Last week I spoke in a backbench debate on education on the Government’s plan for assessments. I welcomed the reopening of schools on the 8th March.
In terms of SEND students, many have struggled with online learning. As I know from my own experience, many people with dyslexia and dyspraxia value examinations because they do not learn in the same way as their peers. Being unconventional learners, they have the opportunity to surprise people in exams because they can consolidate their knowledge in their own way. I believe that when teachers are deciding whether their pupils should do tests or not, the pupils should feed into that decision as they may want their attainment to be reflected by in-class assessment. I would like to see more clarity from the Government on whether schools will make these decisions for all their pupils collectively or whether different methods can be used for pupils with different needs.
I also noted that in terms of the impacts school closures, the most disadvantaged have been the hardest hit. This especially applies to pupils from the Roma community in Ipswich who do not have English as their first language. Lots of schools in Ipswich were making tremendous progress with these pupils before the pandemic but unfortunately rates of participation in online learning has been lower amongst this group than the average and as a result there are concerns that progress has gone backwards. Therefore, when we talk about ensuring pupils catch up, an element of that is providing resources to schools to help these kids get back to where they were.
I also expressed my excitement about the FE white paper and my desire to see Suffolk included in the Trailblazer Schemes for the new skills improvement plans. I have spoken to so many businesses recently who tell me about the jobs they have coming down the pipeline who want to be able to capitalise on a local skills base.
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