The "Learning through Disruption" research project ran between May-August 2021, with funding from the Economic and Social Research Council. The project was based at UCL Institute of Education (IOE) and data collection began in May 2021, shortly after primary schools in England had emerged from the spring 2021 national lockdown, and were beginning to assess what kinds of support might be most appropriate in their specific context. Given the very challenging circumstances that COVID created for education, the authors wanted to identify the actions individual primary schools had taken in response to local circumstances and what the knowledge they had accrued might contribute to rebuilding a more resilient and more equal education system going forward. Therefore the Learning through Disruption study set out to identify: (1) how primary schools had been dealing with the varied impacts of COVID over the course of the pandemic; and (2) what calculations they were making about their most immediate needs during the summer term. In the light of what the authors' case study school staff and parents told them, they wanted to clarify: (1) the extent to which variation in primary school and community experiences should inform funding for recovery; and (2) whether primary schools would benefit from having much more direct control over how any recovery funds should be spent over what length of time. This report describes the study methodology, discusses the findings, and offers recommendations based on the findings.