hello, and welcome to our look ahead to what the papers will be bringing us tomorrow. with me are are maya goodfellow, political writer and academic, and broadcaster david davies. lovely to see you both, good to have you here, especially david, with lionel messi being in the papers. you can give us some really good insights — as can you come up can't, i'll leave it to you. after results day today, the telegraph claims traditional a—level grades face being scrapped under government plans, amid fears record numbers of top marks are making them meaningless. a gradual tightening of grades over several years is being planned to prevent employers losing confidence in the exams, that's according to the i.

the ft says the record—setting results have put pressure on universities to find places for an excess of top—rated students. and the guardian reports on the gap between private and state school a—level grades, which is now at its widest in the modern era. the metro leads on the civil lawsuit that's been filed against prince andrew by a woman who's accused him of sexually abusing her when she was 17, allegations prince andrew has previously denied. and "messi makes his move" — the independent shows the footballer waving to fans as he arrived in the french capital today after agreeing a two—year deal with paris saint—germain. he's taking a pay cut, i don't know how he'll cope. let's start with the telegraph. i love all these photos of a—level students getting their grades. a—level grades could be scrapped to and top marks free for all. is this a bit too quick? we are

still in the pandemic. so all. is this a bit too quick? we are still in the pandemic.— still in the pandemic. so what this is really related _ still in the pandemic. so what this is really related to _ still in the pandemic. so what this is really related to is _ still in the pandemic. so what this is really related to is the - still in the pandemic. so what this is really related to is the figures l is really related to is the figures from the exam boards have shown there's been a 44% increase in terms of a—level results, compared to... are you like the first thing i want to say is you say these brilliant pictures in the papers, we recognise how incredibly hard these students have worked and just how hard the last few years have all been. so i think it is really important to recognise that, but this story is really related to increasing the grades. and what there are some rumours saying in government, that there is talk around really trying to tighten up the system, this is related in part to what the telegraph is saying, what was done with the gcses system, which is a

move away from grades on a new system and a similar thing can be done with the a—level system —— numerical system. we need to be careful here. the government seems to handled this quite badly, they knew this was coming and instead of creating a clear plan for schools, it was a free—for—all, not giving schools clear guidance for what to follow in terms of making these assessments. we see in other papers how this has been widened, widening different inequalities that exist between the private and state systems, poorand between the private and state systems, poor and wealthier students, but i would say working in an education system myself, we don't want to romanticise what's coming forward, we know the uk education system produces big inequalities if you look at the difference between private and state schools, it's all baked into the system. this isn't

really a good fix for our long—standing problems in the uk education system. we long-standing problems in the uk education system.— long-standing problems in the uk education system. we will come to that and a second, _ education system. we will come to that and a second, but _ education system. we will come to that and a second, but staying - education system. we will come to j that and a second, but staying with the telegraph for a moment, it feels like we do this every year — a—level students, no matter how well they do, there's some kind of trashing of it, some kind of undermining of their success. and some of these children have not been in school very much the last 18 months, they barely been taught at times, they are having to isolate and it's been are having to isolate and it's been a mess. i are having to isolate and it's been a mess. ., ~ ., ., a mess. i worked in football for a number of _ a mess. i worked in football for a number of years. _ a mess. i worked in football for a number of years. many _ a mess. i worked in football for a number of years. many moons i a mess. i worked in football for a i number of years. many moons ago, a mess. i worked in football for a - number of years. many moons ago, i was also _ number of years. many moons ago, i was also the — number of years. many moons ago, i was also the bbc's education correspondent in the days of margaret thatcher and now lord bakes _ margaret thatcher and now lord bakes i— margaret thatcher and now lord baker. i tell you, margaret thatcher and now lord baker. itell you, stories margaret thatcher and now lord baker. i tell you, stories like this make _ baker. i tell you, stories like this make my— baker. i tell you, stories like this make my blood boil when they quote a former_ make my blood boil when they quote a former chief_ make my blood boil when they quote a former chief examiner as saying, "a record _ former chief examiner as saying, "a record number of top marks render the results — record number of top marks render the results as meaningless stock". do these _ the results as meaningless stock".

