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Education

Students relying on free school meals fell further behind

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THE ATTAINMENT gap between disadvantaged primary school pupils and their classmates has grown in mathematics by one month since the onset of the pandemic, according to interim findings published this week by the Education Endowment Foundation (EEF).

The findings are drawn from an ongoing EEF-funded study that aims to understand changes to the gap which might have occurred due to the periods of partial school closure resulting from the Covid-19 pandemic.

While disadvantaged pupils’ outcomes in mathematics seem to have been hit hardest by the first national lockdown, the attainment gap did not widen (or shrink) during the Autumn 2020 term.

Thar suggests that gaps caused by Covid are unlikely to close without intervention.

The research is based on assessment data collected by FFT Education from 132 primary schools prior to and after the first national lockdown.

The report did not measure the impact of school closures on overall learning progress (sometimes referred to as learning loss) but, instead, looked at the differences in progress between pupils eligible for free school meals and those that are not.

Data from reading and maths assessments (PIRA and PUMA tests) taken in Autumn 2019 was used as a baseline to track the trajectory of the attainment gap.

Pupils whose data was included in the sample were all in Years 1 to 5 (5-to-10-year-olds) during the academic year 2019-2020.

Reading and maths tests were administered to these same pupils on their return to the classroom in September 2020, and then again towards the end of the Autumn term 2020.

Disadvantaged pupils’ performance in the tests was compared to that of their classmates to examine changes to the attainment gap which might have resulted from the first period of partial school closures.

The analysis of these results indicates that pupils from socio-economically deprived backgrounds have fallen further behind in maths since the onset of the pandemic.

Contrary to previous estimates, this study found no discernible change to the disadvantage gap in reading.

The findings also highlight the difficulty of combatting educational inequality in classrooms.

Data collected from PIRA and PUMA assessments taken at the end of the Autumn term 2020 indicate the return of all pupils to school in September has not been sufficient in narrowing the gap.

Further analysis is currently underway.

A final data set will be collected in June 2021 to examine whether the disadvantage gap narrows, widens, or remains stable.

Sir Peter Lampl, chairman of the Education Endowment Foundation (EEF) and founder and chairman of the Sutton Trust, said: “Today’s research gives us more evidence of the enormous impact school closures have had on young people, especially those from low-income homes.

“The research indicates the need for long-term, sustained support for schools as they work to accelerate the progress of their disadvantaged pupils.

“To mitigate against the long-term impact of lost learning, large government funding is required. The cost of failing to act now will be a catastrophe for young people from low-income homes.”

Professor Becky Francis, CEO of the Education Endowment Foundation, said: “The pandemic has brought the significance of social and educational inequality into sharp focus.

“Research studies like this one are providing clear evidence that substantial existing gaps have grown further due to the disruption to learning caused by the pandemic.

“In strategizing an approach to recovery, we are presented with the opportunity to go beyond restoring the learning lost during partial school closures, and work towards rebalancing the scales for disadvantaged pupils.”

Researchers from FFT Education said: “Our study makes a fresh contribution to the research on the effects of COVID.

“We find that attainment gaps between disadvantaged students and their peers have widened slightly in maths, but not reading.

“We also find that there were surprisingly weak associations between school responses to COVID – for example, phoning students during the lockdown – and attainment.”

 

Community

Cilgerran Church in Wales school proposals ‘flawed’

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PROPOSALS for a Pembrokeshire Church in Wales school is to be discontinued are “fundamentally flawed,” in part due to land ownership issues, councillors heard.

At last May’s meeting, Pembrokeshire County Council considered a report of the School Modernisation Working Group which outlined the findings of a review of education provision in the Preseli area.

A later July meeting backed a general consultation to discontinue Cilgerran Church in Wales Voluntary Controlled School, and to establish it as a 3-11 community school.

“In particular, the review considered the extent of surplus school places in the area, set against a significant decline in the pupil population,” the council in its consultation has said.

The consultation closed on January 30.

Hundreds have opposed the proposed changes, with a petition, on the council’s own website opposing the changes recently closing after gaining 391 signatures.

Any petition of more than 100 signatures triggers a debate at a council scrutiny committee, in the case of Cilgerran that debate taking place at the February 5 schools and learning overview and scrutiny committee.

The Cilgerran e-petition, created by Louise Williams, said of the proposed changes: “Ysgol Cilgerran VC school has strong links with the Church community in Cilgerran and we believe this [change] will have a negative impact on the children who attend the school, the community of Cilgerran and the links between the two.
“We are proud of our school ethos and values which are strengthened by our links with the church. The school has close and strong relationships with our Church in Wales federation governors one of which is also our safeguarding governor.

