Ofsted: Children's learning and development regressed in lockdown
Catherine Gaunt
Tuesday, November 10, 2020
Some early years children were back in nappies and using dummies following their return to settings after lockdown, according to a survey by Ofsted of the impact of Covid-19 on nurseries and childminders
Many children have left early years settings since the first lockdown and those that have returned have experienced a significant impact on their learning and development, the survey of more than 200 early years providers found.
Almost all of those questioned said that the first national lockdown had impacted on children’s learning and development, and they were particularly concerned about children’s personal, social and emotional development
Some children have returned less confident and more anxious, and in some case have become less independent.
However, providers reported that children who continued to attend their setting or who were well supported at home had made good progress in their learning.
‘Many providers have given some aspects of the curriculum a greater focus as a result of children’s experiences of the pandemic,’ the briefing said. ‘Most said they have put more emphasis on personal, social and emotional development because they felt that children’s skills had regressed.
‘Some providers said their curriculum had stayed mostly the same but with small adaptations, such as allowing extra time for children to settle in with additional adult support on a one-to-one basis. Many providers have made changes to the resources and routines in their settings and most have increased their teaching of personal hygiene.’
The early years survey is a second report in a series by Ofsted looking at the effects of the Covid-19 pandemic across the sectors it inspects and regulates, from early years and children’s social care, through to post 16 education.
The early years briefing is one of five reports published by Ofsted today (9 November), reflecting on the experiences of leaders working in early years, schools, further education and skills, social care and Special Education Needs and Disability (SEND).
A commentary from chief inspector, Amanda Spielman, published alongside the reports, says that children and learners have slipped back in their learning to varying degrees since the first national lockdown in March.
Some have coped well in the face of restrictions, while others have been particularly hard hit largely because of the interplay between their circumstances and the impact of the pandemic.
During the autumn term, Ofsted is carrying out a programme of research interviews with early years providers. This briefing note reports on the first two weeks of data collection.
The briefing on early years is based on research interviews, carried out over the phone, with 188 PVI early years providers (childminders and nurseries), and 20 maintained nursery schools between 5-16 October.
The sample was made up of 60 per cent of providers graded good, 13 per cent outstanding, 25 per cent had no previous inspection grade, and 2 per cent were graded requires improvement.
Taking part in the early years interviews was voluntary, which Ofsted said was ‘likely to affect the findings’. This research was separate from Ofsted’s interim visits.
Ofsted said the sample was small compared with the whole sector and ‘skewed towards private, voluntary and independent nurseries’, and that therefore ‘general conclusions should be drawn with caution’.
Ofsted asked:
- What is the current state of early years provision?
- How have children been affected by the first national lockdown?
- How are early years providers planning to maintain standards in education and care through the pandemic?
- How financially sustainable is the early years sector?
Impact on children's learning and development
Children from disadvantaged backgrounds did not always have access to the variety of toys at home that they do in an early years setting, the hbriefing found.
Some children had not experienced outdoor play while away from their setting, as they lived in flats or had family members who were particularly concerned about contracting Covid-19. Some children who speak English as an additional language had had limited opportunities to speak and hear English during this time.
Providers that stayed open said children who attended the setting continued to make the progress they expected.
Many children who were at home also thrived when their parents were able to spend quality time with them. However, providers recognised that many parents experienced pressures, making it difficult for them to do this. This prevented some children from developing their language and communication and their physical skills. For example, some children had become more sedentary and others had become more reserved and withdrawn.
Source - COVID-19 series: briefing on early years, October 2020
Financial sustainability
More than half (58 per cent) of the providers surveyed had faced financial difficulties as a result of it. Almost half (48 per cent) rated financial difficulties among the top three challenges that they had to face.
Settings were having to absorb increased costs, for example for PPE, alongside less income. Some said Government funding levels were an issue for them, including funding for increased numbers of children with SEND. A few providers were worried about what would happen when they had to repay their government loan.
Providers said they were particularly concerned about the impact of future local or national restrictions on families and their finances. One provider said that another national lockdown would be ‘a disaster for children’ as they are only just coming back to their setting and re-establishing routines.
Number of providers
The number of providers has remained ‘broadly stable’, and there has been a small increase in the total number of childcare providers registered with Ofsted between 31 March 2020 (75,068) and 31 August 2020 (75,336). Last year, numbers decreased over this same period.
The number of registered childminders has fallen from 36,972 on 31 March to 36,631 at the end of August 2020.
‘Nevertheless, this trend is generally consistent with the same period last year, when the total number of registered childminders also fell but at a faster rate,’ the report said.
The report finds that some children, of all ages and backgrounds, have lost some basic skills and learning as a result of school closures and restrictions on movement.
