Learning in Lockdown - Sutton Trust
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RESEARCH BRIEF JANUARY 2021
Learning in Lockdown
Rebecca Montacute and Carl Cullinane
KEY FINDINGS to 23%, and for secondary students it has increased
from 19% to 45%.
Attendance at school
• However, 40% of children in middle class homes are
• In the first week of the January 2021 lockdown, more
reported to be doing over 5 hours a day, compared to
than a quarter (27%) of primary school age children
26% of those in working class households.
were reported to be at least partially attending school in
person, compared to just 8% of secondary age children. Support for home learning
• Of those children attending school in person, less • 41% of parents with children learning at home report
than half (47%) of them had been attending school that they have not very much time or no time at all to
during the first lockdown last March. Almost half of help their children with online learning, with parents of
parents cited work-related reasons for this, including secondary age children having less time.
their status as a key/critical worker (26%), a change in • Parents were split in their experience of learning from
working status (14%), or a less flexible employer (8%). the home this time around. Many reported that they
• As a result, 37% of teachers in primary schools report found it easier than the spring 2020 lockdown, with
they now have 1 in 5 or more of their usual pupils in others reporting that they were finding it more difficult.
attendance, compared to just 1% last March. 28% of those on low incomes were finding it more
difficult, compared to 15% of those on the highest
Devices
incomes.
• At the beginning of the shutdown, just 5% of teach-
• 31% of those with the lowest incomes had not been
ers in state schools reported that all their students have
able to spend anything on their child’s learning from
access to an appropriate device for remote learning,
home since September 2020, while 29% of those on
compared to 54% at private schools. Looking at pupils
the highest incomes had spent more than £100.
with adequate internet access, the figures are 5% and
51% respectively . • 10% of parents reported paying for private tutoring in
the current school year, a mix of online and in person.
• 19% of parents overall report their children do not
Middle class households were almost twice as likely to
have access to a sufficient number of devices suitable
have done so compared to working class parents (13%
for their online learning, however this is 35% for house-
v 7%).
holds with the lowest incomes, and 11% in households
with the highest. The attainment gap
• Two thirds (66%) of senior leaders in state schools • The impact of the pandemic on learning continues
reported needing to source IT equipment for disadvan- to be unevenly felt, with over half (55%) of teachers at
taged pupils themselves while waiting for government the least affluent state schools reporting a lower than
support. normal standard of work returned by pupils since the
shutdown, compared to 41% at the most affluent state
Remote learning
schools and 30% at private schools.
• School provision for online learning has changed
• Most teachers (84%) thought the COVID-19 lockdown
radically since the beginning of the first lockdown.
and associated disruption would increase the attain-
Over half (54%) of teachers are now using online live
ment gap, with a third (33%) saying it would increase
lessons, compared to just 4% in March 2020. The use
substantially. This is up from 28% in November.
of offline methods to provide work has fallen, with just
15% now using physical workbooks, compared to 34% • Teachers in the least advantaged schools were much
in March. more likely to say there would be a substantial increase
in the gap. About half (49%) said so, compared to just
• However, disparities remain. 86% of private schools
25% in the most affluent and 8% in private secondary
are using online live lessons, compared to 50% in
schools.
state schools, a gap which has widened since the first
lockdown. • A majority of teachers (52%) cited a faster rollout of
laptops as the single most helpful intervention to help
• Parents also confirm a clear increase in intensity of
disadvantaged pupils during the period of closure, with
online learning. The proportion of primary pupils doing
20% of headteachers citing online tutoring.
more than 5 hours of learning a day has risen from 11%
1INTRODUCTION the winter.4 ‘bubbles’ and whole year groups
needing to self-isolate, for weeks
For the second time in less than a
During the first lockdown, research at a time. Furthermore, once again
year, the COVID-19 pandemic has
from the Sutton Trust found that the impact was felt unequally: some
forced schools to again close for
children’s experiences of remote of the poorest areas in the country
most children. Since the beginning
learning differed varied substantially were also the most heavily impacted
of the crisis, pupils, school staff and
across different socio-economic by absences and partial closures,
parents have faced unprecedented
backgrounds. Teachers in schools with all 10 local authorities with the
challenges, from school closures, to
with the most deprived intakes highest number of lost learning days
cancelled exams, a disrupted autumn
were much more likely to report since September having an above
term, and now back full circle to
substantial numbers of their pupils average proportion of FSM eligible
another full national lockdown,
lacked access to appropriate devices pupils.8 For many children, this will
with most children now once again
and internet access for remote have further worsened gaps in their
learning remotely. At every stage,
learning. Technological barriers, as learning from the first lockdown.
the education and life chances of
well as significant differences in the
the poorest young people have been
amount of support pupils received Now, as the country enters a second
hardest hit, with a risk that years of
for learning at home, resulted in a round of school closures, this
work to reduce the attainment gap
highly unequal experience of learning pattern looks set to continue, with
and tackle social mobility could be
during this time. Research from all young people suffering further
undone in just a few months.
