Children ‘forget how to use knife and fork’ due to lockdown

Ofsted has examined the impact of the pandemic on children and found that some have slipped quite far back with their skills.

The report highlighted that children have been the hardest hit by Covid-19 measures put in place during the pandemic.

In some cases, for instance, where children were potty-trained pre-lockdown they have reverted back to nappies. Others have forgotten basic numbers or how to use a knife and fork. Older children have lost their stamina for reading, according to the inspectors.

Based on visits to 900 schools, Ofsted found there were three ‘broad groups’ to describe what has happened to children in the UK in light of the Covid-19 pandemic.

The majority of children sit in the middle of the three groups. This group has ‘slipped back in their  learning to varying degrees since schools were closed to most children and movement restricted’. 

The report adds that ‘lost learning is unarguable, but it is hard to assess’.

The hardest-hit group of children have suffered from time out from school, retreating on their numeracy and literacy skills as well as ‘regression back into nappies among potty-trained children’. In some cases ‘basic skills’ such as using a knife and fork have been lost.

There are some children, the findings explain, that have gained a positive experience from lockdown. These children come from ‘supportive’ backgrounds and have benefited from a greater sense of togetherness and ‘quality time’ with parents and family.

The report adds that children’s experiences weren’t necessarily determined by privilege or deprivation. However, it explains that those children whose parents were unable to work more flexibly have experienced less time with parents and other children and have therefore been more greatly impacted.

The chief inspector, Amanda Spielman, says the divide is not along the lines of ‘advantage and deprivation’. Instead, it depends on factors such as whether parents were able to spend time children and families. She described this as ‘good support structures’.

Children with special education needs and disabilities have been ‘seriously affected’ across all age groups both in car and education, losing vital support including speech and language services.

Ofsted remains concerned about children who are at risk of neglect, exploitation and abuse. Child protection referrals fell while schools to most pupils and have yet to return to normal levels. 

In older children, Ofsted warned of a loss of concentration. Spielman added that some boys have spent most of the lockdown gaming online with friends and after months of online-learning, ‘online squabbles’ that started in lockdown on social media are now ‘being played out in the classroom’.

There are also reports of loss of physical fitness, ‘signs of mental distress’ and concerns over eating disorders and self-harm.

Leader of the ASCL headteachers’ union, Geoff Barton, says the report ‘starkly shows the educational and emotional impact of school closures, and why we need to do everything possible to keep schools open’. 

Barton warned that it was becoming financially unsustainable to keep schools running with the increased cost of safety measures and paying for staff to cover when teachers need to self-isolate. 

James Bowen, the director of the National Association of Head Teachers, said: “The government’s refusal to recognise the financial difficulties schools are now facing due to Covid-19 means that not only is money being taken away from children’s education and wellbeing, it could push some schools over the edge financially.”

A Department for Education person said: “The government has been clear that getting all pupils and students back into full-time education is a national priority.”

Adding: “We know that some children do need additional support to catch up as a result of the pandemic, which is why we launched a £1bn Covid catch-up fund for schools to support those children who need it.

“Our national tutoring programme is now live in schools, providing intensive support to the most disadvantaged children. The evidence shows high-quality tutoring can make up as much as three to five months’ lost learning.”