This NFER study reports what effects Headteachers felt the pandemic has had on pupils with Education, Health and Care Plans (EHCPs). It involved a representative survey of Headteachers in special schools and colleges in England.
It follows on from a previous study, which reported on the nature of the issues faced by special schools and colleges in England during the pandemic in terms of offering in-school places and remote support. This second publication sets out the effects of this period and what needs to happen next to support pupils at special schools and colleges, their families, and the staff who support them.
The findings show that pupils in special settings experienced greater learning losses than pupils in mainstream settings due to the pandemic. Headteachers estimated that pupils in special schools and colleges were on average around 4 months behind where they would have been with their literacy and numeracy, had it not been for the disruption related to the pandemic. This level of academic loss is greater than has been reported for pupils in mainstream settings.
It also found that pupils with EHCPs have experienced further developmental losses. Headteachers estimated that pupils in special schools and colleges were, on average, around 4 months behind where they should have been with their social and communication skills; and their independence and life skills. They also reported pupils being around 4.5 months behind with their behaviour and self-regulation and 5 months in their emotional wellbeing and mental health. Pupils with physical issues were considered to be around 6 months behind in their physical development.
Furthemore, legally required Health and Care input has been severely disrupted. It is a legal requirement that pupils with EHCPs receive health, therapy, and care input, but their access to this has been severely reduced during the pandemic. In May 2021, Headteachers reported that around a third of pupils attending school were still not receiving their full health and therapeutic input (34%) or their social care support (37%). Of those not attending school, almost nine out of ten (87%) pupils were not receiving their full health or therapy support and eight out of ten (78%) were not receiving their full care package.