Background: Due to the Covid-19 pandemic, the way education was provided had to change during two... more Background: Due to the Covid-19 pandemic, the way education was provided had to change during two academic years. Schools saw an increase in their workload and scope of their responsibilities which impacted staff members physically, mentally and professionally. Even though restrictions in England have been lifted since the summer of 2021, schools are still seeing the effect of the pandemic in their staff members. Purpose: To report how the pandemic and school disruptions impacted teachers and other staff members working in primary schools across England during the pandemic, and how their experience has been since all restrictions have been lifted. Methods: Twenty-three staff members from 21 primary schools participating in the ICICLES project were interviewed with a semi-structured online interview that lasted between 40 to 60 minutes. All interviews were transcribed, and their content analysed using thematic analysis. Results: The pandemic and school disruptions were challenging fo...
Acknowledgements The authors would like to thank the various stakeholders, academics and policy m... more Acknowledgements The authors would like to thank the various stakeholders, academics and policy makers who contributed their advice and expertise which has supported this report. Particular thanks goes to all those who attended CentreForum's early years policy roundtable in November 2015 and to Professor Eva Lloyd (University of East London) and Dr Jo Blanden (University of Surrey) for their helpful and insightful feedback on an earlier draft of this report. Thanks also goes to Chris Saunders, for his assistance with statisical analysis during the early stages of the project. At CentreForum, the authors would particularly like to thank Peter Sellen, for his invaluable support with statistical analysis, and David Laws, Natalie Perera and Jon Andrews for their assistance in shaping and editing the project.
This report from the Education Policy Institute (EPI) considers the attainment gaps between child... more This report from the Education Policy Institute (EPI) considers the attainment gaps between children from disadvantaged backgrounds and their peers, as well as looking at gaps associated with other pupil characteristics. It highlights both the progress which has been made in narrowing gaps over the last decade, and the significant challenges which remain. The report looks at the performance of pupils who undertook the Early Years Foundation Stage Profile, Key Stage 2 assessments or GCSEs (or equivalents) in the summer of 2016. It includes all pupils in all state-funded schools, including academies, free schools, local authority maintained schools and special schools. This report does not compare the performance of different types of schools. Rather than focussing on attainment thresholds, such as GCSE attainment, the report examines the attainment of disadvantaged pupils within the whole attainment distribution. All pupils are ranked from the highest to the lowest. The average (mean...
Background: Due to the Covid-19 pandemic, the way education was provided had to change during two... more Background: Due to the Covid-19 pandemic, the way education was provided had to change during two academic years. Schools saw an increase in their workload and scope of their responsibilities which impacted staff members physically, mentally and professionally. Even though restrictions in England have been lifted since the summer of 2021, schools are still seeing the effect of the pandemic in their staff members. Purpose: To report how the pandemic and school disruptions impacted teachers and other staff members working in primary schools across England during the pandemic, and how their experience has been since all restrictions have been lifted. Methods: Twenty-three staff members from 21 primary schools participating in the ICICLES project were interviewed with a semi-structured online interview that lasted between 40 to 60 minutes. All interviews were transcribed, and their content analysed using thematic analysis. Results: The pandemic and school disruptions were challenging fo...
Acknowledgements The authors would like to thank the various stakeholders, academics and policy m... more Acknowledgements The authors would like to thank the various stakeholders, academics and policy makers who contributed their advice and expertise which has supported this report. Particular thanks goes to all those who attended CentreForum's early years policy roundtable in November 2015 and to Professor Eva Lloyd (University of East London) and Dr Jo Blanden (University of Surrey) for their helpful and insightful feedback on an earlier draft of this report. Thanks also goes to Chris Saunders, for his assistance with statisical analysis during the early stages of the project. At CentreForum, the authors would particularly like to thank Peter Sellen, for his invaluable support with statistical analysis, and David Laws, Natalie Perera and Jon Andrews for their assistance in shaping and editing the project.
This report from the Education Policy Institute (EPI) considers the attainment gaps between child... more This report from the Education Policy Institute (EPI) considers the attainment gaps between children from disadvantaged backgrounds and their peers, as well as looking at gaps associated with other pupil characteristics. It highlights both the progress which has been made in narrowing gaps over the last decade, and the significant challenges which remain. The report looks at the performance of pupils who undertook the Early Years Foundation Stage Profile, Key Stage 2 assessments or GCSEs (or equivalents) in the summer of 2016. It includes all pupils in all state-funded schools, including academies, free schools, local authority maintained schools and special schools. This report does not compare the performance of different types of schools. Rather than focussing on attainment thresholds, such as GCSE attainment, the report examines the attainment of disadvantaged pupils within the whole attainment distribution. All pupils are ranked from the highest to the lowest. The average (mean...
Uploads
Papers by Jo Hutchinson