London Economics also showed from disruption, but some suffering
that lost learning could lead to long much greater than others. While
The conditions children experience,
term impacts on young people’s the government made efforts in the
and resources they have available
career and future earnings.5 The spring and summer of 2020 to get
when learning at home differ
Education Endowment Foundation devices and internet access to young
considerably. Before the pandemic,
have also warned that this could people, this roll-out stalled during
Ofcom estimated that up to 1.78
reverse progress made in narrowing the autumn, with polling carried out
million children in the UK had no
the attainment gap on the last for Teach First in November finding
home access to a laptop, desktop or
decade,6 an outcome which would that 84% of schools with the poorest
tablet,1 figures which do not even
be disastrous for the prospects of so children still did not have enough
take into account the many thousands
many pupils across the country. devices or internet access for all self-
more who would have to share limited
isolating pupils to continue learning.9
devices with siblings and parents.
Thankfully, schools were able to
As well as issues with devices, up to
re-open during the autumn term, Nonetheless, schools are much better
559,000 children lived in households
with catch-up funding announced prepared this time around, with
with no access to the internet, and
by government. This included most teachers now familiar with the
up to 913,000 only able to access
funding for the National Tutoring software and skills needed to teach
the internet through a mobile
Programme, a scheme designed to pupils remotely. Expectations are
network.2 1.6 million children in the
help disadvantaged students whose also higher, with the government now
UK also live in overcrowded homes,3
education had been most affected legally requiring schools to provide
where they are likely to struggle to
by school closures, reaching 62,000 between 3 and 5 hours of remote
find space to work, and additional
pupils in its first term of operation.7 education a day.10 However, even with
concerns have now been raised that
However, even with schools mostly the best efforts of staff, many schools
some low-income households may
open, there was still considerable may struggle to deliver this level of
struggle to pay for heating when
disruption , with many pupils, provision, given ongoing technological
children are learning at home during
barriers for some students,
along with initial reports of
Figure 1: Proportion of normal student body attending school during lockdown 2021 and 2020
Over 40% Over 40%
About 30-40% About 30-40%
About 20-30% About 20-30%
About 15-20% About 15-20%
About 10-15% About 10-15%
About 5-10% About 5-10%
Less than 5% of normal Less than 5% of normal
None - entirely closed None - entirely closed
0% 10% 20% 30% 40% 50% 60% 70% 80% 0% 10% 20% 30% 40% 50% 60% 70% 80%
Primary - 2020 Primary - 2021 Secondary - 2020 Secondary - 2021
Source: Teacher Tapp survey of teachers in England, March 23rd 2020 and January 6th 2021
2school resources stretched by many less than 5%. However this is still social differences, with secondary
more pupils attending in person than an increase from last year, when the pupils in some local authorities
in the first lockdown.11 figure was 88%. losing up to 13 days of school across
term. On average, areas with greater
This research brief looks at the For parents whose child is now deprivation were more likely to have
situation for pupils during the latest attending school in person but hadn’t suffered greater Covid absences,
round of school closures, with survey last spring, there were a variety further exacerbating gaps that opened
data from Teacher Tapp on teachers12 of explanations. Almost half cited up during the first lockdown.
and YouGov on parents13 giving an work-related reasons, including their
up to date picture on how teaching is status as a key/critical worker (26%), School-level survey data from Teacher
now being delivered remotely, access a change in working status (14%), or Tapp reinforces this picture (Figure
to resources, and barriers faced while a less flexible employer (8%). 13% 2). Looking at Year 11s in secondary
learning at home, while also looking cited that they had been struggling to school due to take their GCSEs this
at how the impacts of the pandemic combine support for home learning year, by mid-November, 29% of
on education and social mobility can with other responsibilities. While teachers reported at least one whole
be minimised. the guidance in both lockdowns was year group closure for this year, 18%
that if one parent was a key worker had to close a class or bubble, and
ATTENDANCE IN SCHOOLS their child could attend school, many 13% had individual Year 11 students
such families did not avail of this, isolating. Just 36% had been fully
While schools have once again been
and kept their children home during open to this group all term. This is
closed for most children, there remain
the first lockdown. In response to the also likely to have worsened at the
exceptions for vulnerable children
significant numbers attending school end of term, with analysis from the
and the children of key workers. The
this term, the government has advised Education Policy Institute finding
definition of vulnerable children has
that pupils with one non-key worker a big drop in attendance in the last
also been expanded since the first
parent should stay at home ‘if at all week.16
school closures, now including pupils
possible’.14 But this may be difficult
without adequate equipment or study
for many, with more workplaces Year 11 students in state schools
space to learn at home.
open this time around, putting more suffered much more disruption up
pressure on parents than last spring. to November than those in private
At the beginning of this lockdown,
schools. While just over half (51%)
11% of parents reported their child
This term’s closures are coming on of private school teachers report
was attending school full time, with a
the back of an autumn term when being fully open to Year 11 during
further 8% attending school for some
schools were open, but disruption the autumn term, this was just
of the week. This has however been
and periods of remote learning were 33% for state schools, and 28% for
much higher in primary schools, with
nonetheless common. Research schools with the highest levels of
more than a quarter (27%) of primary
by the Children’s Commissioner in deprivation. 50% of state schools
school age children reported to be at
December showed that on average, had a whole year or bubble closure
least partially attending, compared
primary school children lost 3.5 in Year 11, (57% at the most
to just 8% of secondary age children.
days of school in the first term due disadvantaged schools), compared
20% of children in middle class
to the pandemic, and secondary to just 33% of private schools. This
households were reportedly attending
school children lost more than 6.3 will have significant consequences
school, compared to 16% of those in
days.15 However behind the overall for assessment in 2021, as discussed
working class homes.
figures are huge geographic and below.