'Vital early education'
Purnima Tanuku, chief executive of National Day Nurseries Association (NDNA) said, 'This detailed report demonstrates just how essential childcare and early education is for children’s development, especially during what has clearly been a traumatic time for children and families.
'It’s very commendable that childcare providers have been working extremely hard to support children particularly with their personal, social and emotional development as well as increasing their physical activities outdoors to build up their strength and fitness. It’s really positive to see the impact that nurseries are having on children’s learning which is highlighted clearly in this report.
'Most nurseries were open during the first lockdown providing high quality emergency care and those who were closed were still reaching out to children to support them in their family homes virtually through activities.
'But nurseries continue to face huge financial and staffing challenges and must be supported in order to offer this all-important high quality care and education.'
Commenting, Neil Leitch, chief executive of the Early Years Alliance, said, 'At a time when there is so much focus on access to "childcare" element of early years provision, this report is a timely reminder of the vital early education that nurseries, pre-schools and childminders are delivering every day, and the tangible impact that losing access to this education can have on young children.
'We know that many providers who were forced to close during lockdown worked incredibly hard to stay in touch with and support families throughout that period, and continue to show great commitment to supporting children’s wellbeing and development as they settle back into their nursery or childminding environment.
'Providers have done an incredible job of supporting children in their care throughout this pandemic, but they should not be left to tackle this challenge alone. It’s time the Government remembered that early years provision is not just about getting parents back to work - it’s about delivering high-quality learning and development opportunities at the most critical time of a child’s life - and started providing the support that the sector needs to continue doing just that.
Schools
Ofsted also carried out more than 900 visits to education and social care providers during September and October.
Ofsted said its visits are not judgemental and do not result in an inspection grade, but were are a way for inspectors to hear how providers are coping with the challenging start to the new academic year. Overwhelmingly, leaders and managers have said they find the visits helpful and constructive, the inspectorate said.
However, the National Education Union (NEU) questioned the timing of the visits and said that inspections should be suspended.
Dr Mary Bousted, joint general secretary of the National Education Union, said, ‘We welcome the chief inspector’s acknowledgement that school leaders are working tirelessly to ensure a continuity of learning in schools and colleges this term, in extremely testing circumstances.
‘It is difficult, however, for anyone in education to take seriously the notion that an Ofsted visit is "non judgemental". That is why the announcement of this programme of visits was held in such suspicion. Our members have told us the visits were highly disruptive and added pressure in an already highly-pressured period, where schools and colleges were establishing new ways of delivering learning. ‘Nothing else could be done that day,’ said one.
‘Leaders must be allowed to focus on the difficult business of running a Covid-secure school or college. With many partially closed, and increasingly so, leaders are already fully aware of the impacts on learning and are doing everything they can to maintain a continuity for the young people in their care. This is hampered by government. The resources and support children and young people need during these stressful times cannot be magicked out of thin air. School budgets as we know were already stretched to breaking point before the pandemic, with Covid the final straw. We are pleased that Amanda Spielman has heard those complaints, although it surely did not require 900 visits to reach that conclusion.'
‘It is right that the chief inspector is standing up for schools, but she could go much further. Inspections should be suspended, certainly those planned for January, and she must align herself with schools in calling on Government for more teachers, smaller bubbles, extra buildings and curriculum flexibility. That is how best she and her colleagues in Ofsted can support schools, colleges and nurseries, and stop Covid disrupting education.’
James Bowen, director of school leaders’ union NAHT, said, ‘School budgets were already incredibly tight. The Government’s refusal to recognise the financial difficulties schools are now facing due to Covid-19 and fully reimburse them for the money they have been required to spend to make schools safe, means that not only is money being taken away from children’s education and wellbeing, it could push some schools over the edge financially.
‘It will be some time before will know the true extent of the impact of the current crisis on pupils’ learning, and it is clear that the effects will go on for some time yet. However, it comes as no surprise that school leaders are reporting that the last nine months have had a negative impact on many pupils. What is needed now is a multi-professional approach to ensure every child gets the support they need, and a Government that is prepared to support those families and pupils that have been hardest hit.’
A Department for Education spokesperson said, 'The Government has been clear that getting all pupils and students back into full-time education is a national priority. From June, schools saw 1.6 million pupils return and then opened fully to all pupils from the start of this term.
'We know that some children do need additional support to catch up as a result of the pandemic, which is why we launched a £1 billion Covid catch up fund for schools to support those children who need it.
'Our National Tutoring Programme is now live in schools, providing intensive support to the most disadvantaged children. The evidence shows high quality tutoring can make up as much as three to five months’ lost learning.'