“Our Church Federation governors work closely with the school and are regular visitors to the school and the children. They provide vital support and guidance to the school and have a positive impact on the children’s education. We believe these links will be weakened by this proposal to remove our VC status and we believe this is an un-necessary action.”

Gary Fieldhouse

Speaking at the meeting, vice-chair of the school governors Gary Fieldhouse said the loss of the Church in Wales status would be “a profound mistake,” the school’s association with the church “not symbolic but fundamental,” with “a sense of belonging” that would not be the same if it lost that link and would “change the essence of what we are”.

He said the were issues of land ownership, and the “thriving” school, in a strong financial position with no deficit, was likely to benefit in terms of numbers when a new housing estate in the village was built.

Reverend John Cecil said the proposals were “fundamentally flawed,” with the school’s land legally in trust as a Church of Wales school, and change “essentially creating a new school with no premises to occupy”.

Cabinet member for education Cllr Guy Woodham repeated assurances he had given when petitions for other schools in the county, which are facing potential closures, saying final reports on the school’s future would be “as balanced as possible”.

“I’m happy to give that assurance again; to present in a fair way so councillors can make an informed decision.”

Members heard that legal conversations connected with that issue were ongoing, agreeing to note the petition.

A report on the final proposals will be brought to a future council meeting.

 

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Education

Sam Kurtz quizzed by primary school pupils about how was is governed

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PUPILS at St Oswald’s VA Primary School welcomed a visit from local Senedd member Samuel Kurtz on Monday (Feb 2), as children put questions to him about how Wales is governed.

Years five and six pupils took part in an interactive session where the Senedd Cymru member explained the role of the Welsh Parliament, how laws are made, and how elected representatives support local residents.

He outlined what a Member of the Senedd does day-to-day, how decisions affecting communities are taken, and why taking part in democracy is important.

The pupils were then given the chance to quiz him directly, raising questions about politics, local issues and how young people can make their voices heard. Staff said the children showed strong interest and came well prepared.

Speaking afterwards, Mr Kurtz said: “It was a real pleasure to visit St Oswald’s and see such enthusiasm and curiosity from the pupils.

“Understanding how democracy works and how decisions are made is important, and it is encouraging to see young people taking an interest in how their community and country are run.

“I was particularly impressed by the quality of the questions, which showed they had clearly done their research.”

Teachers described the visit as a valuable opportunity to bring lessons about citizenship and Welsh democracy to life.

The school visit forms part of Mr Kurtz’s ongoing programme of meeting with schools, community groups and residents across Carmarthen West and South Pembrokeshire.

 

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Education

Second west Wales school placed in lockdown within days

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Precautionary measures activated at Ysgol Brynteg after morning disturbance outside gates

CARMARTHENSHIRE pupils were kept inside classrooms after a precautionary lockdown was triggered at Ysgol Brynteg on Friday morning (Feb 6), marking the second west Wales secondary school to enter lockdown in the same week.

Police were called shortly after 9:00am following reports of a verbal altercation outside the school grounds.

Officers from Dyfed-Powys Police attended and the Llanelli school activated its safeguarding procedures while the situation was assessed.

No weapons were reported, no injuries have been confirmed and there have been no arrests at this stage. The incident is understood to have involved a dispute outside the site rather than inside the school itself.

Pupils remained indoors under staff supervision while officers made checks. Once police were satisfied there was no ongoing risk, the lockdown was lifted and lessons continued as normal.

A spokesperson said the measure was purely precautionary.

The incident comes just days after armed officers were deployed to Milford Haven School following a serious assault on a teacher, prompting a temporary closure and widespread concern among parents.

While the circumstances in Llanelli were far less severe, the two events occurring so close together have heightened anxiety among families across west Wales.

Schools routinely use lockdown procedures when there is any uncertainty or potential threat nearby, even if the risk later proves minimal. The approach is designed to err on the side of caution and protect pupils while emergency services investigate.

Parents were informed that Brynteg was safe and operating normally once the situation had been resolved.

There is currently no indication that pupils inside the school were directly involved in the disturbance.

The Herald understands enquiries are ongoing.

Both incidents underline how quickly everyday school days can be disrupted, and how safeguarding responses are increasingly becoming part of standard practice across Welsh schools.

Anyone with information about the Llanelli incident is asked to contact police.

 

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