8. What assessment has the Welsh Government made of the impact of the pandemic on the attainment gap? OQ57489

We plan to publish a strategy to tackle the impact of poverty on educational attainment in the coming months. The Curriculum for Wales is central to our aspirations for learners' attainment, which we know has been adversely affected by COVID. The renew and reform plan, at this stage, has been supported in this financial year by £232 million in response to the pandemic itself.

Minister, pupils in schools have not been impacted equally in this pandemic. The hundreds of millions of pounds you have allocated to make schools COVID-secure has made a real difference, but there are still specific groups of pupils who have been disadvantaged more than others. We've seen an unprecedented demand for child and adolescent mental health services and school-based services with year 11 and post-16 pupils. Pupils eligible for free school meals and pupils with additional learning needs have found the return to school more difficult than their peers. Pupils living in high levels of social deprivation have seen their learning disproportionately impacted, from a lack of IT equipment to higher levels of teacher and pupil absence. I understand that these are difficult problems to address. How will the Welsh Government ensure we don't continue to see the attainment gap widen as a result of the pandemic, and how will you work with Qualifications Wales and the WJEC to ensure pupils sitting exams this year are on a level playing field?

Well, just to echo the point that the Member is making, I share a very clear personal commitment to making sure we do everything that we can to close the attainment gap. We have made progress in the past, but, as she said in her question, the experience of COVID in our schools and colleges will have not been felt equally by all our learners, and so it's incumbent on all of us to do whatever we can to support learners who need the most support to close that gap. We've recognised for some time that that was likely to be the issue, was likely to be the outcome, and, indeed, evidence tells us now that that is very likely to be what's happened. The funding that we've made available has been weighted specifically towards schools, reflecting, in the context of this question, the number of pupils who are from disadvantaged backgrounds so that that funding is balanced in that way, to provide extra support.

She will know that the—. She mentioned the digital challenge in her question. She will know that we have provided quite a significant increase in the availability of not just computer equipment but also the connectivity that is essential to be able to deliver that. Again, families living in disadvantage have found that a struggle and so we've been very keen to make sure that the work we do reflects that. The Education Policy Institute, in comparing the work of the four Governments across the UK, not only has said that in Wales we've invested more in our pupils, but that we've done that in a way that is more progressive and reflects better the needs of pupils that are disadvantaged or vulnerable.

In relation to examinations and her question, I am working with Qualifications Wales. I have been working with them and the WJEC. My next meeting with them is next week, to discuss what further we can do to specifically support learners through the assessment process, and reflecting, as she says in her question, the fact that not everyone has had the same experience over the last two years. The grade boundaries will reflect the disruption that we've seen in our schools, but I want to make sure, in addition to that, that there's also, for example, a fair and accessible appeals process that goes with our examination results to make sure that those issues can be taken into account.

I thank the Minister.