This is significantly different
Figure 2: Attendance of Year 11 students during autumn term 2020, by school type
from spring 2020. Of those
children currently attending 31%
We’ve had at least one whole Year 11 closure
school in person, less than 20%
half (47%) of them had been
attending school during the first
lockdown. This is reflected in the We’ve had at least one closure to a Y11 class or 19%
figures reported by schools. 37% social bubble 13%
of teachers in primary schools
report they now have 1 in 5 or
13%
more of their usual school body We’ve had individual Y11 students isolating
14%
in attendance, compared to just
1% with that level of attendance
last March (Figure 1). 56%
33%
of primaries had 5% or lower We’ve been open to Y11 so far this year
51%
attendance in March, compared
to just 11% in January 2021.
0% 10% 20% 30% 40% 50% 60%
Attendance at secondary school
is lower on average, with 60% State-funded Private
of teachers reporting attendance
Source: Teacher Tapp survey of teachers in England, 18th November 2020
3DIGITAL DIVIDE The scale of the problem can perhaps in state schools report that all their
be seen in more detail by teachers, students have a device, this is 54%
Nonetheless, with the new lockdown
who are on the frontline of this at private schools. This gap has
at the beginning of January, the vast
digital divide. Just 10% of teachers actually widened since the 2020
majority (85%) of parents report
overall report that all their students lockdown, with full access at private
that their child is learning at home
have adequate access to a device schools increasing by 12 percentage
some or all of the time. This poses
for remote learning (Figure 3), while points, outpacing the 1 percentage
significant challenges for teaching
17% report that more than 1 in 5 point growth at state schools. At
and learning, but the most basic one
of their students lack access. This the other end of the spectrum, the
is access to the equipment required
problem is much steeper in schools number in the state system reporting
for online learning: a laptop or tablet,
in more disadvantaged areas, with more than 1 in 5 lack a device has,
and a reliable internet connection
32% of teachers in the most deprived perhaps surprisingly, risen from 13%
with an adequate data allowance.
schools report more than 1 in 5 to 18%.
lacking devices, compared to just 5%
77% of parents overall report having
at the most affluent state schools and While the government has embarked
a sufficient number of internet-
even lower, 3%, at private schools on a major programme of laptop
enabled devices suitable for online
(Figure 4). The picture in the state distribution during this time,
learning, with 17% reporting that
and private sector is drastically expectations of the degree of remote
they have some, but not enough for
different. While just 5% of teachers learning have risen in the current
all their children, and 2% reporting
no such devices. Estimating
the number of families without Figure 3. Proportion of a teacher’s class who lack access to an internet enabled device for
any equipment or internet learning, 2020 and 2021 lockdowns
connections is difficult, as
they are a group who are, More than 33% 7%
9%
by definition, hard to reach.
Nonetheless, our survey 21 - 33% (1 in 3) 6%
8%
of parents indicates the
issues felt by some families, 11 - 20% (1 in 5) 10%
14%
even though it is likely to
underestimate the full scale of 5 - 10% (1 in 10) 18%
20%
the issue.
Unsurprisingly, there were big 2 - 5% (1 in 20) 24%
19%
differences by affluence: 35%
of households in the lowest 1 - 2% (1 in 50) 24%
13%
income quintile reported not
having sufficient devices in 0% - All our students have adequate access to a 7%
device 10%
their house, compared to 11%
of those on in the highest 0% 5% 10% 15% 20% 25% 30%
quintile of income.
Beginning of March 2020 lockdown Beginning of Jan 2021 lockdown
Source: Teacher Tapp survey of teachers in England, March 25th 2020 and January 9th 2021
Figure 4. Proportion of a teacher’s class who lack a device for learning Jan 2021, by deprivation level of school
80%
71%
70% 66%
60%
54%
49%
50%
40% 39%
40% 36%
32%
30%
18% 17%
20%
10%
8% 10%
10% 3% 4%
2% 2% 3% 2% 2%
0%
Private Q1 (affluent) Q2 Q3 Q4 (deprived)
0% - All our students have adequate access to a device 1-10% 11-33% More than 33%
Source: Teacher Tapp survey of teachers in England, January 7th 2021
4lockdown (explored in the next lack internet, compared to 3% in the schools reported needing to source
section), and schools are likely to most affluent state schools, and just IT equipment for disadvantaged
have better information on home 1% at private schools. pupils themselves while waiting for
circumstances. This may mean that, government support, with the figure
despite the increased number of Despite the government distribution rising to 72% at secondary schools.
devices available to pupils, this is still schemes, at the beginning of the
not adequate, when they are expected January lockdown, 47% of state LEARNING AT HOME
to complete 3-5 hours of online school senior leaders report their
When the Trust looked at remote
learning each day. For example, school has only been able to supply
learning in March 2020, schools had
sharing a device with a sibling or half of their pupils or fewer with the
just been plunged into a very new and
parent may no longer be sufficient. laptops they have needed. This is
challenging situation, with generally
Nonetheless, this data shows 56% at the most deprived schools,
only the most well-resourced schools
how steep the challenge remains, and 39% at the most affluent. Two
capable of pivoting quickly to
particularly for the most deprived thirds (66%) of senior leaders in state
pupils.
