A new report written by Tim
Oates CBE, of Cambridge University Press & Assessment, finds
that while the Covid-19 pandemic may have ended, its effects on
pupils and schools are far from over.
Commissioned by the Association of School and College Leaders,
the report draws on research showing that the lingering effects
of the pandemic are deep, widespread and persistent, with
different age groups affected in different ways.
Mr Oates, who is Director of Assessment Research and Development,
Cambridge University Press & Assessment, writes: “While
secondary schools are reporting an increase in reading
difficulties among Year 7 pupils, poor personal organisation and
challenging patterns of interaction, staff in primary schools are
reporting very serious problems of arrested language development,
lack of toilet training, anxiety in being in social spaces, and
depressed executive function.”
He cautions against assuming that schools are “back to normal”
and warns that educational challenges will continue to unfold
over the next five to 10 years as children whose early
development was affected by the pandemic pass through school.
The report draws upon Cambridge's own research on Covid impact
and recommends assessment and monitoring to understand how each
child has been affected, the use of discussion to increase
feelings of school connectedness, focused provision on basic
skills, utilising digital resources, and strategies to improve
home-school links.
Mr Oates warns that dealing with the impact of Covid-19 “will
require protracted, grinding effort” and that “an evidence-driven
response requires strategy and resources co-designed by schools,
unions and government.”
Pepe Di'Iasio, General Secretary of the Association of School and
College Leaders, said: “This report shows that while the
headlines have moved on from Covid-19, the impact on schools and
children remains a day-to-day reality.
“Unfortunately, the previous government failed to get to grips
with this issue, ignoring recommendations from its own Education
Recovery Commissioner for a substantial and ongoing package of
support for children and young people.
“Recently, it also withdrew funding from the National Tutoring
Programme, one of the few initiatives it did take, and this
decision has not been reversed by the new government to date.
“While this report shows that the NTP had mixed success, it was
at least something, and it has been replaced by nothing.
“Schools continue to see high rates of pupil absence and they
have many pupils with complex needs. At the same time they are
struggling with severe budget pressures, staff shortages and a
special educational needs system on the brink of collapse.
“We urge the new government to work with us on developing
targeted, well-funded policies that respond to the challenges
outlined in this report.”
You can read the report
here.
