The huge gap in pre-Covid access to online learning platforms between disadvantaged schools and those serving more advantaged intakes has been highlighted by new research.
And this gap was far larger in the UK than the average across countries in the Organisation for Economic Cooperation and Development (OECD), according to the findings.
Although the research refers to a period well before the coronavirus pandemic - when many schools started using online learning platforms more regularly - experts say the gap shows the difficulties faced by some schools at the start of lockdown.
Only 43 per cent of UK headteachers at schools classed as “disadvantaged” said they were using an effective online platform in 2018, according to the research by the Programme for International Student Assessment (Pisa).
This compared with 74 per cent in “advantaged” schools, defined by Pisa according to economic, social and cultural status
Natalie Perera, executive director of the Education Policy Institute think tank, told Tes: “That’s a 30 percentage-point gap between disadvantaged and advantaged schools in the UK, and that compares to a 10 per cent gap in the OECD average.
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“This is particularly pertinent in light of the Covid-19 pandemic and the period of school closures that have taken place. The gap in access to online learning is stark and the ability of disadvantaged schools to keep pace is likely to be significantly hindered.”
Ms Perera added that, while during lockdown many schools will have tried to catch up, disparities have not disappeared.
The online learning disadvantage gap
She said: “I think that many schools will have had to move very quickly to put in place online learning platforms but, as UK research finds, there are still disparities between pupils from disadvantaged families and their peers.”
On average, across OECD countries, the gap was much narrower: 59 per cent of students in advantaged schools and 49 per cent of students in disadvantaged schools attended a school whose headteacher reported that it had an effective online learning platform.
Commenting on what lessons England could learn from the Pisa findings, Ms Perera highlighted the socioeconomic gap in school resources.
She explained: “It sheds light on the gap in resources between advantaged and disadvantaged schools.
“Particularly in the ability of disadvantaged schools to attract and retain teachers and to provide effective online learning platforms. In both these areas, we are seeing gaps between disadvantaged and non-disadvantaged schools.
“These gaps are particularly worrying in light of Covid, where we may be faced with further school closures.”
Minister for school standards Nick Gibb said: “We know how important it is that all pupils, regardless of their background, continue to have access to remote education when they are unable to attend school due to self-isolation.
“That’s why we moved quickly to improve access to computer devices at the height of the pandemic. We provided over 220,000 laptops and tablets to eligible pupils, supporting disadvantaged children to stay online and connected with their teachers during the summer term.
“We have also made an additional 150,000 laptops and tablets available for schools to support disadvantaged children from year 3-11 if face-to-face education is disrupted locally over the course of the autumn term.
“We expect devices to be delivered within 1-2 days of an order being received.”
