- Addressing the attainment gap arising from Covid-19 disruption (20%) and the mental health of pupils (14%) were also reported as expected challenges – with 1 in 4 teachers concerned that the maths attainment gap will be hardest to close
- 71% of teacher’s reported their confidence in using edtech has increased – a 7% increase compared to June 2020
New research from Renaissance, a leading provider of edtech solutions to improve outcomes and accelerate learning, has revealed that over a quarter of teachers (27%) believe Covid-19 related disruption will be the biggest challenge this Autumn term. The research asked almost five hundred (472) senior school leaders, department heads, and teachers about their thoughts and concerns as the new school term got underway.
Covid-19 disruption such as closures and children isolating were cited as the largest expected challenges. In addition, addressing the attainment gap arising from Covid-19 disruption (20%) and the mental health of pupils (14%) followed as the next biggest expected challenges; as research revealed 73% of teachers believe pupil attainment levels have fallen because of national lockdowns.
The maths attainment gap was of particular concern to teachers with 1 in 4 (25%) reporting they felt it would be the hardest gap of all the core skills to close this Autumn term. Teachers identified maths skills such as fractions, decimals and percentages as causing the most difficulty – with over a third of teachers (34%) saying they think these core skills have been most heavily affected by the Covid disruption to date.
But there is a silver-lining to the past 18 months as more of teachers (71%) said their confidence in using edtech had increased. This is a 7% uplift compared to earlier on in the pandemic – when in June 2020, 64% of teachers said their confidence had grown.
With such a variety of online tools available, experts at Renaissance are encouraging schools to take advantage of teachers’ improved edtech confidence and expand their digital offering so they can tackle the attainment gap caused by Covid-19 school closures.
Renaissance believes that teachers can use curriculum-aligned Focus Skills, made freely available through dedicated Teacher Workbooks, to plan lessons that support pupils in learning year-appropriate skills. When combined with formative assessment, Focus Skills can save teachers time and support them in creating tailored lesson plans, meaning pupils spend more time learning and are given more specific support for their developmental needs.
John Moore, Director, Renaissance said “We know teachers continue to face a wide range of challenges presented by Covid-19 in their classrooms. However there’s an opportunity too to take some real positives from the pandemic – building on the way in which so many teachers have embraced technology and worked tirelessly to upskill. Clearly the attainment gap continues to be a concern. At Renaissance we’re committed to supporting education professionals – building on the great strides in the use of technology and providing teachers with the right tools to identify and address areas of need, providing a roadmap for closing the gap. As we move forward through the pandemic, it’s time teachers were able to focus on what they are really there for – to educate pupils, guide their learning development and plan tailored programmes.”
Michael Tidd, Headteacher, Schoolworks Academy Trust said: “Addressing the gaps caused by Covid-19 shouldn’t be about cramming in every single thing pupils ‘missed’. Tools like Focus Skills have helped us hone in on the most critical building blocks they need at each stage in their development. Combined with formative assessment, we’re able to paint a picture of each child’s growth rate and any core areas they’ve missed out on so we can then group children and deliver targeted interventions to catch up”.