Moss, G; Bradbury, A; Duncan, S; Harmey, S; Levy, R; (2020) Written evidence submitted by the International Literacy Centre, UCL, Institute of Education to the Education Select Committee Inquiry into the impact of COVID-19 on education and children’s services, July 2020. International Literacy Centre, UCL Institute of Education: London, UK.

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Abstract

This submission comes from the International Literacy Centre at UCL, Institute of Education and a team of researchers working on an ESRC/UKRI funded research project designed to explore: / * primary teachers’ responses to the Covid-19 crisis / * their priorities during lockdown and as schools re-opened / * any lessons learnt for education going forward. The primary source of data on which we report is a survey of 1,653 primary school teachers in England, conducted for us by Teacher Tapp between May 27-29th 2020. The sample was weighted to reflect the demographic characteristics of state primary school teachers in England. Analysis of responses by proportion of pupils eligible for Free School Meals (FSM) in each school, grouped into quartiles, was enabled by linkage to DfE administrative data. The submission sets out key findings, based on what our respondents told us about how they planned and prioritised their work with children and their families during the crisis. From our findings we make recommendations for developing a more resilient education system, capable of meeting the uncertainties the pandemic may still bring next academic year.

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