Commenting on the publication by the Education Endowment
Foundation of research into the impact of disruption to learning
during the pandemic on younger pupils’ reading and maths skills,
Geoff Barton, General Secretary of the Association of School and
College Leaders, said:
“It comes as little surprise to learn that the very youngest
children in our schools have struggled to make progress as a
result of the pandemic, nor that the most disadvantaged
youngsters have slipped further behind their peers during a
period of unprecedented disruption to education.
“Although the EEF’s research shows improvements have since been
made in maths for pupils in Years 1 and 2 during the spring and
summer terms this year, it is clear that significant effort will
be needed to foster the same strides forward in reading
development.
“It is encouraging to see from the research that teachers are
using their considerable skills and experience to coax and
encourage their pupils to make leaps and bounds in their
learning.
“Schools’ ability to respond to the challenges posed by the
pandemic is mainly constrained by the resources available to them
and it is vital that their important work with children at the
beginning of their educational journey is not shackled by
insufficient funding from the government.
“The financial commitments made to date are very welcome but are
significantly behind what experts working in education believe is
needed. Serious sustained investment from the government will be
required if our youngest pupils, and particularly those from
disadvantaged backgrounds, are to get the support and
encouragement they need to recover from the disrupted start to
their education they have suffered.”
