EDUCATION EDITION
Children have struggled more than usual with separation “We can see that our youngest children born just before the beginning of the pandemic, not having the chance to visit baby and toddler groups or socialise with family and friends, have found it more difficult to settle into nursery and the transition has taken longer,” Amanda continues. “Along with this, we have noticed that language development is a little slower for these children.” REBUILDING BRIDGES So, what is being done to counteract the lasting impacts of the pandemic? Building new bridges between parents and school staff underpins efforts. St Mary’s School has been working to smooth the transition. “Gaining a sense of normality for our school community has been a priority,” says headmistress Charlotte Avery. “This academic year, it’s been moving and enriching in equal measure to host whole- school events once again. These are really important in terms of personal and social development – giving students the chance to perform and take part in the arts, sports, and work outside the class or year-group ‘bubbles’ that have dominated education over the last 2.5 years. Rebuilding a face- to-face dialogue and communication with parents and guardians by inviting them into the school has also been hugely beneficial for everyone.”
NO ONE LEFT BEHIND Tailored support is needed to overcome the difficulties that Covid-19 presented, with schools seeing that each child’s unique experience of the pandemic requires a specific approach
After so long at home, some children have struggled more than usual with separation from their parents – especially youngsters who are better suited to studying away from the clamour of the classroom. “In nursery, we have enabled longer settling in times than normal, giving parents the chance to stay with their children for longer periods,” says Amanda at Cambridge International School. “We introduced our flexi-school programme partly in response to the pandemic. Some of those children joining us have been out of school since lockdown and felt anxious about returning full time. The chance to return on a part-time basis, and to a smaller class size, has really helped them.” Fostering relationships between students and adults outside of the family home is also hugely important, especially for early-years pupils, allowing them
CAMBSEDITION.CO.UK SEPTEMBER 2022 71
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