Teachers believe just 55% of parents are engaged with child's learning

A new report published by National Foundation for Educational Research (NFER) highlights significant differences in pupils’ level of engagement with remote learning.

It finds that teachers report that, on average, just over half (55 per cent) of their pupils’ parents are engaged with their children’s home learning.

Schools with the highest levels of pupil deprivation report 13 percentage point lower levels of pupil engagement compared to schools in the middle quintile.

Teachers in the most deprived schools report 30 per cent of pupils returning their last piece of work, compared to 49 per cent of pupils in the least deprived schools.

Teachers report that pupils that are less engaged in remote learning include pupils with limited access to IT and/or study space (81 per cent); vulnerable pupils (62 per cent); pupils with special educational needs and disabilities (58 per cent); pupils eligible for Pupil Premium funding (52 per cent); and young carers (48 per cent).

Teachers from the most deprived schools report that parental engagement is significantly lower than teachers in the least deprived schools (41 per cent compared to 62 per cent).

Parental engagement is significantly lower among the parents of secondary compared to primary pupils (48, compared to 56 per cent). This is likely to be a reflection of these parents believing that their secondary age pupils are more able to manage their own learning.

When the survey was conducted in May, teachers reported being in regular contact with, on average, 60 per cent of their pupils. However, on average, less than half of pupils (42 per cent) returned their last piece of set work.

Whilst they are less likely to return work set, on average, primary school leaders say that 71 per cent of pupils are getting involved in learning activities, while school leaders in secondary schools indicate that an average of 63 per cent of pupils are getting involved in set work.

School leaders believe that around one third of pupils (29-37 per cent) are not engaging with set work at all.

The majority of teachers (90 per cent) believe that their pupils are doing less work than they would usually expect at this time of year.

Carole Willis, Chief Executive at National Foundation for Educational Research, said: “There are considerable differences in the levels of pupil engagement in remote learning, particularly amongst the most disadvantaged pupils. This supports a growing evidence base highlighting the risk of the attainment gap widening as a result of this pandemic. There is a pressing need for a comprehensive and long-term plan to address this issue.

“The findings suggest there is a strong case for extending the Government’s scheme to fund digital provision to all year groups, alongside all schools being supported to put in place effective virtual learning environments. There is also reinforcement of the crucial role of leaders in this situation, with a positive association between teachers feeling well-supported by their school leaders and pupil engagement. This is particularly significant for young teachers, with less experience.”

The Pupil Engagement in Remote Learning report is the second in a Nuffield Foundation funded series focusing on schools’ responses to the Covid-19 pandemic.