An apple for the teacher - creating the new normal

Head of Hazlegrove Pre-Prep, Miss Hannah Strugnell writes about the need to promote the new norm for children in a second period of lockdown...

On 10th November 2020, HMCI reported their findings from their autumn visits to education and social care providers which focused on the impact of the first lockdown on children.

Amanda Spielman, Ofsted’s Chief Inspector, described how children’s learning experiences since the first lockdown had fallen into three groups; those who have, and continue to, cope well in the face of restrictions, those who have been hardest hit as a result of the interplay between circumstances and the pandemic and the majority, who were identified as having slipped back in their learning to varying degrees.

The document also described how children in their earliest years of education were hardest hit, with parents needing to continue to work and the lack of interaction with other children. This was evidenced through children’s regression to nappies, forgotten basic skills, loss of early progress in words and number as well as lost stamina in reading and writing, physical fitness and increased mental distress.

These findings highlight the importance of school in a child’s life, especially during the Early Years. Schools, including Nurseries, provide children with activities which develop key skills that are the foundation for their future learning. From Nursery, teachers create environments and plan lessons to develop children’s language and communication skills, their social and emotional awareness, stimulate their imagination and challenge their thinking.

Teachers carefully create learning environments in which children feel safe, happy and where they are willing to take risks; environments which are familiar, friendly spaces to be in and where children feel secure in their understanding of rules and the routines.

As children have returned to school and started their new academic year, teachers have played a critical role in ensuring the future success and happiness of children. Teachers and early years practitioners are skilfully equipped to identify gaps in children’s learning and implement measures to support individuals in making accelerated progress. High-quality first teaching is the most important factor in children making this progress; involving experienced and skilled teachers carefully planning differentiated lessons which enable all children in their class to access the learning objective and experience success. This sense of achievement not only spurs children on academically, but boosts their self-esteem and mental well-being too, seeing themselves as successful learners.

Schools also have other means available to them to draw upon to support children through targeted intervention. Small class sizes, guided group work, 1:1 support in class and out and close relationships with external agencies all play a hugely important role in ensuring children continue to thrive, providing personalised learning under the guidance of the teacher.

As we enter the second lockdown, the importance of teachers and early years practitioners is paramount. Their expertise, knowledge and care cannot be replicated, bringing normality to children at a time when ‘the norm’ can feel out of reach for many of us. And for that, we thank them.