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Education Editor Branwen Jeffreys reported that recent research from the Education Policy Institute (EPI) indicates that the most impoverished children are experiencing higher rates of school absences, resulting in them falling further behind their peers. The analysis revealed that children from low-income families are lagging up to 19 months behind by the age of 16. Education Secretary Bridget Phillipson highlighted how the Covid-19 pandemic has significantly impacted attendance attitudes, casting a shadow on the prospects of young children.
Statistics on persistent absence illustrate a concerning trend, with 15% of primary students in England having missed at least one in ten days of school this academic year, an increase from 8% pre-pandemic. Despite previous efforts by schools to narrow the gap between the poorest students and their counterparts, the EPI report suggests a worsening scenario. The gap, as indicated by GCSE results, would decrease from 19 months to 15 months if attendance rates were consistent across all students.
According to Natalie Perera from the EPI, there is a direct correlation for the first time between the school attendance of children from low-income families and their academic lag behind other students. Factors such as inadequate housing and mental health issues may contribute to the struggles faced by these children. The impact of the lockdown on early childhood development, particularly for those starting or still in primary school, has been significant, with deficiencies in speech, social skills, and emotional development being highlighted.
Professor Catherine Davies from the University of Leeds emphasized the essential skills that young children missed out on during the lockdown period, ultimately affecting their ability to navigate school environments and interact with peers. At Queen’s Drive Primary School in Preston, teaching assistant Sarah Barraclough shared the challenges faced by children like four-year-old Emaan, who lacked exposure to social interactions. The government is working towards a target of 75% of children reaching a good level of development by 2028, recognizing the long-term impact of the pandemic on early childhood education
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