The COVID-19 pandemic has impacted on all areas of society, including education. On 20 March 2020, the British Government ordered all schools to close to all pupils, except vulnerable children and the children of keyworkers (such as those working in public health, transport and supplying food). National examinations were also cancelled. As a result, schools have been unable to carry out their normal activities in supporting pupils' learning and well-being, or in preparing them for transition to the next phase of their education. This represents an unprecedented disruption to the education of children and young people, raising concerns about their education and welfare and the ability of schools to provide effective learning approaches for pupils at home. The National Foundation for Educational Research (NFER) has undertaken an independent investigation into the impact of the pandemic on schools in England and their pupils, in order to document the main issues and identify insights for policy and practice. The survey explored schools' responses to the COVID-19 emergency, identifying how they were responding, the impact the crisis was having on pupils and teachers, and whether it was having a differential impact on specific groups. This paper summarises findings from a suite of published reports. Each report focuses on a specific issue related to the impact of COVID-19 on schools and pupils: (1) Returning pupils to school (ED608591); (2) Pupil engagement in remote learning (ED608590); (3) Support for vulnerable pupils and the children of keyworkers (ED608651); and (4) Job satisfaction and workload of teachers and senior leaders (ED608585).