UK Covid live: poorer pupils show 50% more ‘learning loss’ than wealthy ones, says report

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UK Covid live: poorer pupils show 50% more ‘learning loss’ than wealthy ones, says report




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DfE report says attainment gap may have been widened by pandemic; MPs told that only 150 people a day go into mandatory hotel quarantine

Speaking to the London assembly’s police and crime committee this morning, Dame Cressida Dick, commissioner of the Metropolitan police, said she was “extremely disappointed” that police officers have not been prioritised for the vaccine. She went on:

And I think I can speak for my people when I say they are disappointed.

It’s been a long tough year for them, they’ve been out there. We have not flinched from providing the best possible service that we can.

Some secondary school children have lost more than two months’ worth of learning, according to a government report, which states that the attainment gap between disadvantaged pupils and their peers may have widened in the pandemic, PA Media reports. PA says:

Researchers said the findings show that pupil catch-up interventions need to be “heavily targeted at the poorest pupils”.

The research commissioned by the Department for Education to understand the progress pupils make in the 2020 to 2021 academic year found that all year groups in England have experienced a learning loss in reading, ranging from 1.6 months to two months.

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 …

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.

Our analysis shows that learning losses in schools that have many pupils from disadvantaged backgrounds were around 50% higher than those schools with very few pupils from disadvantaged backgrounds. This underlines the need for pupil catch-up interventions to be heavily targeted at the poorest pupils.

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