Children's transition into Reception impacted by Covid

It also finds that many pupils moving from primary to secondary school are emotionally underprepared.

The findings from a new report on the ongoing impact of Covid-19 on schools serving predominantly deprived populations, also shows how schools are adapting their curriculum to help pupils’ learning recovery.

The report, funded by the Nuffield Foundation, expands on NFER’s interim July policy briefing.

It provides more detailed information on a decline in pupils’ wellbeing and mental health, especially increased anxiety, as a result of the pandemic, and highlights senior school leaders' calls for urgent increases in Government funding for specialist mental health and social care services to support pupils’ wellbeing.

Transition to nursery, Reception and Year 1

The report reveals concerns among primary leaders about ‘the emotional and academic readiness’ of the youngest children because the pandemic represents a large proportion of their lives.

Some children had not attended toddler groups or pre-school and had missed opportunities to develop social and relationship-building skills before starting school. There was also an increase in Reception pupils lacking social skills and independence.

A few primary leaders had noticed a rise in children starting nursery, and in some cases, Reception without being toilet trained.

Concerns were also raised about 'poor speech and language' and 'a lack of concentration', and for Reception children 'not being ready to move to more formal learning'.

Many primary leaders said their Reception children were not meeting their expected Early Learning Goals.

The report said that Year 1 pupils had ‘poor stamina for learning and lack word recognition or the ability to write simple letters.’

Some leaders said they intended to carry the EYFS into Year 1, in order to support children’s transition to more formal learning.

A minority of primary leaders said children’s transition into Reception was not affected because they had nursery and Reception on the same site.

‘This meant that Nursery pupils were already sharing facilities with Reception pupils and were familiar with staff and routines,’ the report said. ‘It was more difficult for schools drawing Nursery pupils from several settings to arrange a smooth transition. One school had offered free Nursery places to parents of pupils who were due to join Reception in the following September, to help children become familiar with the school.’

Other key findings

• Most school leaders reported more pupil wellbeing and mental health problems than usual, especially increased anxiety, as a result of the pandemic.
• 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.
• 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
• 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.

Caroline Sharp, research director at NFER, and co-author of the report, said, ‘Our report shows the continuing impact of the pandemic on mainstream schools serving deprived communities, and its adverse effect on pupils’ wellbeing, learning and transition across all age groups.

‘Schools are doing all they can to support their pupils, whose education and welfare has been so severely disrupted by Covid-19.’

Ruth Maisey, education programme head at the Nuffield Foundation, said, ‘This NFER research reveals that most school leaders report a deterioration in pupils’ wellbeing, especially increased anxiety, as a result of the pandemic. And that without early intervention, there is a risk these difficulties will escalate, potentially leading to more severe mental health issues and affecting pupils’ learning in the longer term.’