In-school tutoring and classroom practice: An integrated curriculum for whole-school impact

DOUGLAS FAIRFIELD, EDUCATION ADVISER, EDUCATION DEVELOPMENT TRUST, UK LAURA FOX, SENIOR EDUCATION ADVISER, EDUCATION DEVELOPMENT TRUST, UK Since the start of the COVID-19 pandemic in 2020, a decade of progress towards closing the education disadvantage gap in the UK has, for all intents and purposes, been eradicated, with the disparity in progress at Key Stage 4 between disadvantaged students and their more advantaged peers having reached its highest level since 2011/12 (ONS, 2022a). Additionally, since 2019 there has been a six per cent decrease in students achieving the expected standard in all of reading, writing and maths at Key Stage 2 (ONS, 2022b). Long-term impacts of the COVID-19 pandemic on those not in full-time education prior to the school closures are also beginning to manifest, with many Early Years providers reporting ‘delays in babies’ and children’s speech and language development’ (Ofsted, 2022a). This highlights the potential negative impacts across all key