Figure 5. How teachers were providing work for their classes, 2020 and 2021 lockdowns
Access to the internet itself
poses a similar challenge, 64%
Via an online learning platform to set/collect work
with government also 71%
providing internet dongles 4%
Online video 'live' conferencing
to some students over the 54%
last year, and more recently
Online video clips to watch 19%
working with mobile 41%
phone companies to give
8%
disadvantaged students free Online chatting 26%
increases to their mobile
data allowance.17 Via instructions posted on a website 16%
30%
However, just 5% of state Physical workbooks/worksheets 32%
15%
school teachers reported
all of their students have Emails sent to the class/parents 20%
11%
access to the internet,
compared to 51% in the 2%
Other 3%
private sector. Again, this
gap has actually grown 2%
No work has been provided
since March 2020, when 0%
the figures were 6% and
0% 10% 20% 30% 40% 50% 60% 70% 80%
38% respectively.
21% of those in the most March 20 lockdown Jan 21 lockdown
deprived schools report
more than 1 in 5 pupils Source: Teacher Tapp survey of teachers in England, March 23rd 2020 and January 11th 2021
Figure 6. Activities undertaken by secondary school teachers during their work day, by level of deprivation in school
100%
80%
60%
40%
20%
0%
Hosted an online Hosted an online Emailed Hosted an online Recorded and posted Phone/video call with Phone/video call with Taught in person at
streamed lesson streamed lesson pupils/parents 'lesson' with real-time a video online student(s) parent(s) school
(students can speak) (students cannot chat/messaging
speak)
Private Secondary Q1 (affluent) Q2 Q3 Q4 (deprived)
5 Source: Teacher Tapp survey of teachers in England, 12th January 2021Zoom lessons and intensive online school in March), the gap in the use perhaps reflecting a greater need
learning. With the experience of the of online ‘live’ video conferencing has for disciplinary measures or welfare
first lockdown, plus an autumn term actually widened since March, with concerns. While evidence is limited
where many pupils spent periods 86% of private schools now using on the effectiveness of live online
learning from home, the picture in this method, compared to 50% of lessons (synchronous learning), in
terms of provision of home learning state schools, a gap of 36 percentage comparison to recorded lessons
has changed substantially, with a points. In March, these figures were (asynchronous learning) or other
much greater use of online platforms 28% for private schools and 2% online techniques,19 in many cases
and a move towards greater live for state schools. While provision where schools are not delivering live
online interaction with pupils. While in the state sector has changed lessons it is likely this is because they
live lessons do not automatically substantially, it has been outpaced have encountered barriers, including
equate to more effective teaching,18 by the private sector, a perennial resources, and their pupils’ access
it is telling that schools with fewer challenge for educational equity. to appropriate technology. As in a
limitations on their resources have Differences in provision also remain normal school environment however,
increased their use of these methods. between different state schools, with effectiveness is most often down to
the most affluent secondary schools the quality of the teaching rather than
While just 4% of teachers were using also more likely to be using live video the medium or method used.
online video conferencing in the first conferencing (74% vs 65% in the
weeks of March’s lockdown, allowing most deprived). These changes are reflected in the
them to both speak to and sometimes data from parents, who report that
see students, this is now much These changes in learning delivery 17% of primary pupils and 47% of
higher, at 54% (Figure 5). Similarly, have also changed the activities secondary pupils are taking part in
only 4% of teachers were using teachers have been completing during at least 3 hours of live or recorded
online chat in March, which has now their working day. 91% of teachers in lessons each day. While two thirds
increased to 26%. The use of other private secondary schools had hosted of children in the first weeks of last
online methods has also risen, with an online streamed lesson, compared spring’s lockdown were receiving no
41% now using online video clips for to 79% in the most affluent state live or recorded lessons, now just
students to watch, compared to only secondaries and 68% in the least 10% of children are reported to
19% in March. Conversely, the use affluent (Figure 6). Almost all such receive no such learning.
of offline methods to provide work sessions were interactive (allowed
has fallen, with just 15% now using students to speak) at private schools, As well as changes in method, there
physical workbooks, compared to with non-interactive lessons more has also been an increase in the
34% in March. common at state schools, as well as intensity of online learning from
lessons conducted through real-time the beginning of the first lockdown.
Since March, some gaps in types of chat/messaging. Parents report that the volume of
provision being used between the work completed by children has
state and private sector have reduced, Teachers in private schools were more increased substantially, with the
while others have widened. While likely to speak on the phone or video proportion of primary pupils doing
there is now no difference between call directly to students. Teachers in more than 5 hours a day of learning
state and private schools in the use the least advantaged schools were rising from 11% to 23%, and for
of online learning platforms to set more likely to have phoned parents secondary students from 19% to 45%
and collect work (71% and 70% (28% in the most deprived schools (Figure 7).
