EDUCATION SPOTLIGHT
TAILOR-MADE Inspiring learners and reassuring parents
DR GARETH LLOYD, PRINCIPAL AT STOKE COLLEGE, CONSIDERS THE LASTING IMPACT OF THE COVID-19 PANDEMIC
lthough the worst of the Covid-19 pandemic is behind us, for educationalists who are passionate about both
the quality of learning and the mental wellbeing of our pupils, there are still, sadly, clear scars. Disruption to children’s education, particularly those who are now aged nine to 14 – that is, before the vast majority had learnt independent learning skills – is all too evident. Not only are there significant gaps in knowledge and application of skills, but often members of this age group lack the confidence to interact with peers in what we previously took as traditional behaviour. When I look back to March 2020, my own school – Stoke College – was fortunate. We had established means of electronic communication between our teachers, pupils and parents, facilitating an almost seamless transition to online teaching and learning. Unfortunately, this wasn’t the case for many schools, as has been highlighted by political parties and the press, which rightly campaigned for better provision in the state sector. Recent entrance assessments at Stoke College highlighted the difference between the experiences of those in well- provided schools, and those less fortunate. Paradoxically, this actually reassured many parents who knew that their child was perfectly capable, but owing to gaps in knowledge and inconsistent online learning, appeared to be underperforming. I often find myself reassuring prospective parents that underperformance does not need to suggest lack of ability, and that gaps in knowledge can be effectively addressed through high-quality, perceptive teaching, dedicated focus on the part of the pupil and parental commitment.
YOUR OWN PATH Stoke College centres the individual needs of each pupil
If you are a parent reading this, you may think, ‘ah yes, but what if my child is average?’, or ‘but how can my child, who is lost in the system of their current school, achieve in the future?’ This is where a school such as Stoke College, as a small independent school, can dramatically transform your child’s learning experience and thus future happiness and fulfilment. We are able to offer small class sizes with individual attention for every pupil; where each child has the chance to be heard and to participate in lessons, not worrying about the distraction of a noisy environment; where their talents outside of the classroom – sport, music, drama, computing, fishing, arts and crafts, photography, to name but a few – are as important as their achievements in class. We are fortunate to be situated in tranquil grounds, teeming with wildlife along the banks of the River Stour. This may sound like waxing lyrical, but never underestimate the impact such an environment has on mental wellbeing, and the promotion of values that prepare a child for life, secure in who they are and what they can do.
At Stoke College, our highly qualified and experienced learning development staff not only assess every applicant, but also support all of our academic teachers in developing unique teaching strategies to meet the needs of every child. They are able to recognise any gap in student attainment and create a tailored education plan to work alongside the child’s academic study. Allow me to share one example of a boy who arrived aged 12 with a complex speech disability, who had been told that he would never obtain a single GCSE pass. He went on to achieve the highest grades possible in 12 GCSEs, gained an A* at A-level maths a year early and is now preparing for his Cambridge interview. Anything, or almost anything, is possible given the right circumstances.
Gaps in knowledge can be addressed through perceptive teaching
CAMBSEDITION.CO.UK JANUARY 2023 63
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