Disadvantaged children and those with SEND lost most learning in first lockdown, research shows

Analysis of teacher assessment data from 6,000 primary schools in England also shows that the attainment of pupils in year one suffered more than that of older peers.

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The Juniper Education National Dataset Report, February 2021 – The impact of the Covid-19 pandemic on primary school children’s learning examines the percentage of pupils achieving, or exceeding, what is expected for their age for years one through to six in reading, writing and maths, in comparison to pre-pandemic levels.

It also looks at the effect that children’s return to school from September to December 2020 had on their learning.

Researchers found that prior to the pandemic, 82 per cent of year one pupils achieved age-related expectations in reading, 79 per cent in writing and 83 per cent in maths.

However, following the first national lockdown, these figures dropped to 60 per cent, 54 per cent, and 59 per cent of pupils respectively.

A third of year one pupils with SEND working at the expected levels for their age in maths and writing dropped by almost a third, the report adds.

Meanwhile, across all primary school year groups only 43 per cent of disadvantaged pupils (those who qualified for the pupil premium) met age-related expectations for reading after lockdown compared with 63 per of non-disadvantaged groups. 

For writing just 36 per cent of disadvantaged children met this target compared with 55 per cent of non-disadvantaged groups. For maths the figure stood at 41 per cent compared to 61 per cent.

Researchers also note that both children with SEND and disadvantaged children took longer to catch up when schools reopened in September. 

This suggests “that a special focus needs to be placed on these groups as all pupils return to school after [the current] lockdown”, the report states.

Report author and former primary head, Stephan Nicholls, who works as an education consultant for Juniper Education, said: “To put an effective recovery plan in place, we must know which children have suffered the most from the pandemic. This report will help those that work in education understand where the greatest learning losses are so they can effectively direct their teaching when the school gates are fully open again.”

The findings come as the Department for Education announced it would reward contracts and grants which enable schools, colleges, families and local authorities, to support thousands of children with SEND. 

The multi-million pound package of support includes more than £27m for the Family Fund which supports low-income parents raising children with serious illnesses or disabilities with the cost of equipment, goods or services.

The £42m boost will also see funding extended for an advice helpline and local parent carer forums as well as support to improve how councils provide services and improved training for education staff working with children and young people with specific needs such as autism.

DfE has also launched a consultation over proposed changes to the funding formula that will calculate allocations of high needs funding for local authorities in 2022-23.

Proposals being considered as part of the consultation include replacing the current lump sum included in the formula calculation for high needs funding for councils with an amount calculated on the basis of actual expenditure in 2017-18 reported by each local authority.

It also suggests increasing the proportion of council funding based on actual expenditure in 2017-18 from its current rate of 10 per cent to as much as 44 per cent.

Opinions are also being sought on the best way to address missing attainment data for 2020 related to children with SEND due to school closures and exam cancellations.

The consultation closes on 24 March.