Action required
The public inquiry into how our government managed the Covid pandemic has finally started and some key figures have already appeared before it. Former Prime Minister, David Cameron, his Chancellor, George Osborne, Dame Sally Davies, the Chief Medical Officer from 2010-19, Matt Hancock and Nicola Sturgeon have already been questioned. On the face of it, this is impressive progress, but the inquiry is scheduled to last for at least three years and many think it could take more than five years. This is in marked contrast to the Swedish and Italian inquiries which have already completed their work and provided formal reports.
Even if the inquiry here reports in 2026, that will mean that all those children born in the first academic year affected by Covid will have completed, not only the Early Years Foundation Stage, but also Key Stage 1. All those directly involved with the upbringing and education of our youngest children will know about the way in which Covid appears to have affected their development.
Their language skills, social and emotional development, self-awareness and ability to sustain concentration appear to have been adversely affected. Previously, those teaching in Reception expected that the children in their classes would be toilet trained, but this is no longer the case. The importance of parental love and attention on a child’s development cannot be underestimated, but it is also vital for them to have opportunities to interact with their peers.
There were many parents of young children who had to work from home during the pandemic. They had their own jobs to do, whilst at the same time trying to care for and educate children who were unable to attend their schools. The very youngest inevitably suffered. The evidence indicates that pre-school children know fewer words, recognise fewer letters and are less able to sustain attention than would have previously been the case. Staff in nurseries have to spend greater time with children on a one-to-one basis in order to help them catch up, but this is obviously very challenging as staff numbers are limited.
What is all the more concerning is that it is inevitably the most disadvantaged who are experiencing the greatest problems. The gap in attainment between these children and their more fortunate peers will increase and our efforts to ensure equality of opportunity for all will be undermined. This became evident as children returned to school in autumn 2021. One speech and language therapist, working in inner city primary schools in Birmingham, stated that 80% of the children starting reception lacked age-appropriate language skills, whereas, prior to Covid, the number would have been around 40% (Sky News, 21 December 2021).
There is much for the public inquiry into Covid to investigate, but there are two major concerns about its anticipated duration. Firstly, a coordinated strategy to help our youngest children overcome Covid’s impact is needed now rather than several years down the road. Secondly, the fact that so few young people died as a result of Covid might result in their needs being largely ignored. This would be a tragedy, as their development, mental well-being and ability to form purposeful relationships are essential for the future health of our society.