The report from the National Foundation for Educational Research (NFER) finds that the reading development of key Stage 1 children, particularly those in in Year 1, has been most affected by the pandemic.
Based upon analyses of existing research into the impact of the pandemic on primary schools, the report suggests that all year groups performed at a lower level than expected in autumn 2020, in both reading and maths. By Spring 2021, there was a further drop in attainment, especially in the younger year groups, following the partial school closures in January-March 2021. By Summer 2021, the gap narrowed in all year groups, however.
Early reading
The authors of the report say that of ‘particular concern’ is the impact of Covid on the development of early literacy skills by the youngest pupils. It finds that the proportion of children who struggled to engage with the reading assessment in Year 1 more than doubled in Summer 20201 compared to pre-pandemic data.
The expectation is that around 16 per cent of pupils achieve a standardised score of 85 or less, but in Summer 2021, 27 per cent of Year 1 children scored in this low band.
The report’s authors state, ‘Early reading plays a key part in children’s later achievement. This is not only the skill of reading but also an engagement with literacy-related activities. Teachers endeavour to develop in their pupils the knowledge that we turn to reading and to books for both pleasure and information. They don’t want to see a child at the age of five or six, believing that reading isn’t for them or that it’s something to be avoided: reading engagement and reading performance are mutually reinforcing.’
They go on to say, ‘Teachers not only succeed in teaching most children to read, they have at their fingertips a multitude of imaginative ways to engage children in the world of books. In the current context, it is going to be even more important to ensure schools are adequately resourced for this, in order to reduce the risk that one consequence of the pandemic is an increase in the numbers of reluctant readers, along with the associated negative impact on their self-esteem and potentially behaviour.’
‘The impact of Covid-19 on pupil attainment’ finds that maths attainment was most severely affected among Key Stage 2 pupils, with learning recovery in the subject much slower in this age group than reading recovery.
It also indicates that the disadvantage gap has widened generally during the pandemic and is wider than any gap that can be exclusively attributed to Covid-19.
By the summer, the gap narrowed in all year groups, however.
Maths attainment was most severely affected among Key Stage 2 pupils, with learning recovery in the subject much slower in this age group than reading recovery.
‘The impact of Covid-19 on pupil attainment’, also indicates generally that the disadvantage gap has widened during the pandemic and is wider than any gap created by Covid-19.
It states, ‘The scale of the disadvantage gap is a clear reminder that some pupils were more vulnerable to the impacts of the pandemic. It also reinforces the need for policy-makers to renew their efforts to address this long-standing feature of the education system and underlines the importance of prioritising this group in the education recovery spending and activity.’
The authors conclude that interventions and resources would ‘be best targeted at the development of reading in Key Stage 1 and identifying areas of the Key Stage 2 mathematics curriculum which pupils are struggling’. They add, ‘Additionally, there should be renewed focus on reducing the disadvantage gap.’
They also advise that there is a ‘need for careful monitoring of and research into the longer-term effects of the disruption to learning of the pandemic in secondary as well as primary schools, to determine the extent to which targeted measures are effectively supporting the schools and pupils most affected.’
'Early reading plays a key part in children's later achievement.'
Carole Willis, chief executive of the National Foundation for Educational Research (NFER) said, ‘It is of real concern that the reading development of the youngest pupils in primary schools has been particularly affected during the pandemic. Early reading plays a key part in children’s later achievement.
‘It is encouraging to see some indications of recovery across both key stages and subjects. The evidence suggests that interventions and resources would be best targeted at developing the reading skills in Key Stage 1 and at identifying areas of the Key Stage 2 maths curriculum with which pupils are struggling. Additionally, there should be a renewed focus on reducing the disadvantage gap.’
Paul Whiteman, general secretary of school leaders’ union NAHT, said, ‘This report shows the scale of the challenge in helping children recover lost learning during the pandemic. Children in the first few years of school have undoubtedly been hit particularly hard as many had their pre-school years severely disrupted. Those years are absolutely vital when it comes to putting in place the building blocks for early reading.
‘Schools have already been working incredibly hard to support those pupils who have been negatively affected by lockdowns and the good news is that we know good recovery progress is being made.
‘However, schools are still suffering from Covid disruption, with incredibly high levels of Covid-related absence over the winter for both pupils and staff. That has impeded the ability of schools to concentrate on the excellent recovery work they are doing. We can only hope that things will continue to improve next term – distractions must be kept to a minimum. Government must be prepared to give schools additional resources where they are needed.’
- The report is available here