respectively, compared to 63% in vs just 16% in the most affluent,
state schools and 77% in private and 12% in private secondaries),
Figure 7. Hours spent learning per day by children, 2020 and 2021 lockdowns
50% 50%
45%
45% 45%
40% 40%
35% 35%
30% 27%27% 30% 28%
26%
23% 24% 23% 24%
25% 25%
19%
20% 20% 17%
15% 16%
15% 15%
11% 11%
9% 9%
10% 10%
4% 4% 5%
3% 4%
5% 5% 2% 2%
1% 1% 1% 1%
0% 0%
None Less than 1 1 hour 2 hours 3 hours 4 hours 5 hours or None Less than 1 1 hour 2 hours 3 hours 4 hours 5 hours or
hour more hour more
Primary 2020 Primary 2021 Secondary 2020 Secondary 2021
Source: YouGov survey of parents, January 13th-14th 2021, Sutton Trust/Public First survey of parents, April 1st-3rd 2020
6Socioeconomic gaps remain however, private school teachers reporting a their children’s remote education has
with 40% of children in middle class lack of parental support for learning been difficult, with many trying to
homes doing over 5 hours a day, (65% vs 25% in private schools) do so alongside doing their own job
compared to 26% of those in working and access to suitable technology remotely and other responsibilities.
class households. There were also (44% vs 14%). Teachers in the most Perhaps unsurprisingly, 41% of
differences between the state and deprived state schools were much parents with children learning at
private sector (Figure 8). While 76% more likely to cite a lack of suitable home report that they have not had
of teachers in state secondary schools technology (55% in the least affluent very much time or no time at all
said their average Year 8 students secondaries, vs 37% in the most to help their children with online
were spending 3 or more hours a well off and just 10% in private learning. Only 19% of parents report
day learning, this is 90% in private secondaries) and were more likely to that they have a lot of time to support
schools. Teachers in private schools say there was a lack of engagement their children with online learning,
were also twice as likely to say their from parents (57% vs 47%). with 34% saying they have a ‘fair’
average student was studying for amount of time. Parents of secondary
more than 5 hours a day (64%) For many parents, trying to support age children are more likely to say
compared to the state sector (30%).
Figure 8. Hours spent learning per day by pupils, state and private
SUPPORT IN THE HOME
To be able to learn successfully at 1%
More than 6 hours per day
home, children need not just the 7%
resources to take part in online
provision, but also the skills and 30%
motivation necessary to work 5 or 6 hours per day
57%
remotely, as well as help and support
from their parents.
As figure 9 shows, the most common 46%
3 or 4 hours per day
reasons given by teachers for their 25%
pupils not engaging in online learning
were limited or no parental support 17%
(60%), a general, long-standing poor 1 or 2 hours per day
2%
attitude to school work (56%), lack
of independent study skills (46%),
and a lack of access to suitable 1%
Less than 1 hour
technology (42%). 0%
Several of these issues are faced
more commonly in schools with 0% 10% 20% 30% 40% 50% 60% 70%
less affluent intakes. There were
State-funded Private
significant gaps between state and
Source: Teacher Tapp survey of teachers in England, 12th January 2021
Figure 9. Reasons for not engaging with online learning (secondary school teachers), by deprivation level of school
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Limited/no General, long- Lack of Lack of access Some form of Age/maturity Mixed Another reason Not relevant -
parental standing poor independent to suitable SEND making of students messages from all students
support for attitude to study skills, technology accessibility of central are engaging
learning school work in e.g. self- work an issue government with online
general discipline, learning
organisation
Private Secondary Q1 (affluent) Q2 Q3 Q4 (deprived)
Source: Teacher Tapp survey of school teachers in England, 13th January 2021
7they have not very much or no time Figure 10. Whether parents were finding the 2021 school shutdown easier or
at all to support with learning (61%) more difficult than 2020, by household income
compared to primary age (23%).
100%
During this round of school closures, 90%
while parents have more experience 33% 34%
80%
of home learning, which could help 43% 42%
49%
with their confidence in supporting 70%
their child, they have also had to 60%
go through a longer period of trying 50%
30% 32%
to juggle different priorities, with 40% 28% 25%
perhaps less leniency from their 30% 29%
employers. Parents may also feel
20%
increased pressure to help their 28% 27% 23% 25%
10%
children, given the longer periods of 15%
schooling pupils have now missed, 0%
Q1 (lowest Q2 Q3 Q4 Q5 (highest
making doing so adequately feel more
income) income)
difficult.
More difficult About the same Easier
Parents were split on their experience
Source: YouGov survey of parents, January 13th-14th 2021
of learning from the home in this
current lockdown. 39% reported
that they found it easier than the Private tutoring is another way that
those with financial means can boost There are still however large
spring 2020 lockdown, with 24%
the educational prospects of their differences between state and private
reporting that they were finding it
children. 10% of parents reported schools. While 24% of teachers in
more difficult. While 28% of those
paying for private tutoring in the private schools said all their students
on low incomes were finding it more
current school year, a mix of online have returned work set, this is just
difficult, this compared to just 15%
and in person tutoring. This is at a 4% in state schools. This is a larger
of those on the highest incomes,
comparable level to a similar survey gap than in March, when 11% of
indicative of the differing challenges
in 2018.22 Middle class households teachers in private schools reported
felt by different households (Figure
were almost twice as likely to have this, compared to just 2% in state
10).
done so compared to working class schools. Teachers in the most
parents (13% v 7%). deprived schools also continue to
Many parents have used their
be much less likely to say they’re
financial resources to support their
As well as tuition provided privately receiving most work back from their
children during the pandemic, with
and paid for by parents, some classes (Figure 11). While in the
extra costs often incurred by learning
children from disadvantaged most advantaged state schools, 51%
at home, including equipment and
backgrounds will have received said they were getting at least three
other learning materials. 26% of
tutoring during the crisis through quarters of work back, this was just
parents reported having spent over
their school. Since autumn 2020, 20% in the most deprived schools.
