Primary pupils still behind in maths after pandemic impact

A new report by the Education Policy Institute, in partnership with Renaissance, shows that the pandemic is still having an adverse effect on pupils’ learning.

This new analysis uses Renaissance’s Star Reading and Star Maths Assessments to create a large sample. It shows that mathematics outcomes for primary aged pupils remain below pre-pandemic levels - amounting to just under 1.5 months’ worth of learning by the end of the autumn term. Outcomes for younger year groups are even further behind pre-pandemic norms.

More positively, average outcomes in reading have largely been recovered in primary schools, this is consistent with results from national assessments last summer.  

The gap in reading outcomes between primaries with the highest levels of socioeconomic disadvantage and those with the lowest is still around 6 per cent wider than at the start of the pandemic. This suggests that pupils in disadvantaged areas have suffered bigger adverse learning effects than those in more affluent areas.

Jon Andrews, Head of Analysis at the Education Policy Institute, said: “For many children, their time in education has been hugely damaged by the disruption of the Covid-19 pandemic. Schools have been working hard to mitigate the effects of the pandemic, but it is clear that those effects are still being felt, particularly in maths and for children in more disadvantaged areas.

“The Prime Minister has set out a bold ambition for all young people to study maths up to age 18. There are many obstacles to meeting that ambition, and this analysis highlights that among them is the fact that younger children have fallen behind in their maths as a result of the pandemic. There is a risk that government focus on education recovery is waning, and this analysis is a wake-up call that there is still much work to be done”.  

Joan Mill, Group Managing Director of Renaissance International said: “We know how much is being done by teachers on education recovery and supporting all pupils through effective in-school interventions will remain critical in the months and years ahead.

“This analysis, made possible through robust data from the millions of Star Assessments administered annually, shows that while maths outcomes remain a cause for concern, it is equally important that reading recovery is maintained. That is why Renaissance is also supporting teachers and leaders with additional resources and personalised practice to help accelerate learning for all students.”

In response to pandemic learning loss, Renaissance has developed Focus Skills - free workbooks with extensive research based on how learning progresses in reading and mathematics. Focus Skills provide a roadmap for closing learning gaps by helping teachers focus on the reading and maths skills that matter most.