing field for learners across the UK, and this is particularly important for higher education admissions. Universities in Wales and the Coleg Cymraeg Cenedlaethol have collaborated under the leadership of the Open University to introduce University Ready, an online platform of resources ranging from study skills to support for mental health and well-being.

Finally, I would like to update Members on vocational qualifications that are regulated jointly with other administrations. For qualifications similar to GSCEs and A-levels, for example BTECs, grades will be determined by schools and colleges in a similar way to general qualifications, and will be awarded no later than GSCEs and A-levels. For other vocational qualifications used for progression or licence to practise, qualifications have been adapted and assessments can continue where it is safe to do so. Further education institutions have been awarded £26 million to allow for the safe return of learners to ensure vocational programmes are completed.

In closing, I would like to reaffirm my gratitude to teachers and lecturers, the design group, Qualifications Wales, the WJEC and partners across the education system for their collective effort to ensure a generation of learners will be awarded qualifications, marking their hard work and attainment during a period of unprecedented disruption. These efforts have required a significant contribution from our workforce and strong, ethical leadership from our school and college leaders. I thank them for their efforts. I would also like to congratulate learners for their resilience and their commitment during what has been a truly challenging year.

Can I start by also paying tribute to our schools, colleges and teachers across Wales for everything that they have done to support our children and young people through this extraordinarily difficult 15 months, under enormous pressures? I, too, would also like to wish the very best of luck to our learners, who have shown remarkable understanding and resilience, as you said, Minister, in the last year or so.

Llywydd, I welcome the Minister's statement and recognise the hard work of everyone involved, from designing, delivering and assessing to trying to ensure that learners across Wales receive the fairest grades possible this year following last year's unacceptable fiasco. Working hard to design a system using assessments to better support and evidence the grades given to learners was a necessary step to ensure that this year's cohort don't share the same experiences as last year's. It is my sincere hope that these potential centre-determined grades, which are starting to be delivered to learners already, fairly reflect the hard work and potential of our young people, and that the appeals process is robust and proves fit for purpose.

Last year, the grade inflation was massive, Minister, and entirely unsustainable. There is undoubtedly going to be a degree of grade inflation this year, Minister, due to the nature of the process in place. But what proportion of students would you expect to see achieving A* to C grades this year, Minister? The potential grades being delivered between now and 2 July seem to be a sensible adaptation that Wales has adopted, which does differ from the rest of the UK, giving learners that time to appeal before the recess, and before the official result stays. This is, of course, to be welcomed, I'm sure, across the Chamber, so that students can actually celebrate their hard work on those results days. I also welcome the process being free, as you've announced today.

Obviously, there was some understandable concern, Minister, over stage 1 of the appeals process. The last thing that any of us want is to put a significant extra burden on teachers and schools after what they've been through with the pandemic, where they've gone above and beyond for us. It does, however—if it doesn't prove to be overburdened—seem to be a natural and sensible first step to appeal to a learner's own school before the WJEC. It seems, through early indications, talking to stakeholders, Minister, that so far, so good in terms of the number of appeals coming forward, but obviously there's a long way to go yet. Minister, could I ask you to please publish a rolling update on the number of appeals? And could you also please share with this Chamber today, Minister, what you'll be doing to support learners that are using an English-based exam board, to highlight the different process that they have in place, compared to the WJEC process that you've outlined, ensuring that all Welsh learners across Wales have the full support from us that they need? 

Also, can I ask you about the costs of awarding qualifications that you've now touched on today in your statement? Schools are still paying 50 per cent of their usual exam fees despite not getting any exams from the WJEC, and having to access and internally moderate grades themselves. The workload for school staff is far greater than in a normal year, and the WJEC has a lesser role. So, surely, Minister, Welsh Government should be covering most if not all of the costs this year, given the pressures that schools are facing. Also, I want to touch upon the particular circumstances facing private and home-schooled candidates, and wondered if you were able to provide to them the certainty they need going into the summer. 

And generally, what has this Government done to ensure that learners, parents and carers are 100 per cent clear on the appeals process, if they feel the need to appeal their grade? Are you happy that clear guidance has been given to these learners and support networks? 

