Pupils could return to school with “fresh behavioural challenges” due to family circumstances or bereavement amid the Covid-19 pandemic, a think tank has said.
The Education Policy Institute says the Government should issue guidance urging schools to avoid exclusions or unexplained moves “as far as possible” when pupils return
Their previous research suggests that disadvantaged and vulnerable children are often more likely to be excluded, or experience unexplained exits, than their classmates.
The reports calls on the Department for Education and local authorities to closely monitor any potential rise in the number of children being moved out of individual schools.
Prior to the outbreak of Covid-19, EPI research found that disadvantaged children are already on average one and a half years of learning behind other pupils by the time they take their GCSEs.
Ahead of the expected announcement on the reopening schools, the new paper calls on the government to set out a school “Catch Up Plan” to provide targeted pupil support.
Their proposals include doubling Pupil Premium funding for one year, from September 2020, for pupils entering Year 1, Year 7 and Year 11,doubling the disadvantage funding made available for students set to enter Year 13, who will be taking their A Levels and other Level 2 qualifications.
They also recommend establishing a one-year national “Teacher Volunteer Scheme”, targeted at retired and inactive teachers, who may want to give their time to help schools to make good the learning losses experienced by disadvantaged and vulnerable children.
Ofsted inspections of schools should be suspended until at least January 2021, to allow schools to focus this year on the challenges of re-starting education while maintaining social distancing and new guidance should be issued to schools to prevent a significant increase in exclusions and “off-rolling” of pupils, as schools return. The return of pupils during this period of disruption may bring fresh behavioural challenges.
