Schools Grappling with Speech and Language Challenges in Young Learners
English primary schools are increasingly finding themselves having to provide extra support for children starting school, as many are struggling with communication, social interactions, and coping in the classroom due to speech and language difficulties, according to a new report by Ofsted. The challenges, attributed to the effects of the Covid-19 pandemic and lockdowns, are creating an uphill task for schools trying to help infants catch up on critical early development skills.
Delayed Communication and Emotional Difficulties
The Ofsted report, which draws on inspections of 20 schools rated good or outstanding across England in late 2023, highlights the ongoing impact of the pandemic on children’s behaviour and social skills. Inspectors noted that children entering reception classes – typically aged four – were experiencing delayed communication, poor self-help abilities, and emotional difficulties.
Teachers and school leaders shared that many of these young pupils, who missed out on vital preschool interactions during lockdown, were beginning their formal education without essential skills. This was making it difficult for them to express their needs, form friendships, or engage in play-based learning activities – critical elements of early childhood development.
Curriculum Adjustments to Address Speech and Language Gaps
In response to these challenges, some primary schools have been adapting their curriculums to provide additional support for children with speech, language, and communication difficulties. The report highlighted that increasing numbers of reception-age children are facing these difficulties, putting extra pressure on schools to ensure that these pupils are given the support they need to succeed.
Ofsted’s chief inspector, Martyn Oliver, noted that while schools have made progress in improving early reading and maths instruction, the residual impact of the pandemic remains a significant issue. “Many children are still catching up on lost learning,” Oliver stated, adding that vulnerable children are especially reliant on a strong educational foundation during their early years.
Struggling to Engage in Classroom Discussions
The Ofsted report is critical of how some schools have implemented the key stage one curriculum for children aged between four and seven. Inspectors observed that, in many cases, children were missing out on foundational knowledge, with teachers rushing through topics rather than focusing on addressing the gaps in communication and social development.
In one example, inspectors described how year one students remained largely silent and withdrawn when teachers asked questions, often due to the long wait times before it was their turn to respond. Some children, according to the report, appeared to give up on participation altogether. Others seemed confused, either by the lessons themselves or by what their peers were trying to convey during group discussions.
Limited Experiences, Little to Share
A key challenge observed by the inspectors was how children from less advantaged backgrounds, who had fewer opportunities for enriching experiences at home, struggled to engage with classroom tasks. When asked to write about their weekends or holidays, many had very little to share. The report stressed that for children with limited experiences outside of school, these gaps in knowledge and exposure could widen the gap between them and their peers even further.
Calls for More Support and Investment
In light of the findings, teaching unions are calling for more specialist help to be provided in schools. They argue that without adequate support, vulnerable children will continue to fall behind. James Bowen, assistant general secretary of the National Association of Head Teachers, pointed out that many key stage one children missed out on critical preschool experiences during the pandemic. “While curriculum choices made by teachers are important, this is only one part of a much bigger picture,” Bowen said, criticizing the previous government’s lack of investment in Covid recovery initiatives for early education.
He added that the decimation of crucial early support services had left many children unable to access the help they need to thrive in the classroom.
Concerns Over Classroom Behaviour
Another issue raised in the report was the management of classroom behaviour, particularly among the youngest pupils. Inspectors noted that behaviour tended to deteriorate when children were not taught how to manage and care for toys and equipment, leading to chaotic learning environments. In some instances, play-based learning, which should encourage problem-solving and collaboration, was found to be poorly planned. Inspectors observed that while children’s hands and bodies were active, their minds were not being engaged in a way that supported their development.
Future Impacts of Pandemic-Era Learning
The report is a stark reminder that the effects of the Covid-19 lockdowns on young learners are far from over. With some schools struggling to meet the additional needs of children whose development has been delayed, experts warn that the disruption to learning could continue well into the next decade. Without a sustained effort to address these gaps, the pandemic’s impact on the youngest generation could shape their educational trajectories for years to come.
As schools across England work to mitigate the challenges posed by the pandemic, calls for additional government support and investment are growing. Whether these calls are answered could determine whether this generation of young learners is able to catch up and thrive in the years ahead.