Vocationally, I welcome the extra funding announced today that will go to further education institutions to allow them to adapt to allow the safe return of learners, but I also share some of the concerns of colleges about the delay in some practical assessments for vocational courses, such as health and social care and childcare courses. Adding to the delays already experienced last year, delays to date have put even more strain into the system, creating a number of bottlenecks that need to be addressed now, particularly in the vital areas that we need to increase employment in, like health and social care. I know colleges have worked hard as they've reopened to prioritise practical assessments in these areas, that weren't possible during the pandemic, and there is some degree of catch-up now. And the funding announced today will have some sort of impact. But what numbers are we talking about, Minister? Will you make a statement on the number of people currently left waiting to take assessments please, so we can monitor the process? 

Finally, Minister, whilst we're discussing this year's qualifications, it is also important to start looking ahead to next year's assessments. I'm sure that you'll agree with me that schools, teachers and young people need clarity on future arrangements, so that they can plan with some degree of confidence. And whilst necessary during the pandemic, this year's arrangements are not sustainable with so many variables in the long term. So, Minister, would you be able to confirm whether it's your intention to return to a fairer and consistent exam-based system next year? Diolch. 

I thank the welcome that the Member gave to that statement. She's posed a series of questions; I'll do my best to try and run through them as comprehensively but briefly as I can. I don't think it's helpful to talk about grade inflation. We will see that some learners prefer and perform better with exams, and some will do better in continuous assessment. There has been an equalities lens that has been applied to the design of assessment at a centre level. What I can say with certainty is that learners this year will have provided evidence of attainment, and that we've supported schools to deliver a consistent, fair and fairly-applied approach so that learners can have confidence in the grades that they will be awarded.

In relation to the first step, as she calls it, I actually think that's an important step because it gives learners an early indication of their prospective grades, and provides them with the opportunity of seeking a review, and provides them with an opportunity of taking that forward to appeal if they're not content with that. And I think the fact that that first step is happening during term time has the effect of meaning that in Wales—I think uniquely—that work will be done during term time rather than during the summer holidays, and gives students that assurances of the direction in which they're going. If students are given grades now that they are content with, those will be the grades that they have, just to be clear. I've read speculation in the press about a sense of limbo. If learners have got the grades and if they wish to review them, that's a matter for them and they're obviously entitled to do that, but if they're content with their grades, those are their grades. 

In relation to students doing English exam boards, there are reciprocal arrangements, and in relation to private candidates, either those will be assessed with centres with which they have existing relationships, or by the WJEC in centres that have agreed to host them.

In relation to the fees, a 50 per cent discount is a significant discount. Teachers have worked incredibly hard to deliver the assessments required for this summer, but the WJEC also has had a very significant role in providing guidance and resource and quality assurance and materials in order to enable that to happen. They are themselves a charity and therefore they need to ensure that their costs are reflected in that. The announcement I've made today will release significant further moneys into the system. 

In relation to guidance to learners, Qualifications Wales has published a guide to learners about the appeals process.

In relation to vocational arrangements, there are some qualifications where, because of the very nature of them, they may be qualifications in sectors, for example, that because of COVID have been under restrictions. Social care would be a good example of that. We have invested £26 million in the sector to support the sector to address that, and a further £41.5 million to support learners who are transitioning through those qualifications, but there will be examples where that has not been, obviously, as straightforward, unfortunately.

In relation to 2022, Qualifications Wales has already indicated that the assessments for next year will need to be adapted so that the content of the course reflects the disruption that has occurred already in the system. WJEC is consulting on that, and I understand that their intention is to make an announcement before the end of the summer term.

I'm very pleased to have listened to this afternoon's statement, and I'm pleased that you've listened to the suggestion that I made in the Senedd last week, namely to reduce exam fees for schools. As a former chair of governors, I am highly aware that paying for examinations is an important element of a school budget. It didn't appear to be fair that schools were facing bills similar to ones that they would have faced pre COVID, given that much of the burden of assessment this year has fallen on our teachers and our schools.

Last week, I quoted one school that was facing a bill of £100,000 for examination fees, so they will certainly welcome this news that that's to be halved. But most school leaders in Wales do believe that the exam fees should be reduced more than that. I don't think you answered the question raised earlier on that issue; is there more good news in the pipeline for schools? Is there scope to reduce these fees further? I think the Association of School and College Leaders would be calling for another 25 per cent reduction.

The hope, of course, is that the funding released from the exam budget line will remain in schools and can be used by schools. So, will you ensure that this additional funding does remain within our schools? And will you be providing guidance for schools to use these funds directly as bonus payments for staff? That's the intention in Scotland, and we should give direct remuneration to teachers who have taken on these additional tasks because of changes in assessment practices. Providing a bonus of hundreds of pounds would be a clear signal and would turn warm words into acts in thanking the teaching profession that has given so much during this period and has gone that extra mile for our children and young people.