do these people know the incredible work that— do these people know the incredible work that goes into this? the truth of the matter is the telegraph in the story— of the matter is the telegraph in the story that's here, whether yet another— the story that's here, whether yet another reform of examination grades is in the _ another reform of examination grades is in the offing and it may be several— is in the offing and it may be several years away for sure, the telegraph, — several years away for sure, the telegraph, in an editorial comment on the _ telegraph, in an editorial comment on the front— telegraph, in an editorial comment on the front page, makes it clear — it warhs _ on the front page, makes it clear — it warhs the — on the front page, makes it clear — it warns the government, describing its lack— it warns the government, describing its lack of— it warns the government, describing its lack of an apparent plan for how to get— its lack of an apparent plan for how to get education back on track and the closure — to get education back on track and the closure of schools in particular in the _ the closure of schools in particular in the past — the closure of schools in particular in the past 18 months as a disaster, when the _ in the past 18 months as a disaster, when the daily telegraph says things like that, _ when the daily telegraph says things like that, you have a problem. but david, i just _ like that, you have a problem. but david, ijust wonder if we let things settle down, schools begin to operate more like normal again, exams can be run again. there won't be this guesswork, teachers will

have to do all the marks, we can go back to where we were in these accusations of grade inflation might fall away again? the accusations of grade inflation might fall away again?— fall away again? the question is whether anybody _ fall away again? the question is whether anybody wants - fall away again? the question is whether anybody wants to - fall away again? the question is whether anybody wants to go i fall away again? the question is i whether anybody wants to go back fall away again? the question is - whether anybody wants to go back to where _ whether anybody wants to go back to where we were before. don't forget the context of this — after michael gove _ the context of this — after michael gove was — the context of this — after michael gove was the education secretary, we went track— gove was the education secretary, we went back to more traditional exams systems _ went back to more traditional exams systems a_ went back to more traditional exams systems. a lot of people in education were not happy with that at all. _ education were not happy with that at all, they wanted more continuous assessment. so we see where the system goes from here — but the splits _ system goes from here — but the splits between the haves and the have-hots — splits between the haves and the have—nots in education is greater tonight— have—nots in education is greater tonight than it's ever been. that cues us nicely _ tonight than it's ever been. that cues us nicely into _ tonight than it's ever been. that cues us nicely into the _ tonight than it's ever been. trust cues us nicely into the guardian. "nearly 45% are awarded top grades." if private schools have got more resources, maia, if they have

smaller class sizes which they have, how to state schools catch up? it’s how to state schools catch up? it's a reall how to state schools catch up? it�*s a really good question, one of the main reasons to send your child to private school is you are buying them this education and all the advantages you accrue for that. there's a clear necessity to fund the education system properly, i live with a primary school teacher, i used to work in a school for a very brief period of time, so i know teachers are really struggling with class sizes and over testing, as has already been mentioned. there is a real unhappiness around this huge focus on testing and what that means for children in the state education system and how they navigate that. i think this is not only about private schools and state schools, as the guardian headline highlights, but it's about poorer students, students on free school meals, black pupils — those students that are already marginalised in multiple ways, how the system treats them and the

education they can access. as well as focusing on this particular story and what's happened this year, there is a clear problem in terms of the lack of plan from the government. but this is also about the way our education system functions more generally and how education should not be this exam factory. there's also a problem with higher education, this focus on university education, this focus on university education, making sure everyone can access these different forms of higher and further education. there's a long way to go in the uk, and these big disparities that are reproduced through this division between the private and state sectors. i between the private and state sectors. ., , ., ., , ., sectors. i would 'ust add that you cast, who sectors. i would just add that you cast, who organises _ sectors. i would just add that you cast, who organises this, - sectors. i would just add that you cast, who organises this, says . cast, who organises this, says disadvantaged students have done better at getting into universities this year. but i suppose this gap widening this year of all years should not be a surprise, because we saw particularly the digital divide when children were having to work

from home, and less advantaged children did not have access to the internet or laptops?— internet or laptops? two things i would say to _ internet or laptops? two things i would say to that. _ internet or laptops? two things i would say to that. we _ internet or laptops? two things i would say to that. we will- internet or laptops? two things i would say to that. we will not i internet or laptops? two things i i would say to that. we will not know for years _ would say to that. we will not know for years the real impact, real practical— for years the real impact, real practical impact of what i would politely— practical impact of what i would politely call diminished education of the _ politely call diminished education of the past 18 months or two years. the other— of the past 18 months or two years. the other thing we haven't mentioned are the _ the other thing we haven't mentioned are the regional differentials that are the regional differentials that are in— are the regional differentials that are in today's figures, you know, that if— are in today's figures, you know, that if you — are in today's figures, you know, that if you are in london, you're likely— that if you are in london, you're likely to — that if you are in london, you're likely to do _ that if you are in london, you're likely to do rather better in schools _ likely to do rather better in schools then you are or a lot of people — schools then you are or a lot of people will in the northeast. and those _ people will in the northeast. and those regional differentials are extraordinary for a government that's— extraordinary for a government that's talking about leveling up. thats— that's talking about leveling up. that's extremely unhelpful politically. that's extremely unhelpful politically-— that's extremely unhelpful politically. let's look at the yorkshire — politically. let's look at the yorkshire post, _ politically. let's look at the yorkshire post, nice - politically. let's look at the yorkshire post, nice to i politically. let's look at the | yorkshire post, nice to have politically. let's look at the i yorkshire post, nice to have a regional newspaper on the paper

