In November we shared that we were continuing discussions with the relevant bodies to ensure our students are not disadvantaged through this unprecedented situation. We are resolute in our request for students taking examinations at KS2, KS4 and KS5 to have appropriate levels of special consideration depending on how badly their studies or coursework have been affected.
We wrote to the exam boards alerting them to our situation and informing them that we will be submitting our case for our examination students in due course. You will recall that, in order to support our case, we commissioned Professor Stephen Gorard and his team from Durham University to conduct an impact assessment into the affect that this disruption has had on our students and their exam prospects. This research is now complete and we have received the report.
Nick Hurn OBE, Chief Executive Officer of the Trust had hoped to discuss the findings yesterday, Wednesday 17th January, with the Minister of State for Schools, the Rt Hon Damian Hinds MP, accompanied by Mary Kelly Foy, local MP for Durham, Kevan Jones MP Durham and Ian Mearns MP Gateshead. But unfortunately at short notice this meeting was postponed by the minister. Mr Hurn OBE is absolutely clear that special consideration must be given and it is not for us to say what that will look like, but the report is clear in stating the stark impact to students and staff, cataloguing the relentless and disruptive effect that RAAC has had.
Mr Hurn OBE added “The stance that the DfE, Ofqual and JCQ continue to parrot; that students won’t be given any additional consideration outside of the current framework’ is just not credible, reasonable or just. Now we have irrefutable evidence that our children’s exam chances have been severely affected by this situation caused by the RAAC.
It is not true for the minister to say that your hands are tied and you cannot get involved. It is a matter of public record that during COVID the SoS issued a direction to Ofqual that meant they had to make the necessary changes to this directive allowing for reasonable adjustments e.g. Centre Assessed Grades. Our situation caused by our RAAC issues for our children are
far more disruptive and severe than the disruption caused by COVID. We do not expect Ofqual to apply Centre Assessed Grades in our situation. All we ask for and expect is a fair and appropriate level of consideration for our exam students. I want an assurance from the SoS that our children and students taking exams at KS4 and KS5 will be given an appropriate and reasonable level of consideration and adjustments that reflects the severe level of disruption that they have faced and continue to face. This will require a direction from the SoS to Ofqual and the JCQ.
Mr Hurn OBE further added “This is a really severe situation and way beyond what any normal school would ever have to deal with. Professor Stephen suggest in his report that 10% would be the least we could expect, particularly on specialist subjects, such as Science and Technology, where students have had limited access to specialist teaching facilities. What is really key is acknowledgement from the DfE, JCQ and Ofqual of the material nature of the impact to our students. We don’t accept that the Minister cannot intervene, as precedent was set during COVID. In fact, I would go as far to say that school and Trust staff have felt like we were going through the pandemic again, but on our own. We expect a measured and reasonable response to the report. To say it hasn’t had an impact is simply ignoring the facts.”
Our formal request to the Minister is shown below:
“On behalf of over 300 students and their families we ask that the Secretary of State for Education directs Ofqual to look into the impact of RAAC at St Leonard’s. We ask that the report written by Durham University is given due consideration, and that recommendations of the appropriate special considerations for our students taking formal examinations in the summer of 2024 are proposed.
It is not acceptable and indeed we believe is irrational not to consider our situation given the scale of disruption to our students. These examinations determine to a significant degree their life chances. Just because there is no current provision within our examination system for individual schools in this unique situation does not mean there should not be. It is a matter of justice for these young people.
We have received very mixed response and direction and authority needs to be given by overseeing bodies: Ofqual / JCQ. All we have received is the normal and basic level of support re minimal extensions to coursework which all schools receive if minor difficulties occur e.g. lost coursework. It is accurate to say that up to now the help that has been provided by the
JCQ and the exam boards has been unhelpful, inadequate and underwhelming This is not adequate enough or proportionate enough for St Leonard’s in relation to RAAC.
We have not and will not stop supporting our students to make up for the disadvantage they have and continue to experience every day for the last 17 weeks. In summary we have travelled to other schools for specialist provision, provided additional revision classes and actively sought online material. As a school and Trust we are doing all we can to support our students despite the significant disadvantage, RAAC places us within.
Additional Support
Despite the disruption due to RAAC, St Leonard’s School have supported pupils with: an extended achievement programme including after school and lunchtime revision sessions every day; online recorded revision sessions for pupils to access in their own time, and bespoke revision resources to support pupils’ independent revision. In addition to academic support, pupils have also been given opportunities to access facilities which are not currently available at the school due to the closures. Pupils have been taken off site on several occasions: to complete their science required practical’s at another local school and Durham University; to complete coursework for their Food Technology, DT and Engineering qualifications at another school. They have also been taken to local sports facilities to complete work for Physical Education and BTEC Sport courses.
Much of this work has taken place after school and required staff and pupils to work far beyond their normal working hours. Support has not just been offered to exam year groups. The school has designed a Curriculum Recovery Programme with pupils in Years 7-10 receiving additional online revision sessions to ensure any gaps in their learning due to the school closures are covered, so that all pupils are given additional intervention.
Our pupils and staff remain our absolute priority and we have a PR team in place dealing with this matter, they can be contacted at Allies Group, david.bootle@allies-group.com
