The findings are based on a joint report by the National Foundation for Educational Research (NFER) and the Nuffield Foundation on the views of 3,000 head teachers and teachers at 1,305 primary and 898 secondary schools across England.
Nearly all teachers surveyed reported that children lag behind where they would expect them to be in their curriculum learning, with 21 per cent reporting that boys have fallen further behind than girls.
Teachers in the most deprived schools are over three times more likely to report that their pupils are four months or more behind in their learning, compared to teachers in the least deprived schools (53 per cent compared to 15 per cent).
The survey was carried out in July, near the end of the last academic year, and shows the impact of the pandemic on pupils, teachers, schools and communities, and schools’ plans and concerns ahead of reopening to all year groups this month.
Teachers estimate that nearly half of all children (44 per cent) will need intensive catch-up support, particularly children in the most deprive areas and from BAME backgrounds.
During July – when the majority of pupils were expected to learn remotely – there remained low levels of parental and pupil engagement (38 per cent of pupils returned their last piece of set work compared to 42 per cent in May). Just over half (56 per cent) of pupils eligible to return to school did so, with lower attendance among pupils eligible for Pupil Premium funding (45 per cent) and those from BAME backgrounds (49 per cent).
Around a third (32 per cent) of school leaders highlighted parental concerns over safety as a common reason for non-attendance.
Schools with high proportions of pupils from BAME backgrounds were more likely to report parents having safety concerns than schools with no BAME pupils (65, compared to 35 per cent).
The report’s recommendations include:
- the need for increased parental reassurance
- support for schools in managing non-attendance
- extra resources for costs associated with managing the demands of Covid-19
- Ofsted should modify expectations for schools in upcoming inspections
- Schools need more Government support to prepare for remote learning in a local lockdowns
Dr Angela Donkin, chief social scientist at NFER, said. ‘Whilst it is crucial that children catch-up, we should not assume that teachers will immediately be able to deliver the same quality of teaching, at the same speed, as before the pandemic.
‘There remains a range of barriers for teachers and schools, which means catch-up should be seen as part of the ongoing process of learning recovery, for most pupils, rather than as a quick-turnaround solution.’
Josh Hillman, director of Education at Nuffield Foundation, added, ‘From September, schools will be trying to close the disadvantage gap while also balancing social distancing measures and delivering the curriculum for all pupils.
‘Rather than being a quick-fix, school catch-up schemes will need to be sustained if they are to be effective, and we would welcome additional government guidance and funding for schools as they develop new ways of working.
‘This long-term approach is particularly important 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.’
Kate Green MP, Labour’s Shadow Secretary of State for Education said, ‘The learning that children have lost in recent months shows that keeping schools safely open to all must be a national priority in the months ahead.
‘When schools are closed, we see deep inequalities become more entrenched, and those from the most disadvantaged backgrounds lose out most.
'Young people’s futures cannot be held back by Conservative incompetence. This is a wakeup call for ministers. They must ensure that schools stay open, that parents and teachers are supported, and that pupils get all the help they need to catch up.’
A Department for Education spokesperson said, 'Getting all children back into their classrooms full-time in September is a national priority, because of its important for their education, as well as for their development and well-being. This is particularly important for disadvantaged children who may need extra support to reach their potential at school.
'While the attainment gap had narrowed since 2011, many pupils have had their education disrupted by coronavirus, and we cannot let these children lose out. That’s why throughout the pandemic we have invested in remote education, providing devices, routes and resources for the children who need them most, and why our £1 billion Covid catch up package will tackle the impact of lost teaching time – including targeted funding for the most disadvantaged students.'