The new Labour government has pledged to reform the education system. With reports highlighting the pandemic’s negative impact on children’s development, it is crucial to assess post-pandemic attainment to direct support to those most in need, because early educational experiences shape future academic success (Tymms et al., 2018). As part of the ICICLES project, we explored the pandemic’s long-term impact on children’s language, socioemotional and educational outcomes. In this blog post, we compare national outcomes on the early years foundation stage profile (EYFSP) from 2017 to 2022, discuss which children are struggling the most, and suggest what can be done to support them.

Our analysis shows the odds of achieving a good level of development (GLD) in the EYFSP reduced by approximately 14 per cent in 2022 compared to 2017. However, the impact was not the same across all children or areas. Among all language and literacy goals, speaking was the only area where post-pandemic children had lower odds of reaching age-expected levels of attainment. Interestingly, while boys generally have lower odds than girls, this gap narrowed across all language and literacy outcomes, indicating a more significant pandemic impact on girls’ language skills. A similar trend was observed for children learning English as an additional language (EAL), whose odds improved slightly compared to non-EAL peers in all areas except listening comprehension, where the gap widened. This indicates that some groups traditionally showing higher attainment (that is, girls and non-EAL children) have lost their advantage in language and literacy skills since the pandemic. The Labour government has stated that developing early communication skills is a priority and that it will fund evidence-based early language interventions. Based on our analysis, oral language interventions should be prioritised.

‘Our analysis indicates indicates that some groups traditionally showing higher attainment (that is, girls and non-EAL children) have lost their advantage in language and literacy skills since the pandemic.’

National data show that for personal, social and emotional development (PSED) learning goals, self-regulation was the only goal where children’s odds of achieving the expected level of development decreased after the pandemic. Unlike language and literacy skills, the trend of boys having lower odds than girls in PSED persisted post-pandemic. We welcome Labour’s acknowledgment of mental health’s importance, and its pledge to help identify children’s support needs sooner. We recommend prioritising evidence-based interventions focused on PSED in schools.

In 2022, children accessing free school meals (FSM) had lower odds of achieving GLD compared to children not accessing FSM. While this is an expected result, the difference has increased since the pandemic. Support for disadvantaged pupils has been a longstanding topic of discussion, and while previous governments have implemented policies to provide essential assistance, it is evident that more must be done. Enhanced collaboration between families, schools and local authorities is crucial to identify priority needs and to best support the most disadvantaged families, so that children are ready to learn.

Despite not observing a pandemic-related change for children with special educational needs and disabilities (SEND) in the national data, their odds remain alarmingly low compared to their peers without SEND. This highlights a critical issue in our educational system, where existing support is currently not sufficient to bridge the gap.

Children from some ethnic backgrounds also showed lower odds of achieving most learning goals post-pandemic in comparison to their White British peers. For example, children from Indian and Black African ethnic backgrounds showed lower odds of achieving the expected language and literacy goals. Children from Indian and most Black ethnic backgrounds also showed lower odds of achieving some of the PSED goals. It is known that some ethnic groups faced disadvantages even prior to the pandemic (DfES, 2005), so any evidence-based interventions should urgently address the unique challenges these groups face.

What should the Labour government do?

There are ways to help the most vulnerable groups. Improving attendance can increase the odds of achieving GLD by 7 per cent. This highlights the importance of regular school attendance as a key factor in improving children’s developmental outcomes and aligns with recent government proposals to address persistent absence. Additionally, Labour’s proposals to invest in high-quality teaching will ensure children receive the best education possible. However, addressing the gaps mentioned above will also require evidence-based interventions that are adaptable to the shift in post-pandemic needs of children. Through evidence-based, targeted, inclusive and culturally responsive policies, this new government has a unique opportunity to support the early educational foundations crucial to each child’s success.

References

Department for Education and Skills [DfES]. (2005). Ethnicity and education: The evidence on minority ethnic pupils (Research Topic Paper: RTP01-05). https://dera.ioe.ac.uk/id/eprint/5359/7/EandE_RTP01_05_Redacted.pdf

Tymms, P., Merrell, C., & Bailey, K. (2018). The long-term impact of effective teaching. School Effectiveness and School Improvement, 29(2), 242–261. https://doi.org/10.1080/09243453.2017.1404478