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Key findings • Year 2 pupils’ attainment in reading was significantly1 lower in autumn 2020 compared to a standardised sample from 2017; representing a Covid-19 gap of around two months’ progress. • Year 2 pupils’ attainment in mathematics was significantly lower in autumn 2020 compared to a standardised sample from 2017; representing a Covid-19 gap of around two months’ progress. • The disadvantage gap in reading is around seven months’ progress, which represents a widening as compared to Key Stage 1 in 2019. • The disadvantage gap in mathematics is around seven months’ progress, which represents a widening as compared to Key Stage 1 in 2019.

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This paper uses data from the Progress in International Reading Literacy Study (PIRLS 2016) to investigate the relationship between teachers' use of digital activities and their teaching strategies, and how students felt about reading-their enjoyment, engagement, and confidence.

Author(s): Jessica Forkert and Megan Chamberlain [Educational Measurement and Assessment, Ministry of Education]

Date Published: November 2020

Executive Summary

International studies such as PISA, PIRLS, and TIMSS tend to focus on the relationship between achievement outcomes and either attitudes or engagement; we seldom consider attitudes or engagement as outcomes or their relationship with students' classroom experience. To begin bridging this gap, data from the Progress in International Reading Literacy Study (PIRLS 2016) was used to investigate the relationship between teachers' use of digital activities and their teaching strategies, and how students felt about reading. Specifically, the relationship between the frequency with which teachers taught strategies for digital reading and how often they had their students do digital reading activities, were considered in relation to how much students like reading, their self-confidence in their ability as readers, and how engaged they were with their reading. These relationships were examined taking into account student gender, language of assessment, and an estimate of reading achievement. Teachers' age was also considered.

We found no direct relationship between how often teachers engaged students in digital reading instruction and activities, and students' engagement in reading or their self-confidence. There was however, a direct, negative relationship between how often teachers had their students use computers or tablets for reading activities and their liking of reading. Students' liking of reading diminished as the frequency with which they did the activities increased, after taking into account students' sex, the assessment language, and achievement. These findings give us insight into possible future investigation into how the relationship between teacher practice and student outcomes works, and what factors influence this relationship.

Key Findings

There was no significant relationship between how often teachers explicitly taught digital reading strategies and how students felt about reading.

There was no significant relationship between how often students were engaged in digital instructional activities and either students' confidence in, or their engagement with, reading.

Students who were engaged in digital instructional activities weekly or more liked reading less.

Individual student characteristics have a stronger relationship with student outcome variables than either digital teaching strategies or digital instructional activities.

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This paper uses data from the Progress in International Reading Literacy Study (PIRLS 2016) to investigate the relationship between teachers' use of digital activities and their teaching strategies, and how students felt about reading-their enjoyment, engagement, and confidence.

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The pandemic is likely to have widened this ‘attainment gap’. Recent government efforts – including the government’s Covid-19 recovery plan – largely focus on academic support to close this gap. But the pandemic has demonstrated that the government needs to take inequalities beyond the classroom just as seriously. Such inequalities include disparities in parental support, the home environment, access to learning resources and exposure to vulnerabilities such as mental health problems (either children’s own or their families’), violence, neglect, abuse, bereavement and caring responsibilities. This demands that schools work with other public services to address the barriers to learning ‘beyond the classroom’ that children experience.

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VCS Research by Nottingham Trent on impact of covid on the sector

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VCS Research by Nottingham Trent on impact of covid on the sector

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Survey will be undertaken monthly until November 2021. Project overview has useful stats on impact of covid on the sector in the UK.

http://cpwop.org.uk/what-we-do/projects-and-publications/covid-19-vcse-organisation-responses/

Project Overview: This project examines COVID-19 impact on voluntary, community and social enterprise (VCSE) organisations. In particular, it focuses on providing real-time data about how the pandemic is impacting voluntary organisations working-practices and operations, their responses, learning and resilience.  According to a recent government report (DCMS 06/05/2020) the Voluntary Community and Social Enterprise (VCSE) sector is “fighting for survival”, with increased demand for its services, whilst simultaneously facing funding cuts estimated at £4.3bn (during March-May 2020), resulting in many VCSEs organisations estimated to be insolvent ‘within weeks’. As the report states:

“Social distancing is making delivering services harder and more costly. Reserves are running out. Smaller charities, in particular, are at risk of imminent closure”.

