Anders, Jake;
(2025)
England’s education policy response to the disruption of the COVID-19 pandemic.
In: Morris, Rebecca and Perry, Tom, (eds.)
Education Policy in England 2010-2024.
Routledge: London, UK.
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Abstract
The COVID-19 pandemic and resulting disruption had profound and disruptive effects on young people's lives and education with potentially long-lasting implications. This chapter examines aspects of the national policy response to this disruption and its effectiveness in aiming to mitigate the impacts of the disruption to young people's education. English schools suspended in-person schooling for most pupils for around 16 weeks at two points in the pandemic — but there was also more disruption from individual school and within-school suspensions of in-person teaching. During such times, schools were required to provide remote schooling but survey evidence suggests the nature, extent and uptake of this provision was highly variable, including by pupils’ socioeconomic background. National examinations were cancelled in 2020 and 2021, either entirely for end of primary school assessments or replaced with school-led assessment for age 16 and 18 qualifications; these changes had potential implications for young people's progression and inequalities in this. The government also provided specific funding to support young people to ‘catch up’ their learning, with these principally packaged under the banner of the National Tutoring Programme, although this was substantially below levels called for by the government's own advisor on the issue, and levels seen in other similar countries. Evidence on the effectiveness of all these responses is discussed, with particular attention to the unequal impacts of both the disruption and the response.
| Type: | Book chapter |
|---|---|
| Title: | England’s education policy response to the disruption of the COVID-19 pandemic |
| DOI: | 10.4324/9781003528661 |
| Publisher version: | https://doi.org/10.4324/9781003528661 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10213084 |
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