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- Primary school children, secondary school pupils and college students as well as university students on practical courses who need access to specialist facilities and equipment will all return on Monday 8th March.
educationhub.blog.gov.uk/2021/02/22/all-students-to-return-to-school-and-college-from-8-march-and-what-you-need-to-know/All students to return to school and college from 8 March and ...
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Dec 16, 2021 · Schools across the UK say they are prepared to switch to online learning if they have to next term, as more children stay at home because of Covid.
Jan 2, 2021 · Teaching unions have told primary school staff it is unsafe to return to work, and called for remote learning. Head teachers have begun legal action to force ministers to reveal data behind the...
Aug 19, 2024 · Providing remote education does not change the imperative to remain open or to reopen as soon as possible.
- The Picture Overall
- Methodological Note
- The Current State of Children’s Education
- Catch-Up Strategies
- Pupils’ Personal Development
- School Leadership
The impact of the pandemic on children and schools is well documented. This time last year, we published a series of COVID-19-themed briefings, presenting findings from interim visits to schools in the autumn term 2020. Leaders faced challenges in managing the logistics of COVID-19 safety measures, delivering education remotely and identifying gaps...
This briefing uses evidence gathered from routine inspections to show: 1. how the pandemic continues to impact on pupils’ learning and personal development 2. how schools are helping pupils to catch up Our inspections give us insight into schools’ approaches to recovery. The findings in this briefing are based on evidence collected during routine i...
Ongoing COVID-related absence
Many schools are still working on getting back to pre-pandemic attendance levels. Schools report that much absence is directly related to COVID-19. Schools described a range of direct and indirect reasons for COVID-19-related absences, including: 1. pupils testing positive for COVID-19 2. COVID-19-related anxiety among both parents and pupils 3. poorer mental health among pupils 4. rescheduled or rearranged term-time holidays 5. low resilience to setbacks or illness Some schools had more COVI...
The newest intake of pupils
Children coming into the Reception Year have missed out on or had interrupted nursery provision. This has resulted in the newest intake of pupils struggling more with peer interactions, behaviour, school readiness and attitudes to learning. Some teachers said that the impact of the pandemic on Reception pupils was bigger than they had expected. Schools had found that pupils had a wider range of starting points. As discussed in our briefing on early years, the pandemic has hindered opportuniti...
Knowledge and skills in specific areas
Schools identified a wide range of subject-specific areas that continued to be affected by the pandemic, either because teaching had been missed or because pupils did not learn well remotely. How much pupils had learned, and how secure they were in this knowledge, depended on whether they were in school during lockdowns, how much they had engaged with remote learning and how independently they could work at home. Primary school pupils’ learning was often dependent on the level of support pare...
Identifying gaps in learning
School leaders mentioned 2 issues emerging from the time when schools were partially closed: they had not been able to teach some of their usual curriculum, and some of what was taught was not well remembered by pupils. These issues had led to gaps in pupils’ learning. Many leaders said they had reviewed the previous year’s curriculum plans to establish the breadth and depth of what they had been able to cover and what had been missed. They did this so that teachers could ‘plug the gaps’ in c...
Curriculum adaptations
School leaders wanted to ‘pick up the pieces from the pandemic’ and were pleased to be getting back to their normal curriculum. A small number of school leaders said that they were not making any adaptations to their usual curriculum because they were confident in the remote learning they had provided and in their catch-up work after fully reopening. However, many schools were adapting their curriculum plans to address gaps in learning. Some leaders referred to this as their ‘recovery curricu...
Use of tutors
In some primary and secondary schools, leaders said they were using funding to provide one-to-one or group interventions. Many schools used their own staff, including teaching assistants, for these. A few said they were using academic mentors or National Tutoring Programme tutors. Some school leaders talked about their plans to begin a tutoring programme in the near future. Many schools’ tutoring and intervention work targeted specific pupils. Schools varied in how they were targeting this su...
Mental health and well-being
Many schools said that the pandemic continued to impact negatively on the mental health and well-being of some of their pupils. Primary schools were more likely to say that some pupils were not as resilient as they were before lockdown, while secondary schools tended to report increased numbers of pupils suffering from anxiety and self-harming. Some of this is the direct impact of the pandemic on pupils, for example pupils being anxious about catching COVID-19 and others being affected by the...
Behaviour and expectations
Staff at a few schools said that pupils’ behaviour had improved compared with before the pandemic. Pupils were happy to be back in school and showing a positive attitude to learning. However, some school leaders said that pupils’ behaviour continued to be a challenge in the autumn term as pupils settled in and became familiar with the school routine. Schools reported children struggling with social skills, such as how they related to and collaborated with other pupils. A few schools said that...
School improvement plans
A few school leaders said that the pandemic had not caused any delays or disruption to their school improvement plans and that they had been able to continue with curriculum development. In a few schools, the partial school closures had given staff an opportunity to reflect and time to develop their curriculum. However, other school leaders said the pandemic has had a negative impact on their development plans. Due to competing demands, putting plans into action had been slowed or delayed. So...
Staffing
Schools were also affected by COVID-19-related staff absence. In a few cases, leaders said that they had experienced multiple members of staff off work at the same time during the autumn term. Although having several absent staff members creates a challenge for all leaders, we recognise that, in smaller schools, even one member of staff absent with COVID-19 can be difficult to overcome. In many schools, staff said they felt supported by their colleagues and senior leaders. Some believed that...
Feb 16, 2021 · Schools across England are reopening to all pupils today in the prime minister's first step of lockdown easing. Students have spent months learning remotely and those returning to secondary ...
An analysis of the amount of learning materials covered by pupils and the dependence of remote learning on parental input over the coronavirus (COVID-19) pandemic period.
Dec 28, 2020 · England: Secondary school pupils in exam years will return at the start of term while others begin their learning online. Face-to-face learning is expected to resume for everyone by 11...