The main ideas which have underpinned the beginning of this project, emerged through dialogue with key partners in the sector, and was co-designed with NCVO, the sector’s leading infrastructure organisation. This was done with 3 purposes in mind:

To provide real-time data and learning on how COVID-19 is impacting the whole sector and, significantly, how this varies across different organisations by size, structure and services offered.

To present lessons-learned reports regarding the impacts and responses to COVID-19 from organisations; particularly focusing on the new working-practices and innovations which can be scaled across the UK.

To put forward insights which it is envisioned will assist the long-term resilience of the entire VCSE sector.

The project team brings together a unique alignment of researchers from across institutions and organisations specialising in the VCSE sector, HR and innovation; with the NCVO providing invaluable sector knowledge and expertise, guidance and access, through their research and policy team and 15,000 members.

Expected outputs from this project include a VCSE vulnerability barometer, providing real-time data of the impact COVID-19 on the sector, lessons-learned reports, enabling innovations to be scaled, a final project report and toolkit for resilience.

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TES article on engaging readers in reading comprehension post locl d

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TES article on engaging readers in reading comprehension post locl d

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It seemed like the perfect article to re-engage students in reading after lockdown. The column was funny, accessible and on a topic that teenagers could relate to: making the case for why young people should be banned from having iPads.

But for some reason, the article from The Sunday Times that English teacher Jamie Thom had selected did nothing to engage his reluctant readers. Instead, the text fell completely flat.

What was wrong with it? And how could Thom make a better selection in his next lesson?

In the latest episode of the Tes English teaching podcast, Thom puts these questions to Alex Quigley, a senior associate at the Education Endowment Foundation and author of Closing the Reading Gap, who shares his strategies on getting students engaged in reading.

Reading strategies to engage learners

According to Quigley, part of the problem in the example described above is the choice of text.

"If you step back a little, the reason why that text may or may not work is how well that text is connected to the curriculum, how well it's connected to their understanding of the world because, invariably, most students won't read The Sunday Times," he explains.

"So it's an unfamiliar genre, the topic might have been unfamiliar. So straight away, they've got a few hurdles to overleap: they've got the genre, they've got literary features that they're not so familiar with, they've got vocabulary and a topic they're not familiar with."

Read more:

However, the issue is not necessarily with the choice of text alone, Quigley adds, but with the level of pre-teaching before that text has been introduced.

The answer, he explains, is to make sure that you first give students some of the background knowledge they need to find a way into the text.

"We might sometimes draw upon something we've found that's interesting and accessible, but largely our practice needs to be a curriculum development that's consciously, deliberately connected at as many steps as possible," says Quigley. "So if we're choosing a text from The Sunday Times, we're thinking that topic is deliberately linked to another text that we're teaching and...if it's about the banning of technology, there needs to be a platform of understanding of that topic."

Reading comprehension: the importance of knowledge

In order to create that platform, teachers may need to explicitly unpack some of the more obscure vocabulary or get the class to read multiple texts on the same topic, he suggests.

Only then, once you have established that background knowledge, can the class start to be a bit more strategic: analysing the text at sentence level and thinking about the writer's voice and the literary devices used.

"But often, if it is a non-fiction text, children fall at the first hurdle," Quigley says. "They don't know enough about the topic, and/or they know about iPads, but they don't know about the artful way that a journalist writes about prohibition and censorship and those concepts, which is actually what the article is really about. It's not about playing games on your iPad, which is what children are familiar with."

The important thing, he adds, is to find a balance between teaching knowledge and making sure that children can apply reading-comprehension strategies. The ability to really engage students in a text depends on getting that balance right.

"Whether [you're teaching] The Sunday Times or A Christmas Carol, you're thinking, OK, what's the background knowledge they need to know to just have that entry point into this text, to give them the scaffold to then build and start climbing, and start getting to grips with it and filling in those comprehension gaps," Quigley explains.

In the podcast, Thom and Quigley go on to discuss some of the comprehension strategies that teachers can use to take students to that next stage in their reading. Listen below to find out more.

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How to re-engage reluctant readers post lockdown

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It seemed like the perfect article to re-engage students in reading after lockdown. The column was funny, accessible and on a topic that teenagers could relate to: making the case for why young people should be banned from having iPads.

