Primary schools forced to cut back

TWO-THIRDS of primary head teachers have reported receiving insufficient funding to help pupils catch up in school following disruption caused by the coronavirus pandemic, according to a survey.

The new survey, by the Sutton Trust, has revealed that 68% of primary school senior leaders reported receiving insufficient catch-up funding this year, while 51% reported that they have had to cut teaching assistant roles.

Other cuts reported included 35% saying they had cut support staff and 32% saying they had cut IT equipment.

Secondary school heads reported being less affected, with 53% reporting that funding had been sufficient.

However, a significant number of secondary school heads reported making cuts, including 24% reporting cuts to teaching staff, 28% to assistants, and 31% to support staff (31%).

The survey also found that 33% of school heads reported dipping into the pupil premium fund for poorer students to plug gaps in their general budget.

Sir Peter Lampl, founder and chairman of the Sutton Trust and chairman of the Education Endowment Foundation, said the survey results showed the “monumental challenges” facing schools as a result of the pandemic.

“Today’s polling shows that schools are facing monumental challenges as a result of the pandemic, with schools having to cut crucial staff and support for pupils,” he said.

“With all these ongoing pressures, dedicated funding for poorer pupils through the pupil premium is more crucial than ever. It’s a disgrace that a third of heads still report using pupil premium funding to plug budget gaps.

“The Government must make an enormous investment in education recovery so that all pupils are given a chance to succeed”.

Meanwhile, a new natural history GCSE focusing on how to protect the planet could help young people with mental health issues, experts have said.

The qualification will be available from September 2025 and has been announced by Education Secretary Nadhim Zahawi. Environmentalists say the subject, focusing on topics such as climate change and biodiversity, will be “very nurturing and life-enhancing” by connecting young people with the natural world.

Mary Colwell, an environmentalist who led calls for the subject to be taught in schools, said: “The study of natural history is very nurturing and life-enhancing.”