The impact of the COVID years on children is well reported. There are a multitude of recent articles connected to the challenges being faced by children, parents and staff alike, which highlight a plethora of issues from language delay, sensory processing issues, attention, lack of fine and gross motor skills alongside an increase in anxiety. As quoted recently by the ISC, ‘findings carried out by YouGov FOR Kindred2 (an early years charity) claims teachers report that nearly half of the children starting school are unable to eat independently, use the toilet or communicate clearly.’ Governments across the globe are investing significant funding into early education with a view to addressing these clear and obvious concerns, regarding underachieving pupils and school readiness. One could put together a strong argument that several of these issues were prevalent prior to COVID but clearly, we don’t need data or research articles to highlight the damage that the pandemic has caused to the developmental process of young children.
Connected to all of these concerns is the clear and obvious acceptance that the first five years of a child’s life are crucial, not only in a child’s development but fundamental to future success. This is supported by the most recent research published by Durham University and the Department for Education which suggests that being well taught in a Reception class can improve later life outcomes.
So how do we make a difference and seek to support the children who come through the school gates each and every morning?
I can only seek to provide an answer to that question within our own setting where we plan effectively in order to make a significant impact on the outcomes of each and every child that bounces into school. As such, this is a plea to those involved in the leadership of school/nursery settings to ensure that the Early Years provision is given the profile that it deserves and requires.
As a school, we have recently moved on to the same site as our senior setting. This provides us with an onsite provision from rising 3s to the age of 18. During the planning phase of the big move, it would have been easy to centre our focus on the demands of external examinations, boarding life, elite sports performers or the plethora of performing arts opportunities on offer. The provision for all of these aspects of school life are impressive at Plymouth College, but significantly, so is the emphasis on EYFS and the transition into KS1 and beyond.
There are several key aspects to our provision which are well thought through and deliberate. Firstly, and crucially, we recognise, the importance of resourcing a brilliant team of teachers and teaching assistants so that they can deliver the best possible setting for our pupils. With the well documented cost of living crisis, it would be easy to for us to streamline our offering and seek to look at efficiencies within our provision. We are, however, committed to ensuring that we can retain a high quality team of well qualified and experienced teachers and assistants who can identify, support and individualise the educational experience for each and every child. This is all delivered, deliberately so, within small class groups, in a purpose built space that is in the heart of our school community. Unlike many other settings, our Pre-School and Reception classes are both in the main Prep school building, where the teachers are in regular contact. As such, they are able to dovetail the provision and implement the appropriate strategies to support each and every child. This connectivity is deliberate as we place real importance on the concept of being a Pre-School as distinctly opposed to a Nursey. Pupils making the transition from our Pre-School to Reception certainly are school ready and this is part of a clear plan and strategy at Plymouth College Prep School.
We also believe passionately in connectivity with parents and seek to build a strong and collaborative relationship, so that we can understand and support the children to the best of our ability. Our internal data has shown recently that our pupils, across the school are performing significantly above the average and when you layer on the many amazing co-curricular opportunities, our pupils certainly appear to be developing into the well-rounded young citizens that we aim for them to become. Above all else, this is a genuinely happy school community, the foundations for which are fundamentally laid within our EYFS department – a flagship team within our school community. As such, the perks of pre-school are clear and obvious to us, as we seek to support our young children on their way to becoming school ready and beyond.
Huw Thomas, Prep Head