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Three weeks into the autumn term and we are all wrecked. I look around at my leadership team in our Monday morning meeting at 7.45am. Everyone is drained from poor sleep, working over the weekend and managing colleagues' worries. Some are snappy and then quickly apologise, each frustrated with their own raw nerves.

Schools nearby have year groups at home because of Covid cases. We wait and anticipate. Our area is on moderate alert, and schools are on the front line.

I always get a kick from meeting students at the gate, but because of the staggered starts, that now takes hours. No matter how we try to keep bubbles separate, sibling groups arrive together and brothers and sisters lurk outside the gates until it's their time to enter. Is it safer to have them there, or should we ask them to wander off along a busy main road where they will be interacting with others regardless?

Over the weekend I've received 15 emails from parents either arguing that our Covid-19 safety measures are not robust enough, or that Covid-19 is a hoax and by enforcing our safety measures I am abusing their child's human rights. I have stock responses referencing official advice. I'm not engaging with these parents - it is too draining.

Picking up voicemails, a local resident feels too many children leaving the site dominate the pavements. Another can't understand why I personally don't have authority over parents parking across his drive.

Tuesday: two children try to escape

Today turns out to be "year 7 has issues" day. We have 240 new 11-year-olds from 25 primary schools. The vast majority have not been in formal education for six months and it shows - and not only in their reading ages and gaps in knowledge. None has enjoyed the proper transition experience: they have not visited us in person, met their new teachers, explored their way around, met others in their class, or been able to raise their own fears with parents or teachers.

Walking across the site I come across a year 7 boy trying to escape over our very high fence, flanked by two members of staff. The experienced staff cheerfully smile at me and whisper that he did the same thing last week too.

In the library I find staff trying to coax a year 7 girl out of the space she has crawled into under the book shelves. Another child had laughed at her choice of reading book. She is bribed out with the promise of a quiet space for the rest of the lesson.

An hour later I find a different pupil, a girl this time, climbing a different part of the fence. The two members of staff in attendance shrug at me and their smiles are far more worn this time. Standing around trying to talk down escaping children takes a lot of patience and time, as well as the follow-up pastoral care.

At lunch time there is a fight between two year 7 boys. Both are hurt, as is one member of staff. Children who witnessed it are crying and there is no way anyone can keep any sort of social distance. The aftermath of this fight (over a comment about football) takes four members of staff the rest of the afternoon.

I call my senior leader for safeguarding before I leave for the day. She is still with a year 7 child who disclosed a very serious allegation of abuse, and is waiting for the police and social services. She sends a text at 8:30pm to tell me she's on her way home; she'll be in at 7am tomorrow for more. We deal with situations like this all the time. And then there is Covid.

Wednesday: a wave of illness across the school

Mid-morning I am told we have a very sick student on site with a fever so bad he has sweated through his shirt. It seems to trigger a wave of illness where children develop Covid-related symptoms during the day. We have a robust procedure in place and so long as everyone adheres to the risk assessment, contact is severely limited. It is costing us a fortune in additional PPE and extra cleaning. We've had to use the supply teacher budget and it is not sustainable.

I spend the afternoon in an online meeting with other local headteachers. Several have had Covid cases. One head used the new DfE telephone number and had clear guidance within half an hour. Another was given different numbers and conflicting advice over two days. One school was advised to send every single child home; another only to send home children who had actually sat next to the sick boy in class. It is appalling that after so many months we can't have a single coherent approach.

Thursday: our first confirmed case

Today we have a confirmed case, a boy in year 9. I make a long and exhausting call to his parents. We go through his movements and pinpoint when he started to feel unwell. When I phone the DfE helpline I'm connected almost immediately and the person is helpful. Because the pupil was a poor attender, he was not in school when incubating the virus, so no one has to self-isolate.

But staff are concerned. The ever-changing and frequently conflicting advice means no one is entirely certain whether or not they are at risk. There is a steady stream of worried staff at my door. One teacher nervous about possible contact has never knowingly met the child, but is keen to self-isolate regardless. This is the same member of staff I had to speak to sternly on the first day back because of enthusiastic hugging of colleagues.

Friday: I'm not sure how much more I can take

I'm utterly exhausted from an evening dealing with a shedload of parent emails and negative social media posts because one child has tested positive. I have accusations that we have kept other confirmed cases a secret, that I am Covid positive myself, and that I am breaking the law by not sending all students home. Some say Teacher X told children that they must not use hand sanitiser because it contains alcohol. Ludicrous. Many parents state they'll never send their child back. This is ridiculous and I am fed up. I've worked every single day since February and I'm not sure how much more I can take. I spend some time flicking through jobs sites - any sector other than education - even though this has been my passion for nearly 30 years.

