COVID Research by Jo

COVID Research by Jo https://padlet.com/jo68/rn98kt4jsa9p241f en-us 2020-09-21 08:03:33 UTC 2025-12-11 12:53:25 UTC hello@padlet.com Report highlights impact of Covid-19 on Initial Teacher Training jo68 https://padlet.com/jo68/rn98kt4jsa9p241f/wish/763364064 https://www.nfer.ac.uk/news-events/press-releases/report-highlights-impact-of-covid-19-on-initial-teacher-training/]]> 2020-09-21 08:04:03 UTC https://padlet.com/jo68/rn98kt4jsa9p241f/wish/763364064 Schools' responses to Covid-19 The challenges facing schools and pupils in September 2020 jo68 https://padlet.com/jo68/rn98kt4jsa9p241f/wish/763369453 2020-09-21 08:07:11 UTC https://padlet.com/jo68/rn98kt4jsa9p241f/wish/763369453 Schools reopening: teachers put on alert for rowdy behaviour jo68 https://padlet.com/jo68/rn98kt4jsa9p241f/wish/763373509 https://www.thetimes.co.uk/article/schools-reopening-teachers-put-on-alert-for-rowdy-behaviour-lfl359drn]]> 2020-09-21 08:09:25 UTC https://padlet.com/jo68/rn98kt4jsa9p241f/wish/763373509 Schools in poorer areas lack catch-up cash caroline149 https://padlet.com/jo68/rn98kt4jsa9p241f/wish/771484702 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.]]> 2020-09-23 10:20:20 UTC https://padlet.com/jo68/rn98kt4jsa9p241f/wish/771484702 Reading and traditional children’s activities surge in lockdown – but significant minority are at risk of falling behind jo68 https://padlet.com/jo68/rn98kt4jsa9p241f/wish/771624579 2020-09-23 11:50:29 UTC https://padlet.com/jo68/rn98kt4jsa9p241f/wish/771624579 caroline149 https://padlet.com/jo68/rn98kt4jsa9p241f/wish/787166537 2020-09-29 09:09:50 UTC https://padlet.com/jo68/rn98kt4jsa9p241f/wish/787166537 TES article on engaging readers in reading comprehension post locl d caroline149 https://padlet.com/jo68/rn98kt4jsa9p241f/wish/792679854 2020-09-30 18:59:10 UTC https://padlet.com/jo68/rn98kt4jsa9p241f/wish/792679854 VCS Research by Nottingham Trent on impact of covid on the sector caroline149 https://padlet.com/jo68/rn98kt4jsa9p241f/wish/792863376 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.

]]> 2020-09-30 19:59:09 UTC https://padlet.com/jo68/rn98kt4jsa9p241f/wish/792863376 IPPR Report post COVID Education caroline149 https://padlet.com/jo68/rn98kt4jsa9p241f/wish/843096703 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. ]]> 2020-10-19 23:59:50 UTC https://padlet.com/jo68/rn98kt4jsa9p241f/wish/843096703 caroline149 https://padlet.com/jo68/rn98kt4jsa9p241f/wish/979469190 2020-12-02 12:45:13 UTC https://padlet.com/jo68/rn98kt4jsa9p241f/wish/979469190 caroline149 https://padlet.com/jo68/rn98kt4jsa9p241f/wish/1358041669 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. ]]> 2021-03-26 16:46:37 UTC https://padlet.com/jo68/rn98kt4jsa9p241f/wish/1358041669 caroline149 https://padlet.com/jo68/rn98kt4jsa9p241f/wish/1645913567 2021-07-12 13:18:33 UTC https://padlet.com/jo68/rn98kt4jsa9p241f/wish/1645913567