The COVID-19 pandemic posed unprecedented challenges to children across the UK. One of the most profound effects was the disruption to Early Years education, as many nurseries and schools were forced to close.
Only 7% of children aged 2-4 could access Early Years provision during lockdown, and as a result, children who started school in September 2020 did so after a period of significant instability.
Impact on Early Childhood Development
A longitudinal study was conducted to understand the experience of school starters and the effect of the pandemic on their socio-emotional well-being and educational outcomes.
This study tracked children from the Autumn of 2020 to the Summer of 2021, gathering data on language, numeracy, and socio-emotional development. The study also analysed the National Pupil Database, offering insights into the comparative outcomes for disadvantaged children, such as those eligible for free school meals (FSM).
Findings from the study indicate that children entering Reception classes in 2020 were significantly disadvantaged in language, numeracy, and socio-emotional well-being.
A smaller proportion of children, mainly those eligible for FSM and those learning English as an Additional Language (EAL), achieved a Good Level of Development (GLD) compared to pre-pandemic cohorts. For instance, 58.7% of children in the study achieved GLD compared to 72% in 2018/19. Children learning EAL were particularly affected, with a 16% drop in GLD achievement.
Learning Gaps and Disparities
The analysis shows that all five learning areas where Early Years Foundation Stage Profile (EYFSP) data was collected saw fewer children achieving expected outcomes, with literacy and maths seeing the most significant drops. Survey data from parents and schools reflected concerns about children’s development, particularly in personal, social, and emotional development (PSED), as well as communication and language skills.
While some educational recovery occurred by the end of the 2020-2021 school year, the overall learning gap was substantial, with socio-economic disparities remaining. However, FSM eligibility did not show significant differences compared to pre-pandemic cohorts.
Implications for Future Support
The findings highlight the importance of creating responsive, adjusted curricula to address the learning and developmental gaps caused by the pandemic. Early childhood educators, parents, and policymakers must work together to ensure that children disproportionately affected by the pandemic receive the tailored support they need to catch up.
This will likely include increased access to educational psychologists, speech and language therapists, and enhanced teacher training on supporting children with EAL and socio-emotional difficulties.
Conclusion
The pandemic has underscored the importance of high-quality Early Years provision, particularly for children with SEN or from disadvantaged backgrounds. While the disruption to education has been unprecedented, it also offers systemic change opportunities.
By addressing the inequalities exacerbated by COVID-19, we can build a more inclusive and resilient educational system that ensures all children can thrive regardless of their background.
At ACCA, we remain committed to providing holistic assessments and interventions for children and young people.
