Maths

Specific content has been missed, leading to gaps in learning and stalled sequencing of journeys. Children still have an appetite for maths and lockdown has not affected their attitudes however they are quite simply, ‘behind’.

Recall of basic skills has suffered – children are not able to recall addition facts, times tables and have forgotten once taught calculation strategies.

This is reflected in arithmetic assessments.

Writing

Children haven’t necessarily missed ‘units’ of learning in the same way as Maths, however they have lost essential practising of writing skills. Grammar, punctuation and spelling in KS2 and phonological awareness in KS1 specific have suffered, leading to lack of fluency in writing. Those who have maintained writing throughout lockdown are less affected, however those who evidently didn’t write much have had to work additionally hard on writing stamina and improving their motivation due to the lack of fluency in their ability to write.  Writing for an extended period has been an issue for many children.

Reading

Children accessed reading during lockdown more than any other subject. This is something that was more accessible for families and required less teacher input. However, children are less fluent in their reading and the gap between those children that read widely and those children who don’t is now increasingly wide. The lowest 20% of readers have been disproportionately affected. A lack of reading matter at an appropriate level has also meant that some children have not extended their reading skills.

Foundation subjects

There are now significant gaps in knowledge – whole units of work have not been taught meaning that children are less able to access pre-requisite knowledge when learning something new and they are less likely to make connections between concepts and themes throughout the curriculum. Children have also missed out on the curriculum experiences e.g. trips, visitors and powerful curriculum moments.

PE

Many children did not have the space to be physically active.  Stamina and motivation with exercise and keeping healthy may have suffered as a result of the lockdown experiences. Progression in learning key skills will have been impacted.

Emotional resilience and well-being

Children’s lockdown experiences were varied and the impact this period has had on their emotional resilience and well-being differed from child to child. However well-being, resilience and emotional literacy concerns were evident on return to school.