The system has created great challenges and heavier work burdens. So, I would like to know what mental health and well-being support will be available to teachers who have taken on that additional burden on top of the bureaucracy that they're required to deal with on a daily basis.

In terms of pupils, and of course they are the most important people here, there is uncertainty as a result of what's happening this year, and those hoping to go on to university will have to wait until the official A-Level results day, which is 10 August, to know exactly what their fate is to be. I hear what you've said, but I would like an assurance that your Government will lead in this area and that there will be sufficient support and information available for our pupils. So, I would like some further detail on that.

Just one final point from me: there will be some pupils who will need to resit examinations. There are still some who are being assessed—the process hasn't concluded yet, has it? Unfortunately, there will be an increasing number of people who will be affected by the third wave that is happening all around us at the moment in terms of COVID. So, what support will you provide to that particular cohort of pupils? Thank you.

Thank you to Siân Gwenllian for those questions. In terms of the questions on fees, well, the provision that we have ensured today as well as what the Welsh Joint Education Committee has provided, ensures that the examination costs are halved. I think it is important, as I have already said, to acknowledge and recognise the work that teachers are doing to ensure that pupils and learners are assessed, but in addition to that, the WJEC has had a role in providing support, resources, and advice in that context as well, and I think that what has been stated today reflects that too.

In terms of budget, that's a budget in the schools for them to use. As my predecessor stated in the first support package for the education system to deal with the impact of this summer, the budget is available to support dealing with assessments and appeals, acknowledging that there are pressures on schools in terms of teachers' time, administrative resources, and so on. So, that provision also enables schools to make decisions to ensure that resources are used in a way that reflects the needs of their workforce and their local needs in that regard.

In terms of mental health support, as part of our holistic, whole-school approach framework, we stated that there is support available for teachers and school leaders, and one-on-one mentorship has been provided already to ensure that there is capacity in the system to support teachers with their own mental health, as well as the ability for them then to support their pupils who have been through a very hard time over the past year.

You talked about uncertainty. I'll just say one thing again if I may. If a pupil has received the grades they need for the offer they have received from university, well, those grades are consistent now; they have been stated, and if they are content with those grades, those grades won't change. We need to be clear about that, because I don't want them to feel any uncertainty in that context. With regard to access to university more widely than that, we are working with HEFCW, with UCAS and with universities in Wales to ensure that communication with students is clear and appropriate. And Qualifications Wales has also set up a higher education stakeholder group to ensure that people understand, in that sector, the process that is ongoing in Wales this year.

Minister, I agree wholeheartedly with pupils receiving teacher-based assessments throughout this difficult time. But having met with teachers in Rhondda, the new system has put tremendous strain on the profession. How will the Minister support teachers through the next academic year? Also, what support will be made available for students who do not receive the grades they were expecting?

I thank the Member for that question. In relation to what the next academic year looks like, she'll be mindful of the announcements I made yesterday in relation to categorisation and in relation to school performance measures and their suspension for the 2021-22 academic year, and also in relation to the approach that Estyn will be taking to inspections over the course of the next year, which I hope—and it is certainly intended to—create space in the system to enable teachers, in the way that she wants, to be able to focus their energies on supporting students, both in responding to COVID and in terms of their progression, and also preparing for the new curriculum. In addition to that, there will be support that is available to support teachers themselves in that process, as part of the Renew and Reform programme that I announced a few weeks ago.

In relation to students who don't get the grades that they need, in the same way as every year, there will be support available to those to provide them with advice for the options that they have as a consequence of their results. But I want to be very clear that I think it's very important that we acknowledge that the system that has been put in place, in very, very challenging circumstances, is one that is designed to achieve both fairness, but also consistency, so that learners and employers and the education sector at large can have confidence in it.

Thank you, Minister.

I'm very sorry to tell the Chamber that the Minister who is responsible for making the next statement is not present, either on Zoom or in the Chamber. I know that a number of Members want to ask questions on this highly trailed statement, but the Minister is not present at this point. I'll pause the meeting for a few minutes to see if the Minister can be found.

Plenary was suspended at 16:46.

The Senedd reconvened at 16:51, with the Llywydd in the Chair.