This research by the National Foundation for Educational Research (NFER) explores evidence of a wider Covid-19 attainment gap in schools in Yorkshire and the Humber region. It aims to understand the challenges faced by schools and how learning recovery in the region can best be supported.
The report, commissioned by White Rose Maths (WRM), seeks to explore the Covid-19 attainment gap in terms of the difference between attainment before the Covid-19 pandemic compared to during the pandemic.
The report found that while schools in Yorkshire and the Humber may not have experienced entirely unique challenges during the pandemic, there was evidence that they faced numerous additional challenges – along with other northern regions of England – that may have contributed to a wider Covid-19 attainment gap: high levels of pupil wellbeing and mental health needs; less conducive home-learning environments (limited IT access, lower parental engagement, and lacking a quiet space to work); high rates of Covid-19; and high rates of pupil and staff absence when schools reopened.
These challenges may be particularly exacerbated for schools with high proportions of pupils eligible for free school meals (FSM).
There was little evidence to indicate that teaching and learning during school closures in Yorkshire and the Humber was systematically different to other regions. However, there are several areas where teaching and learning may have differed, particularly during the first school closures (March – June 2020) when it was characterised by: lower pupil access to technology; less senior leader direction on the amount of home learning to set; lower use of strategies associated with higher pupil engagement, such as live or pre-recorded lessons and online conversations with pupils; and lower pupil and parent engagement with learning.
Key Findings:
- Compared to some regions, schools in Yorkshire and the Humber faced additional challenges during the pandemic (along with other Northern regions) that may have contributed to a wider Covid-19 attainment gap: higher pupil wellbeing and mental health needs; more challenging home-learning environments; higher rates of Covid-19 contributing to pupil and staff absence when schools reopened.
- Teaching and learning during school closures in Yorkshire and the Humber was broadly similar to other regions, with several exceptions, particularly during the first school closures (March – June 2020) with perceptions of: lower pupil access to technology; less senior leader direction on the amount of home learning to set; lower use of live or pre-recorded lessons and online conversations with pupils; and lower pupil and parent engagement with learning.
- Schools in Yorkshire and the Humber are making progress reducing the Covid-19 attainment gap and are prioritising recovery strategies focusing on wellbeing and mental health and additional small group and one-to-one support.
- Schools’ most pressing needs for support to aid pupils’ learning recovery further are: funding; support from specialist services/providers; additional teaching/support staff; support for pupils’ mental health; flexibility and autonomy over how to spend available funding; and evidence of what works in supporting pupils’ learning recovery.