Exam results days in August are always nerve-racking occasions. Following the cancellation of both GCSEs and A Levels in 2020, the stresses this summer were somewhat different but probably even more intense. A number of Grammar School A Level students suffered at the hands of what the Prime Minister termed the ‘mutant algorithm’ leading to an anxious few days before the decision was taken to trust teachers’ Centre Assessed Grades. My colleagues had not enjoyed the process of submitting these predictions. Teachers are hard-wired to be positive about the exam outcomes of their students. During the final weeks of class-based revision, conversations are always on the lines of “remember that you have to … if you want to get the A” or “remember that the examiner wants to see evidence of ….” We know that not every student will achieve his desired grade, but we can’t necessarily predict who will produce peak performance on exam day. Therefore, the requirement to decide which students should be given each grade put teachers in an extremely invidious position.

Our Year 11s and 13s find themselves at the start of their exam year. Naturally there is nervousness after several months engaged in remote learning, but we are confident that they have not been disadvantaged. Teachers were able to cover syllabuses as planned during the Summer Term due to the wonders of Microsoft Teams. Of course, the learning experience was not quite the same, and boys in these year groups will face more tests this term as we ascertain where gaps in understanding will need to be filled. Nevertheless, we feel confident that boys should embark on their examinations in summer 2021 as well prepared as ever.

Despite our confidence, exam boards have cut syllabuses to take account of ‘lost time’ nationally. In GCSE English Literature, the number of set works has been reduced, while oral exams in GCSE Modern Languages will not take place, replaced by teacher assessments that will be reported but not included in the main overall grade. We regret these decisions as they will give boys a less broad educational experience that we would usually hope them to have, however we understand that many schools did not have the technical wherewithal enjoyed by the Loughborough Schools Foundation, and that their pupils are no doubt hugely relieved that less will be demanded of them.

There is still a great deal of uncertainty concerning the status of GCSEs and A Levels in summer 2021. A month ago, Robert Halfon, MP, Chair of the House of Commons Education Select Committee, warned that “it is 50:50 that exams will go ahead next summer”. In addition, there is an ongoing consultation about whether the exam season should be delayed by up to six weeks in order to give schools more time to complete the curriculum. There was further speculation this week in the serious press about possible cancellation. Schools are desperate for decisions to be made by the authorities so that we can clarify expectations for both students and teachers. Although we do not personally feel that our boys need the extra time that would be afforded by a delay to examinations next summer, we would nevertheless make good use of the supplementary revision opportunities.

I am clear that I would like examinations to proceed as planned. The experience of artificial processes determining grades this summer was highly unsatisfactory. I regretted the cancellation of exams in the first place. At the start of June, the Foundation’s schools had Reception and Year 1 pupils running around joyfully on campus, yet it was not deemed possible for 16 and 18 year olds who fully understood the concept of social distancing to sit several metres apart in examination halls. This seemed wholly illogical to me, and I noted that the exams of youngsters of the same age in France, Germany, Hong Kong and many other countries similarly affected by the virus were prioritised over the interests of other pupils.

I understand that the national concern is one of social mobility. It is feared that, if pupils are sent home, many will not benefit from the remote learning that Loughburians experienced for 3 months. Some schools do not have the IT hardware or software required to deliver online lessons, and the most disadvantaged parts of our society lack the Wi-Fi connectivity to be able to keep in touch with their teachers. Whilst I acknowledge that this poses a significant challenge, I fear that the notion of cancelling exams again is an ‘easy’ solution that would betray a lack of imagination. I am aware that local schools have demonstrated vastly differing responses to the challenges posed by Covid. There is not a clear correlation between socio-economic circumstances and access to high quality lockdown education.

Since March, we have seen a number of unprecedented national measures introduced such as a furlough scheme costing billions and the systematic support of restaurants during August. I wonder why the Government isn’t seeking to work with Internet Service Providers to create the connectivity that will help maintained schools provide the learning needed by these vulnerable pupils. It is not just examinations that are at risk after all. Students’ knowledge and future prospects will suffer from the disruption. Please let us explore all possible ways to maintain the normality of our education system for this next cohort of public examination candidates so that they are not placed at the mercy of ill-thought out decisions such as those that plagued the Class of 2020.