- State schools are being more heavily impacted by
covid-related staff absences than private schools, with state
school teachers almost twice as likely to report that one in 10
or more of their colleagues were absent due to covid (20% vs
12%).
- Staff absences were more pronounced in the most deprived
state schools, which were almost three times more likely than
private schools to report that one in 10 or more of their staff
were absent (29% vs 12%).
- Almost one in 10 (8%) teachers said that staff were unable to
come in due to lack of access to lateral flow or PCR test, with
access to adequate tests more of an issue in the most deprived
state schools.
State schools are being more heavily impacted by covid-related
staff absences than private schools, with state school teachers
almost twice as likely to report that one in 10 or more of their
colleagues were absent due to covid (20% vs 12%).
This is according to new Sutton Trust research with Teacher Tapp,
which gives the first comprehensive overview of the impact of
covid on English schools at the start of this term.
Staff absences were more pronounced in the most deprived state
schools, which were almost three times more likely than private
schools to report that one in 10 or more of their staff were
absent (29% vs 12%). This further highlights the ongoing impact
of the pandemic on the most disadvantaged students.
As a consequence of this disruption, almost a quarter of state
school teachers have prepared materials for online learning in
the last week. However, a fifth of schools reported that more
than 10% of their isolating pupils still don’t have access to
devices for remote learning, a figure which almost doubles in the
most deprived schools. While the picture on remote learning has
improved since January 2021, many schools are still struggling to
access devices for their pupils.
Today’s research also highlights differences in staff absences by
region, with schools in the North West reporting the highest
levels of absences, followed by Yorkshire and the North East.
Across the country, roughly 4% of teachers were isolating due to
covid this Monday (10th January).
Teachers were also asked about other issues caused by the current
wave of the pandemic. The most common issue raised by state
schools was non-teaching staff having to cover lessons due to
staff absences (28%). Almost one in 10 (8%) teachers said that
more than one class was being taught together due to staff
shortages. A similar proportion said that staff were unable to
come in due to lack of access to lateral flow or PCR test, with
access to adequate tests more of an issue in the most deprived
state schools.
Today’s research highlights the ongoing challenges facing
schools, particularly those serving the most disadvantaged
communities. The Sutton Trust is calling on the government to
urgently ensure that all pupils have access to a device for
remote learning and that schools have adequate funding to pay for
cover for absent staff.
The continuing disruption also strengthens the case for a more
comprehensive education recovery plan, with support targeted at
disadvantaged pupils who have been hit hardest by the pandemic.
Further support, tied to long term monitoring of learning loss,
is needed to ensure attainment gaps don’t widen further. With
exams likely to go ahead this year, colleges, universities and
employers making decisions on the basis of exam grades should
give extra consideration for those who have suffered the greatest
impacts of the pandemic on their learning.
Sir Peter Lampl, founder and chair of the Sutton Trust
and chair of the Education Endowment Foundation, said:
“While most children are now back at school, disruption is
continuing with schools heavily impacted by covid related staff
absences. The most deprived schools were almost three times more
likely than private schools to report that one in 10 or more of
their staff were absent (29% vs 12%).
“We must do all we can to ensure that poorer pupils are not
further disadvantaged as a result of this disruption. As more
pupils move to remote learning again, all pupils must have the
resources they need to learn from home. The most important thing
for the government to do is to strengthen existing education
recovery and make sure sufficient funding is being provided to
cover absent staff.”
NOTES TO EDITORS
- The Sutton Trust was founded by
Sir Peter Lampl in 1997 to improve social mobility in
Britain. The Trust has influenced government policy on more
than 30 occasions; its programmes have to date
given 50,000 young people the opportunity to change
their lives; and it has published over 250 pieces of
agenda-setting research.
- Teacher Tapp surveyed up to 6,964 teachers in schools across
England between the 7th and the 10th of January 2022.
Survey responses are weighted to represent the national teaching
population, according to school funding, phase and region, along
with teacher age, gender and level of seniority. (December data
is from the 6th to the 10th of December 2021.)