£100 on their child’s learning from
the National Tutoring Programme has
home since September 2020, with
been set up to provide small group Unequal experiences of remote
15% reporting having spent more
tutoring to pupils who otherwise learning also continue to have
than £200. There are significant
could not afford it with schools able impacts on the quality of work being
gaps between the top and bottom of
to access highly subsidised, high produced by young people. Overall,
the income spectrum, with 31% of
quality tuition from an approved list while 42% of secondary teachers
those with the lowest incomes had
of providers. The programme has so say that work so far this term is of a
not been able to spend anything,
far supported 62,000 children in the similar standard to what they would
while 29% of those on the highest
first term of delivery.23 expect from their students, 33% say
incomes had spent more than £100,
it’s of a slightly lower standard and
and 19% spending more than £200.
Parents of secondary school children IMPACT, ASSESSMENT AND 12% say it’s much lower. Just 7%
say work is of a higher standard than
were more likely to have spent more. THE ATTAINMENT GAP
normal, as one might expect. This is
These increased costs are occurring Students are also much more likely a very similar picture compared to
in a context of increased economic to be returning work set during this last April, though could reflect higher
inequalities due to the pandemic,20 round of school closures than in expectations on the part of teachers
with those in some occupations able March last year. While last March, this time around.
to continue their job from home only 21% of secondary teachers said
with minimal disruption, often over three quarters had returned work, Socio-economic gaps persist however,
increasing their savings due to lower this is now 40%. Similarly, last March with 64% of teachers in private
expenditures, while others in more almost a quarter (26%) of teachers schools reporting work to be of a
precarious jobs have suffered from said they were having less than a similar or higher standard, compared
lower incomes and unemployment.21 quarter or no work returned, a figure to 56% at the most affluent state
which has now reduced to just 9%. schools, and 37% at the least
8Figure 11. How many students have returned the work that was expected to be submitted back to you, secondary school teachers,
by level of deprivation in school
60%
50%
40%
30%
20%
10%
0%
None have returned Less than a quarter Between a quarter and Between half and Over three-quarters They have all returned
work have returned work half the class have three-quarters have have returned work the work to me
returned work returned work
Private Q1 (affluent) Q2 Q3 Q4 (deprived)
Source: Teacher Tapp survey of school teachers in England, 14th January 2021
affluent (Figure 12). Over half Figure 12. Whether work received was at a higher or lower standard compared to what a teacher
(55%) of teachers at the least would normally expect from their class, secondary teachers, by level of deprivation in school
affluent state schools report
a lower standard of work than 70% 64%
normal, compared to 30% at
private schools. 60% 56% 55%
49% 49%
With what they have seen since 50%
the beginning of the pandemic,
most teachers (84%) thought 40% 44%
46%
the COVID-19 lockdown and 41%
associated disruption would 37%
30%
increase the attainment gap 30%
between pupils in their school, 20%
with one third (33%) saying it
would increase the attainment gap 10%
substantially, a further third saying
it would increase modestly (34%), 0%
and 18% saying there would be a Private Q1 (affluent) Q2 Q3 Q4 (deprived)
small increase. This has increased Similar or higher Lower
since November, when 28% felt it
would increase the attainment gap
Source: Teacher Tapp survey of school teachers in England, 14th January 2021
substantially.
As Figure 13 shows, teachers in the
most deprived schools were much cited more laptops and tablets as been leading a project to secure
more likely to think there would be a the most urgent measure needed, the exclusion of online learning
substantial increase in the attainment underlining the importance of the from mobile data allowances, which
gap in their school (49% in the least government scheme, as well as the could potentially have a significant
advantaged secondaries vs just 25% various charity donation schemes set impact on those currently reliant
in the most affluent state secondary up by the BBC and others, including on mobile internet for learning.25
schools and 8% in private secondary XTX Markets who have donated 12% of teachers cited targeting
schools, with a similar pattern also laptops to participants in Sutton Trust online tutoring to help those most in
seen in primary schools). programmes.24 24% cited measures need, with headteachers particularly
In the short term, teachers were related to internet access, including supportive (20%). Since the closures,
asked what would help most over the the distribution of internet dongles the National Tutoring Programme has
next 6-8 weeks to help disadvantaged with free mobile access, and the moved much of its provision online
or vulnerable pupils and prevent ‘zero rating’ of educational websites where possible,26 but this is unlikely
attainment gaps opening wider by telecommunications companies. to address the full scale of need.
