Understanding the impact of the COVID-19 disruption on the attainment and progress of all students is a key research priority for the government. That is why we invested in research into academic progress over the 2020/21 and 2021/22 academic years with Renaissance Learning and the Education Policy Institute. The latest findings from this research, published 28 March, include data from the first half of the 2021-22 autumn term. The findings from this research have been published on gov.uk at: https://www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2022-academic-years<\/a><\/p> Our latest evidence suggests recovery is happening, with primary pupils recovering around 0.1 months in reading and 0.9 months in maths since Summer 2021, and recovering 1.5 months in reading and 1.7 months in maths since Spring 2021, with pupils now only 0.8 months and 1.9 months behind in reading and maths respectively.<\/p> This is equivalent to recovering around two thirds of progress lost due to the pandemic in primary reading and around half of progress lost in primary maths since Spring 2021.<\/p> Progress for secondary pupils in key stage 3 remains a concern, with pupils now on average around 2.4 months behind in reading, having seen losses since Summer 2021.<\/p> We are making some progress in closing gaps between disadvantaged pupils and their peers, additional gaps created by the COVID-19 pandemic appear to have reduced in primary maths and secondary reading since Summer 2021. However, the gap for primary reading appears to have grown.<\/p> In line with this evidence, we have announced £1 billion to extend the recovery premium over the next two academic years. This will enable schools to provide additional support for the most disadvantaged, and will be weighted more towards secondary pupils to reflect evidence showing greater learning loss for older pupils, who also have less time left in education. This is part of the nearly £5 billion of funding we have announced for an ambitious, multi-year education recovery plan to support young people to catch up on missed learning.<\/p> Recovery funding is already making a difference. By May 2022 1.5 million courses had been started by children across England through the National Tutoring Programme, and £950 million of direct funding through the catch up and recovery premia, was helping schools to deliver evidence-based interventions based on pupil needs. In light of the success of this year\u2019s school-led tutoring route through the National Tutoring Programme, next year we will allocate all tutoring funding directly to schools, simplifying the system and giving schools the freedom to decide how best to provide tutoring for their pupils.<\/p> In addition to this, the Schools White Paper, 'Opportunity for all: strong schools with great teachers for your child', sets out how our education system will deliver recovery, not just through our specific recovery investments, but through a wider programme of ambitious reforms that truly level up outcomes and ensure we build back better from the pandemic.<\/p> The Parent Pledge in the Schools White Paper will also make the government\u2019s vision clear that any child who falls behind in English or maths will receive the right evidence-based targeted support to get them back on track.<\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/4091", "label" : {"_value" : "Biography information for Mr Robin Walker"}
}
, "answeringMemberConstituency" : {"_value" : "Worcester"}
, "answeringMemberPrinted" : {"_value" : "Mr Robin Walker"}
, "dateOfAnswer" : {"_value" : "2022-07-05", "_datatype" : "dateTime"}
, "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2022-07-05T16:17:55.72Z", "_datatype" : "dateTime"}
]}
, "answeringDeptId" : {"_value" : "60"}
, "answeringDeptShortName" : {"_value" : "Education"}
, "answeringDeptSortName" : {"_value" : "Education"}
, "date" : {"_value" : "2022-06-28", "_datatype" : "dateTime"}
, "hansardHeading" : {"_value" : "Pupils: Coronavirus"}
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], "questionText" : "To ask the Secretary of State for Education, what recent assessment he has made of the effectiveness of the steps his Department has taken to help children\u2019s education recover from the impact of the covid-19 outbreak.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/4120", "label" : {"_value" : "Biography information for Kate Green"}
}
, "tablingMemberConstituency" : {"_value" : "Stretford and Urmston"}
, "tablingMemberPrinted" : [{"_value" : "Kate Green"}
], "uin" : "900850"}
