The pupils most disadvantaged by lockdown

SIR – We write to express our growing concern about the disproportionate impact of Covid-19 on young people in schools, particularly those preparing for public examinations in 2021. Pupils in areas most ravaged by Covid-19 face significantly greater challenges than those who have avoided repeated episodes of self-isolation.

No examination can be considered fair unless it takes into account the inequality exacerbated by this pandemic. However sophisticated online lessons may be, they are less effective than face-to-face teaching at school; furthermore, the disadvantaged pupils most likely to be self-isolating are the least likely to have access to the quiet learning environment, reliable technology and additional resources needed to make remote learning a success.

Examinations are competitive. Grade boundaries are adjusted to ensure parity of results between years, not to compensate for factors beyond pupils’ control. Our disadvantaged pupils, solely because they are being subjected to far greater disruption in their schooling than their peers, are increasingly less likely to achieve the high grades that will enable their progression to prestigious sixth forms, apprenticeships and universities.

We believe that the Government, which has expressed a commitment to levelling up, will take this differential loss of learning into account. For the sake of children, their families and their teachers, this confirmation is needed soon. Otherwise there will be another summer of huge upset, and the futures of thousands of young people will be unfairly damaged. Cathy Anwar

Chief Executive, Summit Learning Trust Peter Ashworth

Chief Executive, Cidari Multi Academy Trust

Lynne Blomley

Chair, Lancashire Association of Secondary School Headteachers

Diane Booth

Director of Children’s Services, Blackpool Council and 36 others; see telegraph.co.uk