I'm interrupted by a call from my local authority. Could I make sure children who are off school in "isolation" stay at home instead of congregating at the shopping centre? No. I could not. How would I do that?

I teach a double lesson to year 8 and we enjoy the poetry of Maya Angelou together, celebrating life and being determined; it makes me feel better. After teaching, I wander the school and do all I can to be jovial, telling staff to leave on time and enjoy their weekends. When I bump into the head of year 7, he assures me no child has tried to climb the fence since Wednesday - that's progress of a sort.
Some identifying details have been changed

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'Our first case of Covid. Parents are hounding me, staff are afraid': diary of a headteacher's week

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Three weeks into the autumn term and we are all wrecked. I look around at my leadership team in our Monday morning meeting at 7.45am. Everyone is drained from poor sleep, working over the weekend and managing colleagues' worries. Some are snappy and then quickly apologise, each frustrated with their own raw nerves.

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Reading and traditional children’s activities surge in lockdown – but significant minority are at risk of falling behind

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Reading and traditional children’s activities surge in lockdown – but significant minority are at risk of falling behind

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Help us make sure that every child gets a bedtime story

We know that this is a really challenging time for everyone, and we want to bring families together for a day of stories and fun. For anyone who can, we are asking families to make a donation to help those who may not have access to books and stories in their homes.

Your support will help us reach families who need help, some even more at this difficult time, with books and reading resources. This year, we hope to give out copies of My Pet Star by Corrinne Averiss and Rosalind Beardshaw, published by Orchard Books, through food banks, and we're also developing other ways to send out books so we can help as many people as possible. Thank you.
Donate here

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Reading and traditional children's activities surge in lockdown - but significant minority are at risk of falling behind

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We know that this is a really challenging time for everyone, and we want to bring families together for a day of stories and fun. For anyone who can, we are asking families to make a donation to help those who may not have access to books and stories in their homes.

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Schools in poorer areas lack catch-up cash

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Schools in poorer areas lack catch-up cash

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https://www.bbc.com/news/education-54195616

During lockdown the poorest pupils were the least able to access online learning or have quiet places to study and, because of this, IFS Research Fellow Luke Sibieta predicts "a likely widening of educational inequalities".

Josh Hillman, Director of Education at the Nuffield Foundation which co-funded the research said that not only were the most deprived pupils more likely to be behind in their learning "their families are also at greater risk of poverty, food insecurity and job losses. This could further entrench the disadvantage these children face."

Julie McCulloch, director of policy at the Association of School and College Leaders said the government's refusal to reimburse the "significant costs" of Covid safety measures such as extra cleaning and more staff would put even more strain on budgets leaving even less money to spend on education.

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Schools reopening: teachers put on alert for rowdy behaviour

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Schools reopening: teachers put on alert for rowdy behaviour

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https://www.thetimes.co.uk/article/schools-reopening-teachers-put-on-alert-for-rowdy-behaviour-lfl359drn

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Schools' responses to Covid-19 The challenges facing schools and pupils in September 2020

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Schools' responses to Covid-19 The challenges facing schools and pupils in September 2020

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This research follows an earlier NFER survey of schools' responses to Covid-19 in May. It focuses on the challenges schools will face from September when they open to all pupils. Jointly funded by Nuffield Foundation and NFER, the study is based on a weighted sample of almost 3,000 school leaders and teachers across over 2,200 mainstream primary and secondary schools in England. The findings were collected between the 8th and 15th July 2020.

Findings
Pupils' learning and the need for catch up

Nearly all teachers estimate that their pupils are behind in their curriculum learning, with the average estimate being three months behind. Over half of teachers estimate that the learning gap between disadvantaged pupils and their peers has widened.

Teachers in the most deprived schools are over three times more likely to report that their pupils are four months or more behind in their curriculum learning than teachers in the least deprived schools.

Reasons related to the provision of remote learning include: diminishing levels of pupil and parent engagement over time; and a continuing lack of interactive remote teaching approaches.