review. "herd immunity now mythical dream." this is one of the scientists from the oxford vaccine group. why will this not now be a possibility?— possibility? herd immunity, it seems, possibility? herd immunity, it seems. is _ possibility? herd immunity, it seems, is impossible - possibility? herd immunity, it seems, is impossible because possibility? herd immunity, it. seems, is impossible because of possibility? herd immunity, it- seems, is impossible because of the impact _ seems, is impossible because of the impact of. _ seems, is impossible because of the impact of, for example, the delta variarrt— impact of, for example, the delta variant and — impact of, for example, the delta variant and certain other variants that are — variant and certain other variants that are coming. as professor chris but he _ that are coming. as professor chris but he said — that are coming. as professor chris but he said from the start, "we will have _ but he said from the start, "we will have to _ but he said from the start, "we will have to come to terms with living with this — have to come to terms with living with this dreadful covid thing which will be _ with this dreadful covid thing which will be with us for many years to come" — will be with us for many years to come" i— will be with us for many years to come." i fear that what the imminent head of— come." i fear that what the imminent head of the _ come." i fear that what the imminent head of the oxford vaccine team is saying _ head of the oxford vaccine team is saying is _ head of the oxford vaccine team is saying is what most people have come to believe _ saying is what most people have come to believe. �* , , ., ., to believe. because even if you are double vaccinated, _ to believe. because even if you are double vaccinated, we _ to believe. because even if you are double vaccinated, we are - to believe. because even if you are double vaccinated, we are still- double vaccinated, we are still seeing people infected or carrying the virus which does make a mockery of the idea of herd immunity? there was a recent —

of the idea of herd immunity? there was a recent study _ of the idea of herd immunity? there was a recent study that _ of the idea of herd immunity? there was a recent study that showed i of the idea of herd immunity? ii—ii” was a recent study that showed that fully vaccinated people between the ages of 18—64 have about a 49% lower risk of being infected compared with a people. so obviously in relation, contracting coronavirus, but also thinking about how the virus impacts you, it's obvious the better to be vaccinated than not, which i think is an important point, but this doesn't create the situation whereby you cannot contract the virus at all. i think you cannot contract the virus at all. ithink it you cannot contract the virus at all. i think it is a problem in terms of thinking about how you move forward, and sajid javid, the health secretary, has been saying that one of the plans might be boosterjabs for people who are vulnerable, because i think it is important that people who are vulnerable, older people, people with pre—existing health conditions, should be protected stop another piece of this puzzle that we must always mentioned when talking about coronavirus, large parts of the world still unable to access the vaccine, when

we think about variants and making sure people are protected, the solution must be global. the virus is global — so while we are moving on with things in the uk, we must recognise there is a massive part of what's going on to realise everyone is safe, because no one is safe until everyone is protected stop so we need to make sure the vaccine is globally available is so important. they've been saying this for ages, we will just they've been saying this for ages, we willjust get new variants, re infections, and there needs to be greater equity. for infections, and there needs to be greater equity-— infections, and there needs to be greater equity. for sure, and if we are talking — greater equity. for sure, and if we are talking - _ greater equity. for sure, and if we are talking - as my _ greater equity. for sure, and if we are talking - as my mp, _ greater equity. for sure, and if we are talking - as my mp, the i are talking — as my mp, the health secretary. — are talking — as my mp, the health secretary, etc it —— sajid javid was saying. _ secretary, etc it —— sajid javid was saying, the back—upjabs for us old folk in _ saying, the back—upjabs for us old folk in september, people will have to wonder— folk in september, people will have to wonder about how they are having those _ to wonder about how they are having those jobs _ to wonder about how they are having those jobs at a time when there are

