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“While this report shows that the NTP had mixed success, it was at least something, and it has been replaced by nothing.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.