Reasons related to in-school provision for some pupils from June include: a skew of teaching resource to in-school provision to meet the demands of social distancing. This took teaching resources away from pupils based at home; a reduced quality of in-school teaching due to the restrictions of social distancing (almost three quarters of teachers did not feel able to teach to their usual standard); and low levels of pupil attendance, especially among Pupil Premium and Black, Asian and Minority Ethnic (BAME) pupils. The main reasons for low attendance were parental safety concerns.

Although many schools were supplying IT equipment to their staff, over a third of teachers were providing their own laptop or computer, and three-fifths either supplied their own camera/video equipment or had no access to this at all. Over one quarter (28 per cent) of pupils had limited access to IT at home. This is a particular issue for schools serving the most deprived pupil populations.

Teachers estimate that 44 per cent of their pupils are in need of intensive catch-up support. These estimates are much higher in the most deprived schools and in schools serving the highest proportion of pupils from BAME backgrounds.

Senior leaders' top priorities for September are to provide support for pupils' emotional and mental health and well-being (81 per cent); to re-engage pupils with learning (64 per cent); and to settle them into school (63 per cent). Academic catch-up activities are most likely to take the form of small-group or one-to-one sessions.

Opening schools safely and supporting the workforce

While most senior leaders predict they will find it at least 'somewhat manageable' to open to all pupils in September while taking measures to minimise the risk of infection, many identify a need for additional staffing and resources for cleaning, protective equipment and IT.

The percentage of teachers and senior leaders intending to leave the profession has reduced by more than half compared to previous estimates. However, schools plan to reduce their initial teacher training (ITT) placements in 2020/21. This is of concern, given the large increase in the number of applications for ITT in 2020.

Implications for government, schools and those that support them

1. Parents need reassurance that schools are safe. The Government's national advertising campaign will need to be convincing and may need to continue through the autumn in order to assuage current levels of parental concern.

2. Schools may need help from local authorities (LAs) and trusts with the management of non-attending pupils.

3. The Government's additional funding for catch-up support is welcome, but schools need extra resources for cleaning regimes and for staffing, to ensure social distancing is managed appropriately.

4. The Government needs to work with school leaders and ITT providers to tackle the challenge of an increase in ITT applications, coupled with a reduction in training places in schools.

5. When inspections resume, Ofsted may need to modify expectations of schools providing a broad and balanced curriculum while social distancing is in force.

6. With the exception of pupils working towards examination specifications, catch up needs to be treated as a long-term endeavour rather than a 'quick fix'.

7. In future episodes of partial lockdown, 'blended learning' must ensure equity for all pupils. Effective remote learning needs to be coupled with high-quality in-school teaching for vulnerable pupils, children of keyworkers, disadvantaged pupils and pupils with unsuitable home learning environments (rather than specific year groups).

8. Schools need government support to prepare for remote learning in a local lockdown. In particular, they need a clear steer on safeguarding. In the absence of this, many schools will avoid teaching and learning methods involving interaction with pupils.

9. Schools need to take an evidence-informed approach to preparing for remote learning in a local lockdown. They should consider: having a virtual learning environment (VLE); offering online lessons and other interactive approaches; providing activities that involve consolidating learning; and using strategies to help pupils become independent learners (metacognitive approaches).

10. The Government plans to provide laptop and hotspot provision for disadvantaged pupils in Years 3-11 and clinically vulnerable pupils in all year groups, in the event of a local lockdown. The dispatch of these devices must be planned for and will need to be almost instantaneous.

Schools' responses to Covid-19 The challenges facing schools and pupils in September 2020

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Schools responses to Covid-19: The challenges facing schools and pupils in September 2020

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This research follows an earlier NFER survey of schools' responses to Covid-19 in May. It focuses on the challenges schools will face from September when they open to all pupils. Jointly funded by Nuffield Foundation and NFER, the study is based on a weighted sample of almost 3,000 school leaders and teachers across over 2,200 mainstream primary and secondary schools in England.

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Report highlights impact of Covid-19 on Initial Teacher Training

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Report highlights impact of Covid-19 on Initial Teacher Training

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https://www.nfer.ac.uk/news-events/press-releases/report-highlights-impact-of-covid-19-on-initial-teacher-training/

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The impact of the Covid-19 pandemic has resulted in a surge of teacher training applications, although some pre-existing challenges within the teacher labour market remain to be addressed, according to a new report published today (21 September) by the National Foundation for Educational Research (NFER).

