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Urgent support must target disadvantaged pupils and schools in areas of great deprivation, the researchers have said, as figures reveal that the gap in England between some pupils and their wealthier peers widened by 46% in the year school severely disrupted by coronavirus lockdown.
As the school year begins for the majority of students in England and Wales, the authoritative study of the National Foundation for Educational Research (NFER), based on interviews with more than 3,000 teachers and principals from more than 2,000 schools, revealed that the underprivileged, blacks and minorities Ethnic Children (BAME) had regressed compared to their more affluent peers since March.
While the average learning lost was three months for all students, according to teachers, more than half of the students in schools in the most deprived areas lost four months or more, compared with only 15% of those in less disadvantaged areas.
And while it was estimated that only 1% of students in the richest areas had lost six months in effective learning due to confinement, in the poorest areas more than 10 times more were affected.
The NFER estimated that the worst affected secondary schools in England face an average cost for pandemic measures of over £ 700,000 to cover additional staff, cleaning and IT expenses for reopening and preparation for possible closures, while primary schools face a average cost of £ 280,000. .
The research found that according to estimates provided by teachers, the learning gap between disadvantaged students and their peers in July 2020 was 46% higher than the previous year. However, he said 46% “would probably be an underestimate” if differences between schools were included.
It also found that almost half of all students need intensive support to catch up to make up lost ground. And boys appeared to have lagged worse and further behind than girls, on average.
Angela Donkin, NFER’s chief social scientist, said: “There are still a number of barriers for teachers and schools, which means that recovery should be seen as part of the ongoing process of recovery from learning, for most students. students, rather than as a return solution.
“It is clear that additional support must be directed to disadvantaged students and schools in highly deprived areas, something that is happening encouragingly through schemes like the national tutoring program, although there are doubts whether the scale will be sufficient to meet the high demand for those who require intensive support. “
Most pupils in England and Wales will be entering a classroom this week for the first time since mid-March, when their schools closed for all but the children of key workers and those who were vulnerable or in care.
Gavin Williamson, England’s education secretary, said: “I do not underestimate how challenging the last few months have been, but I know how important it is for children to go back to school, not only for their education but for their development and well-being as well. “.
Williamson also endorsed delaying next year’s GCSE and A-level exams scheduled to begin in May. She told the Daily Telegraph that she was working with exam regulator Ofqual “with the goal of creating more teaching time” to address parents’ concerns about school loss.
While 90% of school leaders surveyed by NFER said they found the opening “manageable,” the remainder said they need more staff or other resources to meet the government’s cleanliness and social distancing guidelines. The survey also found that both staff and students still lacked access to digital devices, creating more problems if there are repeated locks this year.
Jules White, director and founder of Worth Less? The group campaigning for better funding said: “Finally, we have an independent report that sets out the wide range of challenges facing schools.
“From IT infrastructure to recovery work, testing needs and children’s mental health, the scale is enormous, especially as schools are held together with duct tape and rubber bands anyway.
“Schools will need significant financial support to solve these long-term problems. We will also need our politicians to fully understand that a simplistic hope of waiting for a ‘new normal’, which foresees that the school offer will continue with barely noticeable effects, is optimistic nonsense. “
The NFER study authors said the government’s £ 1 billion scheme to fund tutoring and remedial provision for small groups might not be enough, and said schools and pupils in disadvantaged areas might need longer funding. deadline to provide effective support.
Teachers said they only covered two-thirds of the regular curriculum during 2019-20, which will be especially critical for those students starting in Years 11 and 13, taking GCSE, BTec or A-level grades.
Josh Hillman of the Nuffield Foundation, who helped fund the research, said catch-up schemes should be sustained, “given the ongoing impact of Covid-19 on students’ family circumstances, such as increased levels of job insecurity, poverty and relationship breakdowns, all of which could affect their learning and development and further widen the disadvantage gap.
A spokesperson for the Department of Education said: “While the achievement gap has narrowed since 2011, the coronavirus has disrupted the education of many students, and we cannot let these children lose out. That is why throughout the pandemic we have invested in remote education, providing devices, pathways and resources for the children who need them most, and why our £ 1bn Covid upgrade package will address the impact of time from missing instruction, including specific funding for the most disadvantaged students. “
But Kate Green, the parallel education secretary, said: “When schools are closed, we see deep inequalities take hold the most and those from the most disadvantaged backgrounds lose the most.
“The future of young people cannot be limited by the incompetence of the conservatives. This is a wake-up call for ministers. They need to make sure schools stay open, parents and teachers are supported, and students get all the help they need to catch up. “
Schools in Scotland and Northern Ireland have already reopened for the new academic year, while schools in Leicestershire opened to pupils last week. Most of the children in England and Wales will go back to school this week, while some will not open until next week for all pupils.
The National Association of Teacher Directors said the government should not impose fines on parents for children who do not attend school during the first term. “If you are a parent and concerned about safety, a fine is unlikely to make you feel safer,” said Paul Whiteman, NAHT secretary general.
