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Current Evidence on Learning in Lockdown- A Thread 
1/ The extent of âlearning lossesâ
Latest @EducEndowFoundn study shows after the first #covid lockdown all Year 2 children were, on average, 2 months behind age-expected levels for maths and reading
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1/ The extent of âlearning lossesâ
Latest @EducEndowFoundn study shows after the first #covid lockdown all Year 2 children were, on average, 2 months behind age-expected levels for maths and reading
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Children eligible for free school meals were 7 months behind their more affluent peers
https://educationendowmentfoundation.org.uk/news/eef-publishes-new-research-on-the-impact-of-covid-19-partial-school-closures/
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https://educationendowmentfoundation.org.uk/news/eef-publishes-new-research-on-the-impact-of-covid-19-partial-school-closures/
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2/ Quantity of home learning
Evidence from @TheIFS shows during lockdown, primary school children from the richest third of families spent around 4.5 more hours per week learning at home, than children from the poorest third of families
https://ifs.org.uk/uploads/R178-Family-time-use-and-home-learning-during-the-COVID-19-lockdown-1.pdf
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Evidence from @TheIFS shows during lockdown, primary school children from the richest third of families spent around 4.5 more hours per week learning at home, than children from the poorest third of families
https://ifs.org.uk/uploads/R178-Family-time-use-and-home-learning-during-the-COVID-19-lockdown-1.pdf
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3/ Quality of home learning
Findings from @IoeResearch shows teachers are working hard to provide activities (in this case literacy) that reflect the balance of the curriculum and that can be easy to implement by families
https://discovery.ucl.ac.uk/id/eprint/10103669/1/Moss_DCDT%20Report%201%20Final.pdf
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Findings from @IoeResearch shows teachers are working hard to provide activities (in this case literacy) that reflect the balance of the curriculum and that can be easy to implement by families
https://discovery.ucl.ac.uk/id/eprint/10103669/1/Moss_DCDT%20Report%201%20Final.pdf
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4/ Barriers to home learning
The physical digital divide- âonly 21% of disadvantaged children were provided with access to the technological support that they need to learn from homeâ
https://www.economicsobservatory.com/how-can-policy-makers-and-parents-support-home-learning-during-lockdown
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The physical digital divide- âonly 21% of disadvantaged children were provided with access to the technological support that they need to learn from homeâ
https://www.economicsobservatory.com/how-can-policy-makers-and-parents-support-home-learning-during-lockdown
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5/ Challenges for parents
@CEPEO_UCL survey shows parents with a degree were more likely (70%) to agree with the statement âI am confident in my householdâs abilities to home school my childâ compared to those without a degree (60%)
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@CEPEO_UCL survey shows parents with a degree were more likely (70%) to agree with the statement âI am confident in my householdâs abilities to home school my childâ compared to those without a degree (60%)
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63% of mothers said they are doing the majority of home schooling
https://blogs.ucl.ac.uk/cepeo/2020/06/05/home-schooling-during-lockdown-inequalities-in-inputs-and-perceptions/
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https://blogs.ucl.ac.uk/cepeo/2020/06/05/home-schooling-during-lockdown-inequalities-in-inputs-and-perceptions/
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6/ What can we do?
Two @CEPEO_UCL briefing notes summarise evidence on what we can do to support learning in response to lockdown
Focus on quality, not quantity: https://repec-cepeo.ucl.ac.uk/cepeob/cepeobn2.pdf
The value of teaching assistants and targeted support: https://repec-cepeo.ucl.ac.uk/cepeob/cepeobn5.pdf
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Two @CEPEO_UCL briefing notes summarise evidence on what we can do to support learning in response to lockdown
Focus on quality, not quantity: https://repec-cepeo.ucl.ac.uk/cepeob/cepeobn2.pdfThe value of teaching assistants and targeted support: https://repec-cepeo.ucl.ac.uk/cepeob/cepeobn5.pdf(8/8)
