This paper combines novel data on the time use, home-learning practices and economic circumstances of families with children during the COVID-19 lockdown with pre-lockdown data from the UK Time Use Survey to *

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The COVID-19 crisis has caused drastic changes to most parents' work lives and other responsibilities. Millions of adults have lost or are forecast to lose their jobs permanently; many more have stopped work temporarily. Others are newly working from home, while many key workers are experiencing additional pressures and risks in their work. For most parents, school and childcare closures have meant that children are at home, and requiring care, for at least an extra six hours a day. Although an economic downturn may be inevitable, the effects of COVID-19 and the public health response on the economy as a whole and on specific groups are likely to look very different from those of the economic crises that we are used to. The complete shutdown of certain sectors and the huge increase in households' care responsibilities are both completely new. And the impacts of these sectoral shutdowns and increases in family responsibilities are likely to look very different for mothers and fathers.

Public expenditure on education in the UK represents around £90 billion, or 4.3% of national income. Yet until last year, there was no comprehensive analysis of how that expenditure is targeted at different stages of education, how it has changed over time, the factors driving those changes, and the associated pressures and challenges. That gap was filled by the 2017 IFS report-funded by the Nuffield Foundation-Long-run comparisons of spending per pupil across different stages of education. The influence of that report on policy debates convinced both the Foundation and IFS of the value of producing this type of analysis on a regular basis. All those working in the education system, as well as the wider public, stand to benefit from a clear and independent assessment of trends in education spending over time and from better understanding the balance of public and private financial contributions at different stages. Such data are essential considerations in decision-making, particularly in the context of continued pressure on public finances, economic uncertainty, and rising pupil and student numbers. It is for these reasons that we have worked with IFS to instigate a series of three annual reports on education spending, of which this is the first. The report provides impartial analysis of spending across each stage of education, complementing the Foundation's goal to explore the impact on outcomes of educational participation across the systemfrom the early years, through school, and into further and higher education and vocational training. Each report will feature a more detailed focus on a particular stage of education, and this year that focus is on further education (including school sixth forms and adult education). The authors show that further education has been a big loser from education spending changes over the last 25 years. There have been significant cuts to spending per student since 2010, and further changes are on the horizon in terms of the regional devolution of responsibility for adult education, the tight timescale for the development of the new T levels, and the continued focus on apprenticeships for adult learners. The Nuffield Foundation has long been concerned about the particular challenges facing further education, and its relative neglect in both financial and policy terms. We are keen to improve the evidence base in this area and hope that this report will help to generate discussion, and ultimately interesting research proposals that we might consider funding. We extend our thanks to the IFS team, in particular to Luke Sibieta, who has led the analysis, and to his co-authors Chris Belfield and Christine Farquharson. We hope the publication of this series of reports will become an important part of the education calendar.