Green, Francis; (2021) Schoolwork in lockdown: new evidence on the epidemic of educational poverty. (LLAKES Research Paper 67 ). Centre for Learning and Life Chances (LLAKES), UCL Institute of Education: London, UK.

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Abstract

The closure of schools, and their only-partial re-opening, constitute a potential threat to the educational development of a generation of children. Since only a few among key workers’ children have been at school during the pandemic, it is important for policy-makers to understand how much mitigating schoolwork has been taking place in homes across the country. This report uses new, high-quality data undertaken one month into lockdown, to try to answer that question, and to examine how much support was being given. It finds that the average amount of schoolwork being done at home, according to parents and family members, has been very low: • Children locked down at home in the UK spent an average of only 2.5 hours each day doing schoolwork. This figure is about half that suggested by a previous survey, suggesting that learning losses are much greater than feared. • Most homework consisted of assignments, worksheets and watching videos. On average children were given two such pieces of homework a day. • The extent of online lessons provision in state schools was minimal: 71 percent of state school children received no or less than one daily online lessons. However, as earlier surveys have found, the extent of school provision for homes varied substantially. One fifth of pupils – over two million children -- did no schoolwork at home, or less than an hour a day. Only 17 percent put in more than four hours a day . The inequality between regions and social groups was substantial. • Offline schoolwork is lowest in the Northeast of England, where the proportion receiving four or more daily pieces is just 9 percent, compared with the country-wide average of 20 percent. In the Southeast region, 28 percent of children are receiving four or more pieces of offline schoolwork per day. • The proportion of children in receipt of free school meals who spent more than four hours on schoolwork was 11 percent, as compared with 19 percent among those not eligible. • 31 percent of private schools provided four or more live online lessons daily, as compared with just 6 percent in state schools. Support from teachers checking private 3 school pupils’ work was strong, and virtually all private school children (97 percent) had access to a computer at home. • One in five of those on free school meals had no access to a computer at home. • Asian children were being given more offline schoolwork, but took the same amount of time on schoolwork as other children. • 20 percent of girls put in four or more hours on schoolwork during lockdown, as compared with 14 percent of boys. The report concludes by reinforcing calls for government to give education a much greater priority in the management of the pandemic response, and for this response to include a focus on regional disparities.

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