(Figure 14). The majority of teachers The Oak National Academy has
960%
Figure 13. What impact will the COVID-19 lockdown and associated disruption have on the attainment gap at your school? Second-
ary teachers, by deprivation level of school
50%
40%
30%
20%
10%
0%
No change - we have an No change - we have no Small increase in Modest increase in Substantial increase in
attainment gap but it attainment gap within our attainment gap attainment gap attainment gap
won't have increased school
Secondary Private Q1 (affluent) Q2 Q3 Q4 (deprived)
Source: Teacher Tapp survey of school teachers in England, 11th January 2021
For year 11 and year 13s, the most some external quality assurance, and decisions on the basis of these
prominent worry is how they will be a robust appeals process, as well grades take this into account. The
assessed for their GCSE, A Level and as training and guidance available emphasis, for all those in the sector,
other qualifications, and in particular, to reduce potential bias. However, should be on facilitating progression,
what impact this will have on their evidence suggests that ‘non-blind’ whether it be to sixth form, university,
progression. The cancellation of this internal marking by teachers is apprenticeships and training, or
year’s exams was announced at the less likely to be unbiased than if employment.
same time as the new closures, and the tests were marked externally.29
this decision is backed by 70% of It has been argued that a greater
teachers, with only 13% disagreeing. level of external marking (or at least DISCUSSION
Nonetheless, this raises the moderation) of such tests would both The COVID-19 pandemic has
significant question of what happens ease the burden on teachers, as well brought about a level of disruption
next, and how assessment will be as improve the fairness of the grading to young people’s educations at a
conducted this year, particularly process.30 scale previously unimaginable in
in light of the controversy around modern times. And at every stage of
teacher assessed grades and ‘the As the 2020 process demonstrated, this crisis, young people from the
algorithm’ in 2020. Ofqual have with exams cancelled, it is virtually poorest backgrounds have been hit
launched a consultation on this impossible to devise a system of the hardest. Without urgent action
year’s assessment plans,27 with initial grading that will be robust and significant enough to meet the
indications that grades will again be generate credible grades for use by extraordinary challenges posed by the
based on teacher assessment, but universities and employers, while also pandemic, there is a real risk that
with a bulked-up range of evidence ensuring fairness and consistency prospects for social mobility will be
available to teachers in assigning across pupil characteristics and irreversibly damaged for a generation
those grades, coupled with some schools, and also take into account of young people.
external oversight.28 It is likely that the huge inequalities in the impact of
there will be some level of testing, the pandemic on learning. This latter While schools remain closed,
set externally by exam boards, but point will be particularly acute in the everything that can be done should
taken in school and likely marked context of the in-school assessments be done to mitigate the impact of
by teachers themselves. Grades taken over the next few months, in closures and to prevent any further
are also likely to be announced in the context of the disparities seen widening of the gap. Providing
July, giving time for appeals before throughout this report, where it more devices for those who need
universities make their final decisions will be highly challenging to ‘fairly’ them is currently the top priority for
on admissions. Given the established recognise unequal learning disruption teachers to prevent disadvantaged
issues around bias and predicted in the marking. It will be vital that students from falling further behind.
grades, it is welcome there will be universities and employers making As a matter of urgency, devices and
10internet access should be provided
Figure 14. What intervention is most important to prevent disadvantaged pupils
to all of those who need them. While from falling behind during this lockdown?
it is welcome the government have
announced an additional 300,000
More laptops/tablets for those who still
laptops for students, taking the 52%
need them
total up to 1.3 million,31 many of
these have still not been delivered More internet dongles for those who still
14%
to students. Every day students do need them
not have the equipment they need
Additional online tutoring for these
is another day of preventable lost students
12%
learning.
‘Zero rating’ of educational websites to
10%
Internet access also continues to save mobile data charges
be a barrier. The government and
many mobile phone networks have Extended online learning times 2%
been working together to increase
data allowances for students,32 but 0% 10% 20% 30% 40% 50% 60%
schools need to apply for students
to be able to access it, and concerns Source: Teacher Tapp survey of school teachers in England, 15th January 2021
have been raised that administrative
barriers mean many could miss out.33 Tutoring Programme, are welcome, of school closures would be at
The work being done by Oak National this new set of school closures, least £1.59 billion for just one year
Academy to encourage providers to compounding the previous 9 months group.36 After this further period of
‘zero rate’ educational websites is of disrupted learning, makes further closure, the economic impact will
welcome, and progress has already investment essential. As part of a new only have increased.
been made by some providers on package of support, the government
some sites, for example, several now should provide a one off ‘boost’ to Responding to this unique challenge
zero rate content by BBC Bitesize.34 the pupil premium to be used by will also be needed beyond the next
However, more needs to be done to schools to fund catch up. £400 per academic year. At the very least, the
ensure all students can access all the pupil (at an estimated total cost government should extend its current
sites they need to learn from home, of £750m), could for example, be commitment to maintain per pupil
and providers should continue to work used to fund 30 minutes of paired rates for the pupil premium beyond
to overcome any technical obstacles tuition, five times a week for 12 2021, to protect funding for this
to zero-rating all such sites. weeks, which the EEF estimates can group into the long term. Due to the
result in an additional 4 months economic impact of the pandemic,
But even if everything possible is of progress for students, or a week there are likely to be increased
done to mitigate the impacts of long summer school, potentially numbers of eligible pupils, and it is
this set of school closures, learning resulting in 2 months additional important that pupil premium rates
remotely is not an adequate progress.35 However, teachers should are not diluted as a consequence,
substitute for time in the classroom. be empowered to choose how given the significant needs of this
Schools need to be re-opened as soon exactly this money is spent, taking group following this year’s disruption.
as it is safe to do so, with government into account existing guidance. It will be also vital to monitor and
working in collaboration with parents Existing reporting mechanisms for publish data on lost learning and
and staff on plans for re-opening. the pupil premium could be used to the impact of the pandemic on the
monitor the use of this funding and attainment gap in the longer term,
Work is ongoing to estimate the maintain accountability. It should to help inform further support where
pandemic has had on students, and also be regarded as separate to necessary.
