The new research from the Education Policy Institute also proposes the Government fund a pilot study into the impact of high-quality early years education, with settings funded at higher rates than they are currently.
The report, Education recovery and resilience in England, Phase 1 includes proposals for three-year recovery plans for each stage of children and young people’s education, from the early years and school, through to further education and apprenticeships.
The EPI is calling on the Government to provide a serious funding boost of around £13.5bn over this Parliament to schools, early years settings and colleges to prevent the harmful and long-term consequences of Covid.
Analysis of pupil learning loss by EPI and Renaissance Learning for the Department for Education, shows that by the first half of the 2020 autumn term, pupils in England had experienced losses of up to two months in reading (in primary and secondary schools), and up to three months in maths (in primary schools). Following school closures before Christmas and in early 2021, losses are likely to have increased further.
Recovery for younger children: early years education
Schools alone should not be left to provide support – the recovery must also include support for younger children in the early years – where high quality education and care can play a decisive role, says the report. Policies proposed include:
- Increase funding for the Early Years Pupil Premium: bringing it up to the same rate as primary aged pupils. (Three-year cost: £400m).
- Fund a pilot study into the effect of higher quality early years education on young children: Government funding for early years providers is below the OECD average. A pilot would provide evidence on the impact of high-quality provision funded at a higher rate than what is currently provided. (Three-year cost: £83m).
The report highlights that attendance in early years settings dropped to 5 per cent of what it would have been during the pandemic and that ‘rates have consistently remained below levels seen before the pandemic.’
‘Early education providers remain ‘highly reliant on Government support, which has come in many forms, and which some organisations suggest is insufficient for them to continue operating.’
The report points out that the EYPP is funded at a considerably lower rate compared with the Pupil Premium: £302 per child per year (pre-Reception), compared to £1,345 in primary school.
‘This current lower EYPP is not rational given that we know that around 40 per cent of the disadvantage gap is already evidence by age 5,’ the report says. ‘The difference in the rate of support is not associated with any clear change in the costs associated with supporting disadvantaged pupils when children are aged five vs. aged four.
‘Alongside this, new research should investigate how it is being used by providers and the impact it is having on children.’
Early years pilot study - proposal
The report calls for the Government to fund a pilot study, including a robust evaluation, of nursery settings in England that will deliver integrated high-quality early education and care, highlighting that ‘funding provided by the government to early years providers in England is below the OECD average of funding per child and the hourly rate has received criticism for not taking into account the costs involved in providing high-quality ECEC [Early Childhood Education and Care].
’Very little evidence is available on the impact of high- quality ECEC provision that is funded at a higher rate than what is currently provided through government entitlements. ‘
The pilot should fund integrated early education and childcare but at a higher price point than the Government’s current funding rate. It should fund 15 hours for some two-year-olds in line with the current entitlement and fund 30 hours for all three- and four-year-olds. Childminders could also play an important role in supplementing the hours.
It proposes features should include staff working with children led by a Lead Teacher / Manager, supported by a teacher and staff holding full and relevant level 3 qualifications.
There is one member of staff for every four two-year-olds, and one member of staff for every eight three- and four-year-olds. In addition to this, a nursery nurse is employed to provide one-to- one support to children with SEND.
The report recommends the study should include approximately 200 settings in disadvantaged areas in England. For settings to be eligible, at least 30 per cent of three- and four- year-olds who attend must be eligible for the EYPP. The full pilot, excluding the set-up year, should be at least three years long to allow the two-year-olds in the first cohort to reach EYFS Profile stage.
Commenting on the education recovery proposals, Natalie Perera, chief executive of the Education Policy Institute (EPI), said, ‘The Government’s education recovery efforts cannot just be concentrated in schools – in order to mitigate the disruption to learning and development over the last year, we need to see additional investment in the early years.
‘A year of lockdowns has meant low attendance in settings across the country, meaning many young children have missed months of crucial early education and care.
‘We know that inequalities emerge early on in a child’s life, with the gap between disadvantaged children and their peers already significant by age five. Given these gaps, and in light of the impact of the pandemic, we recommend increasing the Early Years Pupil Premium, so that funding rates match those for pupils in primary school.
‘It’s crucial at this time that children from disadvantaged families are given more support so that they’re able to access high quality early years provision.’
She added, ‘We are calling on the Government to implement a series of effective, evidence-based policies from this September to support children and young people – not only with their learning, but with their well-being and mental health too.’
David Laws, executive chairman of the Education Policy Institute (EPI), said, ‘We have seen the worst disruption to education in our country since the Second World War. If the pandemic is not to scar this generation of young people, the prime minister needs to put in place an ambitious education recovery plan, based on sound evidence and sufficient funding.
‘If we fail to make good the lost learning, there will be significant adverse implications for skills, earnings, economic growth and social mobility. That is why a properly evidenced education recovery plan is potentially a huge investment in our nation's future.’
Purnima Tanuku, chief executive of the National Day Nurseries Association (NDNA), said, 'Time and again we have made the case that early years is the best time to invest in a child’s lifelong learning. There is a wide range of evidence to support this and today’s report underlines that fact.
'Plans for educational recovery have to focus on giving every child access to high quality early education and care. This is the most effective measure to reduce the attainment gap, which has been made worse due to the pandemic.
'It is completely illogical to provide lower levels of support to disadvantaged children in early years compared to primary school so the early years pupil premium must match the primary school rate. However, this is just one part of the funding picture. The sector has been chronically underfunded for years and that has to be addressed to ensure children get the best possible start in life.'
A Government spokesperson said, ‘We are working with parents, teachers and schools to develop a long-term plan to make sure all pupils have the chance to recover from the impact of the pandemic as quickly and comprehensively as possible – and we have appointed Sir Kevan Collins as Education Recovery Commissioner to advise on this work.
‘As part of this we have already invested £1.7 billion in ambitious catch-up activity, including high-quality tutoring and summer school provision. The majority of the funding is targeted towards those most in need, while giving schools the flexibility of funding to use as they believe best to support their pupils.’