Mind The Gap

As I prepare to welcome new young learners to our school, it's crucial to acknowledge and tackle the challenges many of our students may encounter in terms of school readiness, aligning with the principles of the New Zealand Curriculum. Recent findings shed light on a concerning trend: a significant number of pupils lack the foundational skills necessary for success at Level 1 of the New Zealand Curriculum. Through my exploration of this issue within the context of Aotearoa, the following concerns have surfaced:

An examination of readiness conducted by the Education Review Office (ERO) on June 22, 2023, revealed persistent challenges stemming from the impacts of Covid-19, including Long Covid, on schools and learning. Despite the expectation that early years pupils should possess essential social skills and basic literacy and numeracy abilities, such as sharing, following instructions, and maintaining focus, the study uncovered notable gaps in preparedness.

Additionally, local research focused on the effects of Covid-19 on Māori education. It delved into how families navigated education during lockdowns, showcasing varying experiences shaped by factors like financial resources and mental well-being. The disparities in accessing education, particularly concerning technology, were exacerbated, disproportionately affecting disadvantaged families. However, many Māori communities rose to the challenge, devising innovative strategies to support education and health initiatives. Nonetheless, young Māori continue to encounter difficulties in employment, with Māori women being disproportionately affected by job losses due to the pandemic. The report emphasizes the importance of empowering Māori in research and decision-making processes, integrating both empirical evidence and traditional knowledge to promote equity.

Further data reveals that a quarter of teachers observed that more than half of incoming new entrant students struggle with tasks like following instructions and sharing. The pandemic has exacerbated this lack of readiness, with lockdowns hindering opportunities for children to develop social skills and engage in enriching experiences outside the home. Moreover, an increasing number of children arrive at school without being toilet trained, placing added pressure on educators who must address these basic needs alongside academic instruction.

Teachers also underscored the impact of parental expectations regarding schools' role in teaching life skills, complicating matters further. This readiness gap not only impedes social and emotional growth but also affects academic advancement, with the majority of primary school educators noting that students requiring additional support demand more individualized attention, consequently reducing time available for other students.

Furthermore, disruptions to nursery attendance have raised concerns about language development, particularly among children born during the pandemic who have primarily been confined to home environments.

Addressing these challenges necessitates a collaborative approach involving policymakers, educators, and parents. There is a call for a catch-up program aimed at supporting families and early childhood centers in fostering practical and social learning skills alongside academic development. Investment in services like speech and language therapy and early years support for disadvantaged families is crucial, as emphasized by experts in the field.

In conclusion, these findings underscore the significance of early intervention and comprehensive support systems to ensure that every child receives the necessary assistance to thrive academically and socially as they transition from early childhood education to primary school. Let us work together to bridge the gap and pave the way for a brighter future for all our young learners in Aotearoa.