LONG-term disadvantaged pupils will see their academic performance affected by their situation, according to a report. Children across East Lancashire who come from disadvantaged families are struggling even more than before the Covid-19 pandemic, with a new report stating that those who have been living in poverty for a long time will also see this impact on their GCSE performance. The Northern Powerhouse Partnership (NPP) compared numbers of secondary schools with a high level of long-term disadvantaged high impact pupils between 2017 and 2019, as well as analysing attainment at GCSE level, which has shown the disadvantage gap has increased for children.
THE NEU has said that by potentially re-opening schools in March the Government fails completely to recognise the role schools have played in community transmission . Earlier this week, Boris Johnson confirmed that the original road map out of lockdown would not be possible and has said that schools will not be able to open until at least March 8. On Wednesday, Boris Johnson told the Commons: “If we achieve our target of vaccinating everyone in the four most vulnerable groups with their first dose by February 15, and every passing day sees more progress towards that goal, then those groups (will) have developed immunity from the virus about three-weeks later, that is by March 8.
ABSENCE rates for primary school teachers with Covid-19 were six times higher in England than for children in the same settings, an analysis suggests. In secondary schools, absences due to a confirmed case of coronavirus were up to three times higher than those of pupils, according to research from the Education Policy Institute (EPI) think tank. The analysis suggests that teacher absence rates due to contracting Covid-19 ranged significantly across the country – from 2 per cent to 3 per cent of all secondary school teachers in Blackburn, while in the Isle of Wight and Herefordshire, almost no teachers were absent with the virus.
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