, {"_about" : "http://data.parliament.uk/resources/1483425", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1483425/answer", "answerText" : {"_value" : " \u200bAssessment is a crucial part of a child\u2019s schooling and fundamental in a high-performing education system. At primary school, statutory assessments are an essential part of ensuring that all pupils master the basics of reading, writing and maths to prepare them for secondary school. Assessment data also enables parents, schools and the department to understand the impact of lost time in education and recovery initiatives.<\/p> Schools should encourage pupils to work hard and achieve well, but the department does not recommend that they devote excessive preparation time to assessments, and certainly not at the expense of pupils\u2019 mental health and wellbeing. We trust schools to administer assessments in the appropriate way.<\/p> Research conducted by UCL Institute of Education, published in 2021, found that there was \u2018little evidence to changes in [pupil] wellbeing around the time of key stage 2 tests, or that children in England become happier - either in general or about school - once these tests are over\u2019.<\/p> Nevertheless, the department knows that the COVID-19 pandemic has impacted on the mental health and wellbeing of children and young people and will have an impact in the longer-term. Mental health and wellbeing are a priority for the government, and we remain committed to promoting and supporting mental health and wellbeing support in schools and colleges. In May 2021, the department announced an investment of over £17 million of mental health funding to improve mental health and wellbeing support in schools and colleges. This includes £9.5 million dedicated to training senior mental health leads in over 8,000 schools and colleges, with an additional £3 million announced this year to extend this training to even more schools and colleges. The training will equip leads with the skills and knowledge to develop a culture and ethos that promotes positive mental health wellbeing, as well as how to make the best use of local resources to support children and young people experiencing issues such as anxiety.<\/p> The department has also recently brought together all its sources of advice for schools and colleges into a single site on GOV.UK, which includes signposting to external sources of mental health and wellbeing support for teachers, school staff and school leaders. The site is available here: https://www.gov.uk/guidance/mental-health-and-wellbeing-support-in-schools-and-colleges#mental-health-and-wellbeing-resources<\/a>. \u200b<\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/4091", "label" : {"_value" : "Biography information for Mr Robin Walker"}
}
, "answeringMemberConstituency" : {"_value" : "Worcester"}
, "answeringMemberPrinted" : {"_value" : "Mr Robin Walker"}
, "dateOfAnswer" : {"_value" : "2022-07-05", "_datatype" : "dateTime"}
, "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2022-07-05T15:45:54.693Z", "_datatype" : "dateTime"}
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, "answeringDeptId" : {"_value" : "60"}
, "answeringDeptShortName" : {"_value" : "Education"}
, "answeringDeptSortName" : {"_value" : "Education"}
, "date" : {"_value" : "2022-06-27", "_datatype" : "dateTime"}
, "hansardHeading" : {"_value" : "National Curriculum Tests"}
, "houseId" : {"_value" : "1"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"}
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], "questionText" : "To ask the Secretary of State for Education, what steps his Department is taking to help ensure that SATs do not have a negative impact on the emotional wellbeing of primary school students.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/4591", "label" : {"_value" : "Biography information for Sarah Olney"}
}
, "tablingMemberConstituency" : {"_value" : "Richmond Park"}
, "tablingMemberPrinted" : [{"_value" : "Sarah Olney"}
], "uin" : "25963"}
, {"_about" : "http://data.parliament.uk/resources/1483426", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1483426/answer", "answerText" : {"_value" : "
School<\/p><\/td> | Year<\/p><\/td> | Average Size (by pupil)<\/p><\/td><\/tr> | |||||||||||||||
Primary<\/p><\/td> | January 2019<\/p><\/td> | 26.7<\/p><\/td><\/tr> | |||||||||||||||
Primary<\/p><\/td> | January 2022<\/p><\/td> | 26.9<\/p><\/td><\/tr> | |||||||||||||||
Secondary<\/p><\/td> | January 2019<\/p><\/td> | 22.2<\/p><\/td><\/tr> | |||||||||||||||
Secondary<\/p><\/td> | January 2022<\/p><\/td> | 22.5<\/p><\/td><\/tr><\/tbody><\/table> <\/p>
|