Most schools modified curriculum to help pupils catch-up

A new report by the National Foundation for Educational Research (NFER) has found that most senior leaders said that their schools had modified the curriculum to help pupils recover and make progress with their learning. The research identified four models: narrow (prioritising literacy and numeracy over other subjects such as arts and languages); focused (prioritising core content within subjects); blended (supporting numeracy and literacy through other subjects); and continuous (covering planned content over a longer period of time). Schools adopting the narrow model had done so because of the perceived pressure of external accountability.

It also found that pupils moving between Early Years, Reception and Year 1 are less emotionally and academically ready to make the transition, compared to previous years, and that many pupils moving from primary to secondary school are emotionally underprepared.

There were particular worries about children moving into Nursery, Reception and Year 1 in 2021/22 because the pandemic has affected such a large proportion of their lives. Some school leaders were concerned about the emotional readiness of pupils moving from primary to secondary school, and the academic readiness of pupils in Years 11-13 to progress to the next stage. These concerns were exacerbated by disruption to normal transition events.

The study also found that most school leaders reported more pupil wellbeing and mental health problems than usual, especially increased anxiety, as a result of the pandemic. A substantial minority – mainly, but not exclusively, secondary leaders – noted an increase in severe mental health issues, including self-harm. Many of those affected had been identified as vulnerable before the pandemic, but leaders were also concerned about pupils with no known vulnerability or previous mental health issues. More primary pupils than usual were reported to be struggling with social skills, confidence and self-esteem. There were also concerns about a deterioration in their skills for learning, such as concentration, memory and stamina.
   
The report found that schools were finding it very difficult to secure specialist external support. School leaders responded by increasing their own pastoral support and wellbeing activities, including working with other organisations. Some had arranged mental health training and appointed specialist staff, but others were constrained by a lack of funds, capacity and expertise. Leaders called for early intervention and a multi-agency approach to reduce an escalation in poor mental health and learning incapacity, to support families, and to minimise staff workload and stress.

The report calls for recovery measures to balance support for wellbeing with academic ‘catch up’. The Government needs to provide adequate, sustained funding for recovery in future, and enable senior leaders sufficient flexibility to provide targeted support for wellbeing and enrichment as well as academic ‘catch up’. This will enable schools to support pupils appropriately, according to their needs, especially those at key transition points.