To understand how lockdown has impacted children’s experience of learning this year, our Cost of the School Day programme conducted some research through surveys and interviews. We gathered the experiences of 1,122 parents and carers and 649 children and young people in Scotland, with an emphasis on the experiences of low-income households.
The Cost of Learning in Lockdown (March 2021 update) is a report based on surveys carried out with parents, carers, children and young people asking them about their family's experience of learning during lockdown, with particular focus on families struggling with money.
We've produced a practical resource for educations staff to help tackle poverty and the cost of the school day, in collaboration with Children North East and the National Education Union.
The Independent Review of Administrative Law (IRAL) panel recently invited the submission of evidence on how well or effectively judicial review balances the legitimate interest in citizens being able to challenge the lawfulness of executive action with the role of the executive in carrying on the business of government, both locally and centrally. Our response emphasises the important role of judicial review in ensuring good governance and that decisions which affect some of the most vulnerable members of society are made in compliance with basic standards of good administrative decision making.
Prior to COVID-19, there were more than four million children living in poverty in the UK – that’s nine children in a classroom of 30. In London, that number rises to 11. While the full economic impact of the pandemic is yet to be seen, we know that low-income households are bearing the brunt, and for families living in the capital things are likely to get worse before they get better. Even prior to COVID-19, the high cost of rent, childcare and travel made it very difficult for London families on low incomes to cover basic costs. In addition, families with children have been hit the hardest by cuts to the social security system, squeezing family budgets even further. In the face of this, our public services have a crucial role to play in tackling child poverty and ensuring children and families recover from the pandemic.
This report focuses on social security issues during lock down, highlighting problems making and maintaining claims without support, difficulties participating telephone assessments and appeals, some PIP awards stopping and uncertainty about whether others would be extended, a number of severely disabled and terminally ill people not receiving additional amounts they were entitled to and a gap in support for some carers.
To understand how the Covid-19 pandemic has impacted children’s experience of learning, we conducted some research through surveys and interviews. We gathered the experiences of 3,600 parents and carers, along with 1,300 children and young people, with an emphasis on the experiences of low-income households. We found that the cost burdens of school closures have fallen most heavily on families already living on a low income.
CPAG, alongside Diane Dixon Associates, have been working with schools in London to explore the role of primary schools in tackling child poverty. This report contains an outline of the main project activities, as well as a summary of the key learning to emerge from the project with a particular focus on how to scale up this type of work in schools.
Living Hand to Mouth, by Rebecca O’Connell, Abigail Knight and Julia Brannen, brings the latest research on food poverty together with the voices of children and young people experiencing food poverty first hand.