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Source: Public First/Sutton Trust survey of UK parents, 1-3 April 2020 Figure 11. Current and previous tuition, by household income band small number of cnildren, 4%, nad, since the school shutdown, begun receiving tuition for the first time. The overall effect of these changes has been to narrow the ‘tuition gap’, but this is likely to be temporary, as parents and tuition companies adapt to the new environment. At the top of the income distribution (for households earning above £100k), 25% of children were now receiving some form of tuition since the lockdown. The period of shutdown is unlikely to be different. However, the national ockdown and social distancing policies have delivered a shock to he private tuition industry, with ace to face tuition to all intents and purposes currently banned. A rapid ransition to online poses problems or tuition companies, as well as schools. This is reflected in the data rom parents, with two thirds of children who previously had private uition reported to no longer be availing of such a service a week after shutdown, while the remaining third continued to have tuition through online services. Source: Public First/Sutton Trust survey of UK parents, 1-3 April 2020

Figure 11 Source: Public First/Sutton Trust survey of UK parents, 1-3 April 2020 Figure 11. Current and previous tuition, by household income band small number of cnildren, 4%, nad, since the school shutdown, begun receiving tuition for the first time. The overall effect of these changes has been to narrow the ‘tuition gap’, but this is likely to be temporary, as parents and tuition companies adapt to the new environment. At the top of the income distribution (for households earning above £100k), 25% of children were now receiving some form of tuition since the lockdown. The period of shutdown is unlikely to be different. However, the national ockdown and social distancing policies have delivered a shock to he private tuition industry, with ace to face tuition to all intents and purposes currently banned. A rapid ransition to online poses problems or tuition companies, as well as schools. This is reflected in the data rom parents, with two thirds of children who previously had private uition reported to no longer be availing of such a service a week after shutdown, while the remaining third continued to have tuition through online services. Source: Public First/Sutton Trust survey of UK parents, 1-3 April 2020

Related Figures (12)

Source: Teacher Tapp survey of teachers in England, March 23rd 2020 Figure 1. How teachers were providing work for their classes, by level of deprivation in school
Source: Teacher Tapp survey of teachers in England, March 23rd 2020 Figure 1. How teachers were providing work for their classes, by level of deprivation in school
Figure 3. Parent reports of how schoolwork is set Source: Public First/Sutton Trust survey of UK parents, 1-3 April 2020 Source: Teacher Tapp survey of teachers in England, March 26th 2020
Figure 3. Parent reports of how schoolwork is set Source: Public First/Sutton Trust survey of UK parents, 1-3 April 2020 Source: Teacher Tapp survey of teachers in England, March 26th 2020
Figure 4. Teachers' anticipated ability to broadcast a lesson to their class before shut- down, by level of deprivation in school Figure 5. Parental satisfaction with school support, those learning from home v those still in school
Figure 4. Teachers' anticipated ability to broadcast a lesson to their class before shut- down, by level of deprivation in school Figure 5. Parental satisfaction with school support, those learning from home v those still in school
Parents also reported that 45% of students had communicated with their teachers in the last week, whereas 50% have not (5% of parents were not sure). At private primaries the figure was 62%, and 81% at private secondaries, underlining the resources available at independent schools, and the personalised support they can offer as a consequence. 51% of pupils in middle class households had receivec teacher communications, compared to 38% of working class pupils. Source: Public First/Sutton Trust survey of UK parents, 1-3 April 2020 When it came to online platforms to accept work from pupils, similar patterns emerged. Again, private schools were much better prepared, with a large proportion (60%) already having a platform to use, compared to 37% in the most affluent state schools and 23% in the most deprived schools.
Parents also reported that 45% of students had communicated with their teachers in the last week, whereas 50% have not (5% of parents were not sure). At private primaries the figure was 62%, and 81% at private secondaries, underlining the resources available at independent schools, and the personalised support they can offer as a consequence. 51% of pupils in middle class households had receivec teacher communications, compared to 38% of working class pupils. Source: Public First/Sutton Trust survey of UK parents, 1-3 April 2020 When it came to online platforms to accept work from pupils, similar patterns emerged. Again, private schools were much better prepared, with a large proportion (60%) already having a platform to use, compared to 37% in the most affluent state schools and 23% in the most deprived schools.
Figure 7. Hours spent on schoolwork per day, by phase of schooling Source: Public First/Sutton Trust survey of UK parents, 1-3 April 2020
Figure 7. Hours spent on schoolwork per day, by phase of schooling Source: Public First/Sutton Trust survey of UK parents, 1-3 April 2020
Source: Public First/Sutton Trust survey of UK parents, 1-3 April 2020 Figure 6. Hours spent on schoolwork per day, by social grade
Source: Public First/Sutton Trust survey of UK parents, 1-3 April 2020 Figure 6. Hours spent on schoolwork per day, by social grade
Source: Teacher Tapp survey of teachers in England, March 25th 2020 Figure 8. Proportion of children in a teacher’s class working from home without adequate access to an electronic device for learning (eg. laptop/tablet), by level of deprivation in school
Source: Teacher Tapp survey of teachers in England, March 25th 2020 Figure 8. Proportion of children in a teacher’s class working from home without adequate access to an electronic device for learning (eg. laptop/tablet), by level of deprivation in school
Figure 9. Number of internet-enabled devices in the home reported by parents, by social grade
Figure 9. Number of internet-enabled devices in the home reported by parents, by social grade
Figure 12. How many students have returned the work that was expected to be submitted back to you, secondary school teachers, by level of deprivation in school Source: Teacher Tapp survey of teachers in England, April 3rd 2020
Figure 12. How many students have returned the work that was expected to be submitted back to you, secondary school teachers, by level of deprivation in school Source: Teacher Tapp survey of teachers in England, April 3rd 2020
Source: Teacher Tapp/Sutton Trust survey of teachers in England, April 4th 2020
Source: Teacher Tapp/Sutton Trust survey of teachers in England, April 4th 2020
Source: Teacher Tapp/Sutton Trust survey of teachers in England, April 4th 2020 Figure 15. Proportion of teachers reporting their school was providing laptops and devices to students
Source: Teacher Tapp/Sutton Trust survey of teachers in England, April 4th 2020 Figure 15. Proportion of teachers reporting their school was providing laptops and devices to students
Source: Teacher Tapp/Sutton Trust survey of teachers in England, April 4th 2020 Figure 16. Teacher support for interventions for vulnerable pupils to stop them from falling behind in their school work (up to three chosen), by phase of education
Source: Teacher Tapp/Sutton Trust survey of teachers in England, April 4th 2020 Figure 16. Teacher support for interventions for vulnerable pupils to stop them from falling behind in their school work (up to three chosen), by phase of education
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