Impact of School Closures and Subsequent Support Strategies on Attainment and Socio-Emotional Wellbeing in Key Stage 1

School closures during the first national Covid-19 lockdown meant disadvantaged children performed worse in reading and maths, particularly towards the end of the assessments, than their classmates.

This NFER interim report funded by the Education Endowment Foundation assesses the extent to which Year 2 pupils’ attainment in reading and maths were impacted by partial school closures during the first national Covid-19 lockdown, to identify common patterns, misconceptions and errors.

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