Moss, G; Bradbury, A; Duncan, S; Harmey, S; Levy, R; (2020) Responding to COVID-19, Briefing Note 3: Resetting educational priorities in challenging times. UCL Institute of Education: London, UK.

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Abstract

discussion on how to repair the fragilities in the education system that COVID has revealed. Over the length of our research projecti we have seen a gulf open up between government policy announcements and primary schools’ experiences of the crisis on the ground (Bradbury, 2020). Our data show teachers, head teachers and system leaders have not felt listened to by the DfE. Our respondents have expressed little confidence in decisions taken by government or the ways in which these have been communicated. The very different priorities that have emerged during the crisis for government and for teachers have set an agenda for change. This briefing note considers three critical issues: / How the education system recognises the needs of our most disadvantaged communities and funds the schools that work with them / The stresses in our testing and accountability systems that COVID has exacerbated / The need to better support locallyresponsive decision-making at times of crisis

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