parts _ those jobs at a time when there are parts of— those jobs at a time when there are parts of the — those jobs at a time when there are parts of the world where people have had not _ parts of the world where people have had not a _ parts of the world where people have had not a single job at all. i�*m parts of the world where people have had not a single job at all.— had not a single 'ob at all. i'm in that camp. — had not a single job at all. i'm in that camp, david, _ had not a single job at all. i'm in that camp, david, as _ had not a single job at all. i'm in that camp, david, as well, i had not a single job at all. i'm in that camp, david, as well, in i that camp, david, as well, in september, i'll be in the queue with you. let's look at the sun. "messi's pay cut to a measly £46 million a year." he'll have to tighten his belt on that.— year." he'll have to tighten his belt on that. �* ., _, ., belt on that. i'm not coming on here to defend it- — belt on that. i'm not coming on here to defend it. is _ belt on that. i'm not coming on here to defend it. is it _ belt on that. i'm not coming on here to defend it. is it obscene? - belt on that. i'm not coming on here to defend it. is it obscene? yes. i belt on that. i'm not coming on here to defend it. is it obscene? yes. do| to defend it. is it obscene? yes. do ithink— to defend it. is it obscene? yes. do i think footballers are paid far too much, _ i think footballers are paid far too much, just— i think footballers are paid far too much, just as hollywood stars were in the _ much, just as hollywood stars were in the nineteen thirties? yes i do. all those — in the nineteen thirties? yes i do. all those things — but as far as in - but the real— all those things — but as far as in the real world is concerned, he's is - but quite _ the real world is concerned, he's quite an— the real world is concerned, he's an-is- but an extra is - but quite an extra ordinary footballer, probably— quite an extra ordinary footballer, probably in the top one or two in quite an extra ordinary footballer, probably— quite an extra ordinary footballer, probably in the top one or two in the world — the world — probably in the top one or two in the world. but the real story behind probably in the top one or two in the world. but real story behind the world. but the real story behind this is— the world. but the real story behind this is how— the world. but the real story behind this is how the club he was brought this is— the world. but the real story behind this is how— the world. but the real story behind this is how the club he was brought up this is how the club he was brought up this is how the club he was brought

up in. _ up in. _ this is how the club he was brought up in, barcelona, has got itself this is how the club he was brought up in, barcelona, has got itself into an — up in, barcelona, has got itself into an enormous financial mess. and financial mess. and into an enormous financial mess. and all the _ into an enormous financial mess. and all the tears _ into an enormous financial mess. and all the tears that were said last all the _ into an enormous financial mess. and all the tears _ into an enormous financial mess. and all the tears that were said last weekend — all the tears that were said last weekend by lionel messi as he left weekend — all the tears that were said last weekend by lionel messi as he barcelona, he looked a bit happier all the tears that were said last weekend b he jnel messi as he all the tears that were said last weekend b he looked issi as he all the tears that were said last weekend b he looked a ;i as he today— barcelona, he looked a bit happier today perhaps with his £1 million a all the tears that were said last week perhaps looked a ;i as he week— all the tears that were said last? week perhaps looked a ;i as he § a today perhaps with his £1 million a week— today perhaps with his £1 million a week on— today perhaps with his £1 million a week on— today perhaps with his £1 million a week on the way, i suppose, in today perhaps with his £1 million a week on the way, i suppose, in paris _ week on the way, i suppose, in paris but— week on the way, i suppose, in paris. but he will be a star in but he ever he plays in the paris. — paris. but he will be a star in paris, where ever he plays in the paris, where ever he plays in the world _ paris, where ever he plays in the world. ., , paris, where ever he plays in the world. . , ,, , ., ., ., world _ world. paris st. germain are not short of a _ paris, where ever he plays in the world. paris st. germain are not short of a few — world. paris st. germain are not short of a few euros, _ world. paris st. germain are not world ia — short of a few euros, are - world. paris st. germain are not short of a few euros, are they? | world. paris st. germain are not. paris, where ever he plays in the world. a they? and short of a few euros, are they? and he's a huge name, he and cristiano short of a few euros, are they? and he's a huge name, he and cristiano ronaldo are the top two players in short of a few euros, are they? and he's a huge the e, he and cristiano short of a few euros, are they? and he's a huge the top e and cristiano short of a few euros, are they? and he's a huge the top two d cristiano short of a few euros, are they? and he's a huge the top two players 1110 short of a few euros, are they? and he's a huge the top two players in» ronaldo are the top two players in the world, as david says. someone the world, as david says. was going to snatch them up. he offered to take a pay cut but he couldn't get under the threshold that the spanish club is able to maintain. �* , ., ., that the spanish club is able to maintain. �* , , , maintain. and these football players are amazing — maintain. and these football players are amazing at _ maintain. and these football players are amazing at what _ maintain. and these football players are amazing at what they _ maintain. and these football players are amazing at what they do, - maintain. and these football players are amazing at what they do, but i maintain. and these football players are amazing at what they do, but it | are amazing at what they do, but it is sort of hard to look at these

figures and to look at the money