The Education Policy Institute (EPI) has unveiled a concerning analysis regarding pupil performance following the Covid-19 pandemic, highlighting a significant educational divide. According to the EPI’s research, children from the lowest income families are now up to 19 months behind their peers by the time they reach 16 years of age. This gap has widened as the poorest children are reportedly missing more school, resulting in them falling further behind their classmates.
The investigation by Panorama has shed light on the struggles faced by families and teachers, particularly those with children who are just beginning or are still in primary school. Emaan, a child born during the first UK lockdown, is among those who barely ventured outside or met others during the pandemic. Now four years old, Emaan is receiving support through the Nuffield Early Language Intervention (NELI) programme, which aids young children with speech and language difficulties.
The NELI programme, funded until the end of this school year in England, has been instrumental in training teaching assistants like Sarah Barraclough at Queen's Drive Primary School in Preston. Barraclough is helping four and five-year-olds develop crucial speech and language skills. Professor Catherine Davies from the University of Leeds emphasized that some children missed out on "fundamental skills" necessary for understanding school and integrating with larger groups.
Natalie Perera, a representative from the EPI, stated that this analysis marks the first time a "very clear link" has been established between school attendance and the degree to which pupils have fallen behind. The education secretary echoed these concerns, noting that the pandemic has profoundly altered attitudes towards school attendance. Currently, statistics indicate that 15% of primary children in England have persistently missed at least one in ten days of school this academic year.
Prior to the pandemic, efforts by schools had notably narrowed the gap between students from lower-income backgrounds and their peers. However, the current situation reveals a reversal of this progress. The government has now set an ambitious target for 2028, aiming for 75% of children to achieve a good level of development by the time they leave reception.
The impact of these educational challenges is not limited to academic performance. As expressed by an unspecified source, "You're lonely and not getting involved in the games in the playground," indicating the broader social ramifications for affected children.
