Commentary How Early Years Practitioners can help parents navigate home learning The adjustment to remote learning during Covid-19 school closures has been difficult for many parents, but not least those of the youngest children, for whom there are additional complexities. Many parents will not share the understanding of child development of their early years practitioners. Here, Lyn Challender, Early Years Professional Development Advisor, provides helpful insights as to where and how early years professionals can best support parents while their young children are at home. Commentary Reaching the vulnerable in the context of Covid-19 In the context of Covid-19-related disruption to education systems all over the world, it is crucially important to ensure that the most vulnerable pupils are protected. Girls, children with special educational needs and disabilities (SEND), and those in poor, remote or pastoralist communities are widely acknowledged to be among the most at-risk of experiencing a disrupted – or not completing – education. As governments around the world seek to navigate this crisis, our research team has produced a series of reports examining the key considerations for ensuring continuity of education for all. Commentary Providing educational continuity under Covid-19: best practice in pedagogy for remote teaching The Covid-19 pandemic has caused unprecedented disruption to education systems all over the world. As remote schooling becomes the predominant model for education delivery in this crisis, teachers and education system leaders need to adapt to ensure the best outcomes for pupils by distance learning. This report provides a rapid evidence summary of best practice in teaching when students are educated by distance learning. Commentary Emerging country-level responses to providing educational continuity under Covid-19: what’s working? As Covid-19 has forced governments around the world to close schools, policy responses to ensuring educational continuity are rapidly changing. As countries formulate and implement their strategies for education provision, our report examines the key themes emerging in the worldwide policy landscape and assesses which approaches are – and which are not – working well. Commentary Bridging the digital divide: evidence and advice on remote learning and digital equality School closures and remote learning are highlighting issues of digital inequality, both in the UK and globally. Schools have a critical role to play in supporting disadvantaged pupils and their families, and London CLC is using its expertise to provide them with timely advice to on how to tailor their support to bridge this digital divide and mitigate its impact on children’s learning. Commentary Four lessons from evaluations of the education response to Ebola Across the world, disease outbreaks have negative impacts on children’s learning, safety and wellbeing. As the Covid-19 pandemic draws on, the education sector must urgently learn how to mitigate its effects on learners in a wide variety of countries. Our Principal Consultant, Joe Hallgarten, reflects on evidence from the Ebola crisis in West Africa and the lessons that can be applied in the context of Covid-19.