The ongoing situation and school closures as result of Covid-19 have a number of different implications for the education sector. We want to dig deeper into these issues, with help from the experts. This week, Dave Bradley, England Development Manager (UK Cost of the School Day), Child Poverty Action Group, explores the cost of learning in lockdown.

On 20 March 2020, the coronavirus pandemic forced schools across the UK to close their doors to the majority of pupils. Faced with a previously unimaginable crisis, schools have been going to extraordinary lengths to ensure children don’t miss out during this period. At the same time, in millions of homes, parents and carers have been suddenly faced with the new challenge of helping to support their children’s learning at home.

Prior to the current pandemic, children growing up in homes below the poverty line were already at a greater risk of poorer educational outcomes and wellbeing, as well as having increased barriers to engagement and participation in school life. Our research shows that Covid-19 has served to magnify some of the factors that contribute to the negative outcomes associated with growing up in poverty.

Yesterday, we released our report, The Cost of Learning in Lockdown: Family Experiences of School Closures. Over three weeks in May, we conducted a survey to gather the views of families in England, Scotland and Wales in order to understand their experiences of learning during the initial months of lockdown. 3,600 parents and carers and 1,300 children and young people took part, enabling us to understand more about the support offered to families during that time, what was going well for them, and what support was needed they have hadn’t received yet, with a particular emphasis on the experiences of households living on a low income.

We found that the school closures had been a hugely varied experience for families across the UK.

In particular, we discovered that:

Low-income families who responded were twice as likely to say that they lacked all the resources they needed to support learning at home, with 40% saying they were missing at least one essential resource.
Low-income families were more likely to tell us they have had to buy educational resources, compared to those in better off homes. People who told us they were worried about their financial circumstances were also more likely to have bought educational resources for their children. A third of people most worried about money have had to purchase a laptop, tablet or other device during lockdown.
Around a third of all families who responded said that they were enjoying learning at home, and these families were much less likely to report having money worries or lacking the resources they needed. Families who were worried about money were more likely to say they found it difficult to continue their children’s education at home.
Children and young people valued being able to communicate with their teachers online, but phone calls were also highly appreciated by those that had received them. Parents and carers valued schools that took the time to understand their particular circumstances and offer personalised support.
Secondary school pupils were more likely to report that they had done a lot of schoolwork at home if they were regularly keeping in touch with their teachers. Pupils who reported doing a lot of work at home were also more likely to report that their schools had provided them with the resources to help them work at home.
Regardless of income, the most important factor for many parents and carers was their schools providing emotional support to help pupils settle back in and come to terms with the events of 2020. Many were supportive of a gradual, phased approach with a primary emphasis on social and emotional support.
These findings give a snapshot of what learning from home was like for our survey respondents during the initial months of school closures. Throughout that time, and more recently, there has been uncertainty about the ongoing provision of free school meal (FSM) alternatives through the holidays.

This week’s announcement, that FSM provision will be continued over the summer holiday, is hugely welcomed and we commend Marcus Rashford for campaigning and bringing this issue to attention. Through our research, we heard from eligible parents just how much they valued receiving this support, with one Mum from London describing it as a ‘life saver’. Families showed a huge appreciation for the support they had received from their schools.

The survey showed that different replacement methods work for different family circumstances and families had positive things to say about all of the FSM alternatives. However, most families told us they preferred to receive support through direct payments to their bank accounts. This method had the highest satisfaction levels across all the different alternatives. When receiving FSM replacements, families told us they particularly valued:

Choice – being able to choose shops that provide the best value for their budget and food that meets their children’s dietary requirements.
Accessibility – being able to shop online or locally in the places that were convenient for them.
Discretion & kindness – removing any shame or embarrassment from the process.
Safety – not having to travel far to collect food or be restricted to busy shops.
Efficient processes – receiving the entitlement easily and without delays.

In the last week the government have also announced a to help pupils in England ‘catch up’ on lost learning as a result of school closures. While learning loss and inequitable academic progress rightly concern educators and policymakers, parents and young people have told us they are equally concerned with the longer-term effects of increased social isolation and household stress. More than anything, children and young people told us they are desperate to reconnect with their friends. They view returning to school as their main opportunity to do this, and educators are now faced with the challenge of managing these expectations, while ensuring safety in their schools.

Our report aims to explore children and family experiences of school closures, and provide best practice examples from schools across the Britain. The report is part of our UK Cost of the School Day project which works across Scotland, England and Wales, in partnership with Children North East, to help schools identity and remove the financial barriers that prevent children in poverty from fully participating in school life.