the Education Endowment Foundation funding needed for other parts of Students facing exams in the next
will shortly publish interim findings the pandemic response, for example few years are a particularly vulnerable
on the extent of learning loss in the to cover staff shortages or cleaning group, with the least amount of time
first period of closures, with the study supplies. available to catch up lost learning,
one of the first to provide robust and should be prioritised in any
insights into the impact of school While additional funding for catch support. This year’s Year 11 and
closures on attainment. However, the up will be expensive at a time Year 12 students have had two
scale of the long-term impact on the costs to government are already school years of disrupted learning,
attainment gap still remains to be high, failure to act will be far more compounded by the cancellation of
seen, with much relying on actions expensive in the long term, as their GCSEs, as they transition to
taken in the coming year. young people who go into the labour post-16 education. Pupil premium
market with fewer skills will be less funding however does not continue
A huge national effort of catch up is able to contribute productively to after age 16. While money has been
needed, with a focus on those from the economy. Research earlier this made available to provide tutoring for
disadvantaged backgrounds who year commissioned by the Sutton 16-19 year olds,37 it is crucial that
have suffered most. While existing Trust estimated, that the total net next year sees a greater investment in
efforts, including the National economic loss of the first round those in post-16 education, including
11extending the remit of the National Levels, T Levels and BTECs, as well the education sector as a whole
Tutoring Programme . Additional as those re-taking GCSEs in Post- should be to minimise the long term
funding, targeted at those who have 16 provision, to secure the passes lost learning for those in the school
been hit hardest by the pandemic, they need to progress to their next system, and to enable young people
will also be needed, to help schools destination. to progress to the next stage of their
and colleges afford tutoring through As we move through this second year education, training and employment,
the NTP, as well as to support broader of the pandemic, if we are to secure despite the unparalleled disruption
catch up plans. It is vital that this the future prospects of a generation they have faced.
group get back on track for their A of young people, the twin goals of
POLICY RECOMMENDATIONS
1. As a matter of urgency, every pupil should have access to a device and internet access for remote learning.
Laptops, internet dongles and other learning devices should continue to be rolled out at speed through the
government programme. Every day that goes by with pupils lacking access to the tools for online learning widens
gaps and harms the long term prospects of young people.
2. Educational websites and online learning services should be ‘zero rated’ by internet data providers. While there are
technical obstacles to this, telecoms companies should continue to work with the sector to find solutions to excluding
online learning from mobile data allowances, removing this cost barrier to online learning.
3. Schools should receive a £750m ‘boost’ for their disadvantaged pupils via the pupil premium, as part of a new
package of catch up funding. The cumulative impact of the new school closures on top of 9 months of disrupted
schooling on learning and the attainment gap is likely to be of an unprecedented scale. It is vital that schools are
resourced to help those who have suffered the most ‘bounce back’ once schools are open again. A £750m one-off
pupil premium boost would give schools £400 additional per pupil to spend on catch up as they see fit, which could
pay for a block of high quality paired tutoring, and other effective interventions. Funding to cover staff shortages,
enhanced cleaning, and other pandemic impacts should be separate from any such ‘catch up’ fund, to ensure its
effectiveness.
4. The pupil premium should, at the very least, be protected in per head terms from 2022/23. While it is welcome
that the Pupil Premium has been protected for 2021/22, the impact of the pandemic will continue to be felt beyond
the next school year. With increased numbers of eligible pupils likely over the current year, it is important that pupil
premium rates are not diluted as a consequence.
5. Funding for the National Tutoring Programme should be extended in the next Comprehensive Spending Review,
to establish it as a long term contributor to narrowing the attainment gap. Tutoring will play a vital role in helping
education recover from the pandemic, but given the scale of the challenge, it will not be sufficient on its own, and
must be accompanied by a wider investment in catch up.
6. There needs to be a renewed focus on 16-19 year olds, with eligibility for the National Tutoring Programme
extended to students in post-16 education, alongside targeted funding support. Pupils beginning post-16 courses
this autumn are at a critical stage in their education, and will have faced huge disruption to their learning, including
the cancellation of their GCSEs. In order to help get those hardest hit back on track for A Levels, T Levels, BTECs,
and for those who need GCSE passes to progress, it is vital that these students are included in targeted funding
support, including a consideration of the extension of the Pupil Premium to FE.
7. Assessment for A Levels and GCSEs and other qualifications in 2021 must be as robust, respected and equitable
as possible in the circumstances, with a focus on facilitating progression. While no perfect solution is possible in a
context of disruption that has been significant, and unequally experienced, it is crucial that this year’s assessment
system should minimise bias or unfairness across pupil characteristics (such as socio-economic background) and
across schools. It should also be as robust as possible so as to give this years’ cohorts genuine ‘currency’ as they
move to the next level. Externally set tests and robust external moderation of centre assessed grades is vital.
8. There should be a collaborative approach to the re-opening of schools, when it is safe to do so, that commands
the confidence of school leaders, teachers and parents. Despite the huge efforts by schools and teachers, it is clear
that nothing can replace face to face teaching and learning. If partial reopenings are considered, vulnerable and
disadvantaged learners should be prioritised.
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