New research suggests the
learning gap suffered by young pupils as a result of the pandemic
is starting to narrow.
The difference between reading and maths scores of Year 3 and 4
pupils in the 2022/23 academic year compared to those before
Covid is smaller than it was. But the gap between disadvantaged
pupils and their peers remains wide.
The findings are the latest in a series of reports conducted by
the National Foundation for Educational Research (NFER) tracking
the longer-term impact of the pandemic on younger pupils’ reading
and maths skills.
Published and funded by the Education Endowment Foundation (EEF),
the research has followed over 6,000 pupils who were in Reception
and Year 1 (four- to six-year-olds) in March 2020, with the most
recent assessment taking place in the spring term of 2023 with
the same pupils, now in Years 3 and 4.
The study tracks the estimated Covid-19 gap* and disadvantage
gap** over time to gain an understanding of pupils’ attainment
relative to where they might expect to be had the pandemic not
occurred.
Dr Ben Styles, Head of Classroom Practice and Workforce
at NFER said:
“It is encouraging that three years on from the first school
closures, there are real signs of improvement in both the reading
and maths performance of Year 3 and Year 4 pupils. Schools have
been working tirelessly following the pandemic to put strategies
in place to support pupils’ learning recovery.
“Our evidence suggests there should be a greater focus on very
low attaining pupils and closing the disadvantage gap. It is
essential that schools are both adequately funded and supported
to do so using evidence-based approaches. This will be required
over the long term.”
Covid-19 gap closed for pupils on average in both reading
and maths
The new data shows that in spring 2023 there was no significant
difference in Year 3 pupils’ reading and Year 4 pupils’ maths
performance, compared to the pre-pandemic pupil samples.
For reading and maths, in both Years 3 and 4, the Covid gap
significantly reduced compared with spring 2021 and spring 2022.
However, the analysis did show a notable proportion of very low
attaining pupils*** in Year 3 reading, larger than seen before
the pandemic (4.9 per cent compared with 2.5 per cent).
Disadvantage gap is shrinking, but it remains wider than
before the pandemic
Year 3 and 4 pupils eligible for free school meals were each
estimated to be around seven months behind their more well-off
peers for reading in spring 2023. These gaps have not decreased
since spring 2021 and remain wider than gaps reported before the
pandemic.
Meanwhile, the disadvantage gaps for maths in spring 2023 for
each of Year 3 and Year 4 were estimated to be around six months
- significantly reduced since spring 2021 but wider than gaps
reported before the pandemic.
Schools report support for pupils’ wellbeing is still a
priority, particularly for disadvantaged pupils
The research shows that schools have continued with a number of
strategies developed during the pandemic, including increased
wellbeing support, and provision for home learning which most
schools felt they were able to support well.
Schools who reported disruption to learning gave the most common
reason as being related to pupils’ behaviour and wellbeing, a
much more commonly reported challenge than in previous years of
the study. The research also explored pupils' social skills,
behaviour and wellbeing. It found the social maturity of pupils
in 2022/23 was not significantly different to that seen in
2021/22. However, disadvantaged pupils were assessed as having
significantly lower social skills than non-disadvantaged pupils.
Three quarters of schools reported that they were prioritising
learning recovery support for their disadvantaged pupils, but
schools were concerned about the level of funding to support
pupils who had missed learning.
ENDS
NOTES TO EDITORS
*Covid-19 gap: The difference
between the mean scores of pupils in the 2022/23 academic year
and those of pre-pandemic samples.
**Disadvantage gap: The difference between the
mean scores of pupils eligible for free school meals and those of
their peers not eligible for free school meals.
*** Very low attaining pupils: Pupils who score
fewer raw marks than that required to be awarded a standardised
score.
