Schools Adapting to Communication Delays
A new report from Ofsted highlights the growing challenge faced by English primary schools, especially during the pandemic-born children. These children, now entering reception classes at the age of four, are showing significant delays in speech, language, and communication skills, which is making it difficult for them to engage in lessons, make friends, or participate in high-quality play. According to the report, many schools have had to adjust their curriculums to accommodate these difficulties, offering additional support to help children overcome their challenges in communication.
Martyn Oliver, Ofsted’s chief inspector, acknowledged the efforts schools have made to improve the teaching of reading and mathematics but noted that the effects of the pandemic are still being felt. He emphasized that children, especially the most vulnerable, continue to catch up on the learning lost during the pandemic. “It is those children who are most vulnerable who benefit most from a strong start to their education,” Oliver said.
Critical Findings in Early Years Curriculum
The report, based on visits to 20 primary schools in late 2023, expressed concerns over how the key stage one curriculum—designed for children aged four to seven—was being applied. Inspectors found that many children were missing out on “foundational knowledge,” with some appearing withdrawn or disengaged during lessons. The report described classroom situations where Year 1 children often stayed silent when addressed by teachers, with many children struggling to understand lessons or express themselves. Some were seen giving up due to the long wait times between their turns to speak.
The challenges were further highlighted when children were asked to write about their experiences. Inspectors noted that children from less advantaged backgrounds had little to share, as their limited exposure to varied experiences outside of school left them with few stories to tell. This has prompted teaching unions to advocate for additional specialist support to help children who risk falling behind their peers.
Calls for Additional Support for Schools
In response to the report, teaching unions emphasized the need for increased government support to address the issue. James Bowen, assistant general secretary of the National Association of Head Teachers, pointed out that many pandemic-born children in key stage one missed crucial preschool experiences. Bowen stated that while teachers’ curriculum choices are essential, the broader issue is the lack of proper investment in COVID recovery and early support services, which has left young children struggling to access the help they need.
The Ofsted report also criticized schools that failed to teach good behavior to their youngest pupils. It observed that in some cases, pandemic-born children’s behavior deteriorated when they weren’t shown how to care for toys or classroom equipment. Additionally, poorly planned play-based learning activities were noted for failing to teach valuable life skills such as problem-solving, persistence, or collaboration. The report concluded that although children were physically engaged during play, these activities did little to stimulate their cognitive development.