The report analyses the latest UCAS data, showing the number of accepted offers to primary and secondary courses is 14 and 20 per cent higher, respectively, in 2020/21 compared to 2019/20. The data shows considerable regional variation in the number of accepted offers, with the largest increases in the West Midlands, London and the North West, which may reflect local differences in economic conditions .

The latest data suggests no year-to-year differences in accepted offers based on gender, although the number of new accepted offers between March and August is 54 per cent higher than in 2019 for those aged 21 and under, compared to only 22 per cent higher for those aged 40 and over. This could reflect the impact of Covid-19 on the labour market being greater for younger workers .

Based on analysis of ITT Census data, the DfE's Teacher Supply Model and UCAS data, it is estimated that despite the increase in applications in 2020/21, the under-recruitment gaps in some shortage subjects are unlikely to fully close this year, compared to the DfE's recruitment targets.

The report determines that while some gaps may close to some extent, recruitment to ITT is likely to remain below target this year in five subjects (physics, chemistry, mathematics, design and technology and MFL). However, after accounting for the effect of higher teacher retention in 2020/21 the recruitment gaps in mathematics, chemistry and MFL may close completely .

In contrast, subjects that met or exceeded their targets in 2019/20 (including history, geography, English, and PE), are likely to increase further above the target and be substantially higher than demand.

The full extent to which teacher supply gaps will be able to close as a result of higher recruitment and retention, will depend on two key factors: schools continuing to offer school-based training placements, alongside ensuring this year's trainees stay in the profession when the economy recovers (something that has not happened after previous recessions ).

There is particular concern raised that some schools are reducing or withdrawing placement offers due to the impact of Covid-19. Based on a nationally-representative survey of school leaders , eleven per cent of primary schools and six per cent of secondary schools planned to withdraw from offering placements due to the pandemic, and seven and eleven per cent planned to reduce placements.

Overall, the impact of Covid-19 was to reduce the number of primary placements by 20 per cent, and by seven per cent for secondaries. There were no significant differences by academy status, region, Ofsted rating or the distance to the school's nearest ITT provider. However, schools with the most disadvantaged pupils reported a larger average reduction in capacity due to Covid-19, compared to other schools.
Jack Worth, Report Author and Lead Economist at NFER, said:
"The recent increase in teacher training applications is welcome in the context of the teacher supply challenge and promises to close some of the gaps in ITT recruitment that have grown recently. However, fewer school-based placements created a bottleneck in the system that risked limiting the number of trainees being trained.

"The Government has responded with school guidance and flexibilities to the ITT requirements that have helped to ease the situation, and ITT providers have factored in placement capacity when making offers. The system therefore looks likely to be able to train an increased number of trainees in 2020/21 and significantly close several persistent recruitment gaps.

"However, the squeeze on placement capacity has highlighted a vulnerability that could continue to impact the ITT sector and the number of trainees the system is able to accept, with applications to teacher training likely to be high again next year. Mentor capacity in schools is likely to be a key potential limiting factor, particularly with the national roll-out of the Early Career Framework in September 2021."

"Finally, it will also be crucial to continue and grow policies aimed at making teaching an attractive long-term career, in order to retain talent as the economy recovers and ensure sufficient supply to meet the steady rise in pupil numbers. Continuing to strengthen teaching's attractiveness is likely to make teacher supply more resilient to future periods when recruitment and retention are more challenging than today."

London, the West Midlands and the North West are the regions with the largest increases in unemployment benefit claims in the year to July 2020, and the East of England, South West and North East the smallest increases (ONS, 2020)
Gustafson, M. (2020). Young workers in the coronavirus crisis. Available here.
The proportion of teachers considering leaving is 15 percentage points lower for primary and secondary teachers (NFER survey of 1,121 teachers in June 2019 and NFER survey of 1,782 teachers in July 2020).
Based on how many teachers the system is estimated to need in September 2021.
Hutchings, M. (2011). What impact does the wider economic situation have on teachers' career decisions? A literature review. London: DfE. Available here.
NFER survey of 1,176 school leaders in July 2020 (545 responded).

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Report highlights impact of Covid-19 on Initial Teacher Training

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The impact of the Covid-19 pandemic has resulted in a surge of teacher training applications, although some pre-existing challenges within the teacher labour market remain to be addressed, according to a new report published today (21 September) by the National Foundation for Educational Research (NFER).