This DFE analysis is based on the results achieved by pupils (across age groups) in the first half of the 2020/21 autumn term (up to and including 25 October 2020) in comparison to pupils in previous years.
All year groups have experienced a learning loss in reading. In primary schools these were typically between 1.7 and 2.0 months. Schools with high levels of disadvantage have experienced higher levels of loss than other schools, particularly in secondary (2.2 months in schools with high rates of free school meal eligibility and 1.5 months in schools with low rates of free school meal eligibility).
Main Findings:
- All year groups have experienced a learning loss in reading. In primary schools these were typically between 1.7 and 2.0 months, and in year 8 and year 9, 1.6 and 2.0 months respectively.
- It is pupils who have just started year 7 where we see the smallest learning loss at 0.9 months. One possible explanation for this is that this year group was out of school for less time than others. Schools were expected to be open to reception, year 1, year 2 and year 6 from 1 June 2020 – while others were still receiving remote education. Though it should be noted that the sample size for this group is lower than other year groups and these results may be adjusted with more detailed data available later in the year.
- The learning losses in mathematics were greater. We estimate that, on average, pupils in primary schools have experienced a learning loss of just over three months. It has not been possible to derive robust estimates for pupils in secondary school in mathematics.
- There appear to be some regional disparities in the level of learning loss in reading with pupils in the North East and in Yorkshire and the Humber seeing the greatest losses. However, the differences between regions are relatively small once we control for historic rates of progress in these areas and all regions have experienced losses.
- We also find schools with high levels of disadvantage have experienced higher levels of loss than other schools, particularly in secondary (2.2 months in schools with high rates of free school meal eligibility and 1.5 months in schools with low rates of free school meal eligibility).
- At this stage it is not possible to break down results by pupil characteristics, or to model the progress typically made in Star Assessments by different pupil groups, but this will be possible when the data are matched with information held in the National Pupil Database and will be included in our full report.
Conclusion:
This report represents our first assessment of the learning loss experienced by pupils in England as a result of the coronavirus (COVID-19) pandemic.