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The Impact of COVID-19 on Key Learning and Education (ICKLE)

Using a longitudinal design, the ICKLE project investigates the learning of children starting Year 1 in September 2020. Using data collected by schools at three points – before the pandemic, in early Autumn 2020, and in Spring 2021 – we are investigating the factors that have moderated and mediated pupil progress against a subset the Early Years Foundation Stage Profile goals and reading levels. Working in a large, superdiverse city, we will extrapolate our Leeds findings to the national context.

The data will benefit schools in deciding how to allocate catch-up support. Project findings, conveyed to policy makers and third sector organisations, will inform national strategies to remediate the negative impacts of lockdown post-Covid-19, and to address inequalities as disruption to schools continues.

Project website