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This study investigated the impact of school closures for COVID-19 on the attainment of pupils in Key Stage 1 in reading and math, and on the gap between the attainment of disadvantaged and non-disadvantaged children. It explored pupils' attainment compared with pre-pandemic samples, as well as any changes in attainment over the course of the academic year 2020/21. It also investigated schools' strategies and approaches to learning during closures and reopening for Year 1 and Year 2 pupils. It aimed to determine the parts of the curriculum that children are struggling with, and also explored pupils' social skills and wellbeing. The research was carried out over the course of the academic year 2020/21, using termly assessments (autumn 2020, spring 2021, summer 2021). Interim papers were published on the results of the autumn and spring assessments. This study focused on children in Key Stage 1. The youngest children in the study had not completed their Reception year before the first set of school closures. Similarly, Year 1 children moving into Year 2 missed much of their first year of formal education. The study involved a total of 12,311 pupils from 168 primary schools (or schools with Key Stage 1) in England. School retention in the sample was high over the three terms: 168 took part in autumn, 155 took part in the spring term and 152 in the summer term. This was an observational study in which the samples' attainment outcomes were compared to standardisation samples from previous years using NFER reading and mathematics assessments (as well as a 2019 national curriculum assessment paper in summer for Year 2 pupils). For each National Foundation for Educational Research (NFER) assessment, comparisons were made between the 2020/21 scores and the standardisation sample scores from previous years (and for the national curriculum assessments to the 2016 national assessment scaled scores) -- to identify any gap in scores -- i.e., the COVID-19 gap. Further analysis compared the scores of pupils eligible for free school meals (FSM pupils) and those not eligible (non-FSM pupils) to explore the disadvantage gap. In addition, the authors analysed how the COVID-19 gap and the disadvantage gap changed from one term to another using a repeated measures analysis. The authors explored the impact of school closures on pupils' social skills using the teacher-completed Child Self-Regulation and Behaviour Questionnaire (CSBQ) with a sub-sample of pupils in the autumn and summer terms (during 2020/21). Additionally, the authors collected information and views on strategies schools used during closures and reopening via a school survey and in-depth teacher telephone interviews. They also invited schools to provide pupil-level information on catch-up support.

In the United Kingdom, the Coronavirus Act relaxed the duty on Local Authorities to provide all of the support set out in pupils' educational, health and care plans (EHCPs). They were expected to use 'reasonable endeavours' to deliver as much of this as possible. This relaxation was lifted in September 2020, meaning that from that point the legally required support stated in EHCPs should have been fully reinstated. In the first national lockdown most special providers reported they were only able to offer a very limited number of pupils in-school places. On average their capacity was 30% of their usual intake. In January 2021, the Prime Minister announced a further national lockdown, requiring educational settings to close to the majority of pupils for the second time. In this report this lockdown in early 2021 is referred as the second lockdown (although there was a national lockdown at the end of 2020, educational settings remained fully open). A briefing paper had been published setting out a summary of what happened during this second lockdown, and in the term following the expected 'return to normal' (i.e. all educational establishments being fully open as before the pandemic). This report provides all of the detail gathered to inform that paper. It is based on: (1) A survey of Headteachers from 190 special schools and colleges in England. This represents an 11% response rate across the sector; (2) Depth interviews with senior leaders of 40 special school or colleges; and (3) Depth interviews with 40 parents of children with EHCPs who attend this type of setting. [For the briefing paper, "The Reported Effects of the Pandemic on Pupils in Special Schools and Colleges and What They Need Now," see ED615418. This report was co-published with ASK Research (United Kingdom).]

Following on from a previous study of what happened to provision in special settings during lockdowns, this 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, followed by depth interviews with a sample of Headteachers and parents of pupils in these settings. Findings show that: (1) Pupils in special settings experienced greater learning losses than pupils in mainstream settings due to the pandemic; (2) Pupils with EHCPs have experienced further developmental losses; (3) Legally required Health and Care input has been severely disrupted; (4) The wellbeing of families and staff has been negatively impacted; and (5) Proposed recovery support does not meet the needs of pupils with SEND. [This report was co-published with ASK Research (United Kingdom).]

On May 10th, 2020 the Prime Minister announced a phased return of some children to school in England from June 1st. Schools had been closed to all but vulnerable and keyworker children since March 20th, meaning that most children have been educated at home for a period of 10 weeks, and some year groups are not expected to return to school until autumn. The National Foundation for Educational Research (NFER) conducted a national survey of 1,233 senior leaders and 1,821 teachers in publicly funded, mainstream primary and secondary schools in England. This report contains information on sampling and analysis. It is part of a larger research project focusing on schools' responses to COVID-19. [For a related summary report, see "Schools' Responses to COVID-19: Key Findings from the Wave 1 Survey" (ED608586).]

On May 10th, 2020 the Prime Minister announced a phased return of some children to school in England from June 1st. Schools have been closed to all but vulnerable and keyworker children since March 20th, meaning that most children have been educated at home for a period of 10 weeks, and some year groups are not expected to return to school until the autumn. Nevertheless, opening their schools to selected year groups (Nursery, Reception, Year 1 and 6 in primary schools and Year 10 and 12 pupils in secondary schools) as well as continuing on-site provision for vulnerable and keyworker children and providing distance learning for others is a considerable challenge for school leaders. In this report the authors set out initial findings on how prepared school leaders are for opening more fully, what challenges they face and what guidance and support they need. This report is based on findings from a national survey of 1,233 senior leaders in publicly-funded, mainstream primary and secondary schools in England. Responses between May 7th and 17th have been weighted by phase and free school meal (FSM) eligibility to provide a nationally representative picture. [For a summary report, "Schools' Responses to COVID-19: Key Findings from the Wave 1 Survey," see ED608586.]