A brief response to the 2021 NFER interim report on learning loss
NFER’s research project on the ‘Impact of Covid-19 school closures and subsequent support strategies on attainment and socioemotional wellbeing in Key Stage 1’ and the recent interim report in particular, highlights some of the crucial data around learning loss and the disproportionate impact of school closures in March 2020 on disadvantaged pupils.
But the report also raises a number of issues which require serious further attention. We need a large scale rethink concerning the education of our children. The most worrying issues the interim report points to are:
Significantly lower achievements of Year 2 children in reading and maths in Autumn 2020 when compared to those in 2017
The widening of the attainment gap between the richest and poorest children
Lack of socialising opportunities
A reduction in sufficient safeguarding practices
The loss of learning opportunities at a crucial stage in a child’s life
These are specific areas that could benefit from the implementation of bold new strategies to improve both attainment and wellbeing, but there are particular concerns in Early Years learning requiring immediate attention.
The Birth to 5 group are currently looking at this issue, with many practitioners and experienced Early Years consultants involved. But recent, ill-informed policies on the curriculum, testing and assessment have served our youngest children poorly, and the current teaching of maths, reading, spelling, and reading is not necessarily a helpful yardstick against which young children should be measured.
Assessment needs to acknowledge not only the complexity of learning, and a range of skills (many of which don’t require formal testing) but also the fact that young children are building up a network of understanding which may not be immediately observable or evidenced.
A variety of measures, not solely based on assessment could be explored:
The immediate reinstatement of Sure Start for young families would ameliorate some of the existing inequalities, amongst other important impacts.
Connected assessment from one phase to another, providing continuity and supporting transition throughout children’s school experience.
Reducing summative assessment (formal testing), and improving formative assessment (teachers’ judgements to inform future learning) this could produce a more comprehensive view of children’s progress and development.
Prioritise mental health and wellbeing when children return to school
A “Big Rethink” exploring education and assessment, in all phases, appropriate for the 21st century.
Support the teaching profession to be confident in its ability to adapt to where children are in their current learning and not be tempted just to cram or catch up in order to fulfil statutory curriculum requirements.
