It comes as new research has revealed yet more evidence of the gaps in lockdown learning experiences between disadvantaged pupils and their peers.
The study has also found that most pupils spent less than three hours a day on remote learning activities during lockdown, with offline provision such as worksheets or recorded videos much more common than live lessons.
The study has been published by the National Foundation for Educational Research (NFER) and is based on responses from more than 4,000 parents in late April.
It found variation in the way learning was delivered to pupils and the number of hours they spent learning each day during the Covid-19 lockdown.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here