Schools need funding and extra support to help low-attaining pupils catch up with reading as part of a range of efforts required to close a disadvantage gap that widened in the pandemic, a new report suggests.
The learning gap in reading and maths caused by disruption to pupils’ education during the pandemic appears to have started to close for pupils in Year 3 and Year 4 (ages 7 to 9) generally but the disadvantage gap remains wider than it was pre-Covid for both reading and maths, a National Foundation for Educational Research (NFER) study shows
Researchers found there was a gap of around seven months’ progress in reading between disadvantaged pupils and their peers in both Years 3 and 4 and a six-month gap in maths progress.
Year 3 pupils were found to struggle, in particular, with giving the meaning of words in context when reading, according to the research.
The study shows that catch-up support for lower-attaining pupils should focus more on reading, particularly in disadvantaged areas, the NFER says.
Tackling the disadvantage gap
Schools that reported disruption to learning were most likely to say they had struggled with insufficient funding for catch-up or had challenges with pupils’ behaviour and wellbeing, the report adds.
“Our evidence suggests there should be a greater focus on very low-attaining pupils and closing the disadvantage gap. It is essential that schools are both adequately funded and supported to do so using evidence-based approaches. This will be required over the long term,” said Dr Ben Styles, head of classroom practice and workforce at NFER.
In response to the findings, Daniel Kebede, general secretary of the NEU teaching union, said schools were “working at the limits of what they can afford”.
The study, which was published by the Education Endowment Foundation (EEF), followed 6,000 pupils in Reception and Year 1 in March 2020. The pupils were most recently assessed in the spring term of 2023.
Lower social skills
Disadvantaged pupils (those eligible for free schools meals) scored better in reading in spring 2023 than they did in spring 2021 - but at the same rate as non-disadvantaged pupils, so the disadvantage gap was unchanged since then. The disadvantage gap in maths has reduced since spring 2021.
In maths, Year 3 pupils struggled, in particular, with geometry and statistics, and Year 4 pupils struggled with geometry.
Social maturity was also measured by researchers, and it was found that disadvantaged pupils and boys had lower social skills than non-disadvantaged pupils and girls.
Geoff Barton, general secretary of the Association of School and College Leaders, said “primary schools are particularly poorly funded and the disadvantage gap will continue to persist unless there is significant, targeted intervention”.
“Schools need adequate funding that properly reflects the varying levels of disadvantage in different communities, but there must also be a renewed effort by the government to end the scandal of almost 30 per cent of children in the UK living in poverty,” he added.
Paul Whiteman, general secretary of the NAHT school leaders’ union, said that more needed to be invested into education, social services and mental health services for young people.
Researchers said that catch-up support appeared to be working, and it should continue to be targeted at the lowest-attaining pupils and receive funding so it can continue long-term.
A Department for Education spokesperson said it has made £5 billion available for education recovery since 2020.
“We are also supporting disadvantaged pupils through the pupil premium, which is rising to almost £2.9 billion in 2023-24, the highest in cash terms since this funding began,” they added.
