Disadvantaged primary school pupils were on average 2.2 months behind in maths during the autumn term of the 2021/22 school year, compared with 1.8 months for their non-disadvantaged classmates, research has found. This represents a narrowing of the gap since the previous summer term, researchers say.
In reading, the attainment gap has widened over the same period. In the autumn term of 2021/22 disadvantaged primary school pupils were 1.4 months behind in their reading, compared with 0.5 months for their more affluent peers, which is worse than the previous year.
The attainment gap in readin between disadvantaged and non-disadvantaged secondary school pupils has also widened since the summer term last year, found the research by the Education Policy Institute (EPI) and Renaissance for the Department for Education.
Disadvantaged secondary school pupils were on average 3.5 months behind in their reading during the autumn term, compared with two months for their non-disadvantaged classmates.
"Our latest data shows a reduction in the extent of lost learning in primary maths since the summer,” said report author Jon Andrews who is head of analysis at EPI.
“However, what is particularly concerning is the performance of secondary-aged pupils. Far from showing signs of recovery, they appear to be showing a greater degree of learning loss than they did at the end of the last school year.
“Disadvantaged children in secondary schools also appear to be falling further behind their non-disadvantaged peers in their reading.”
He added that the research is useful in identifying where support is most needed to help children catch up post pandemic.
New report on pandemic learning loss: Alongside today's White Paper, the DfE have published our latest learning loss research, covering the autumn term.
— Education Policy Institute (@EduPolicyInst) March 28, 2022
While primary pupils recovered in maths, in secondary there were greater losses in reading.
Report: https://t.co/7zgeFjgfXK
The research also looks at the regional disparities for all children in learning loss.
It found that primary school pupils in the North East, West Midlands and Yorkshire and the Humber lost 0.4 months in their reading skills between summer 2020/21 and autumn 2021/22.
Over the same period the loss in learning remained the same in the East Midlands, East of England, London, North West and the South East.
John Moore, managing director at Renaissance, added: “It’s vital we continue to track the impact of the disruption caused by Covid-19 on pupils’ learning, particularly when that tracking highlights ongoing concerns.
“It’s only in understanding where and to what degree pupils might be falling behind that we can act to address these challenges. Building that picture now – and as we emerge from the pandemic – of how pupils are performing is a big piece of the puzzle.”
The DfE’s schools white paper, which was published this week, reiterated a previous government Levelling Up white paper pledge for 90 per cent of primary school children to achieve the expected standard in Key Stage 2 in reading, writing and maths by 2030.
The government has also set a target for the average GCSE grade in English language and maths to increase from 4.5 to 5 by the same year.
However, children’s organisations have dismissed the government’s plans for improving attainment as a “series of bold pledges” that are “unlikely in practice to be met”.
