What does early research into the pandemic show us?
There have been small amounts of research about the immediate impact and the challenges our ‘Little Lockdowners’ are facing. Albeit a significantly relevant topic area, there is still very little support and advice available to help those working with and supporting the development and attainment of primary learners post-pandemic.
The National Foundation for Education Research (NFER) said its study confirmed: “Year 2 pupils had significantly lower achievement in both reading and maths in autumn 2020 when compared to performance seen in year 2 in the autumn term of 2017. This represents a Covid-19 gap of around two months’ progress for both reading and maths.”
The NFER study indicates the importance of improving the resources, guidance and support available in order to raise attainment levels in primary learners:
“These bleak findings once again emphasise the pressing need for more support for children whose education has been disrupted by the pandemic. There is still little detail provided about the immediate plans to support educators, but it will need to be substantial in order to address the scale of the challenges that lie ahead.”
Research also highlights the sheer impact the pandemic has had upon children’s wellbeing. A report by the DFE provided an in-depth picture of the experiences of children and young people during the pandemic and how it has affected their wellbeing. Some of the key challenges identified included, isolation from friends and family, the impact of remote learning and interaction and heightened anxiety, stress and worry.
What interventions can be implemented to support children post-pandemic?
Drawing on their experience, research and background in education, our expert speakers, Rachel Clarke, Dr. Ems Lord, Hugo Shephard, and Simon Hunt suggest practical ways to support the raising attainment in primary learners aged 4-11 years.
Episode 20 | Speech and Language across the curriculum with Louisa Reeves
Reading Time: < 1 minuteIn this episode, Dr Shaddai Tembo and Louisa Reeves discuss how speech and language skills are used across each curriculum area. They discuss when planning a curriculum, how important it is for teachers to consider their cohort’s abilities to ensure that every child is supported. Louisa talks about the
Episode 19 | How to develop oracy teaching skills with Louisa Reeves
Reading Time: < 1 minuteDr Shaddai Tembo and Louisa Reeves tackle the understanding of speech and language development and provide practical strategies for teachers, including training opportunities available to them. Shaddai and Louisa discuss how hard it is to develop oracy skills and look at the intersection of language, behaviour and mental health.
Episode 18 | Acting on Speech and Language Challenges with Louisa Reeves
Reading Time: < 1 minuteIn this episode, Dr Shaddai Tembo and Louisa Reeves, discuss the different types of speech and language challenges. Louisa shares how a child’s upbringing can affect their early communication experiences and touches on how speech and language challenges can be prevented. Louisa goes into detail on early intervention and
More about the experts:
Rachel Clarke, Experienced Educational Trainer, Author, and Director of the Primary English Education Consultancy
Dr. Ems Lord – Director of NRICH, the University of Cambridge’s Multiple Award-winning Outreach Mathematics Programme, past-president of The Mathematical Association and Ambassador for Maths Week England
Hugo Shephard, Founder and Managing Director of Education Provider, Role Models
Simon Hunt, Primary Teacher, Speaker and Education Consultant.
