The National Literacy Trust report that children who are most engaged with literacy have better wellbeing than their peers. They also report that the children who are the most engaged with Literacy are three times more likely to have higher levels of mental wellbeing than those who are the least engaged. So, how can we improve attitudes to reading, in turn hopefully having an impact on our children’s mental wellbeing?
Technology during remote learning saved us. It meant we could continue to deliver education to pupils across the UK. But that has come at a price, says Cathy Prole, deputy head at St Michael’s C of E Primary School, in her recent article with Teach Primary. Now children are back in the classroom we need to refocus on sustained reading.
We all know how much Covid-19 has impacted on the world. From lockdowns, to isolating to shielding, we’ve all been affected in some way. At the heart of those most affected, are our school children. Having missed out on huge chunks of their ‘normal’ school education, alongside reports of increased anxiety and mental health difficulties in children returning to school post-pandemic, we are facing one of, if not the, biggest crises we’ll probably ever face in our teaching careers. So, what can we do?! Well, adopting an approach often reserved for children who are, or have previously been, in Local Authority Care may just be the answer.
The learning gap between disadvantaged children and those from more affluent backgrounds has increased by 46% according to a survey from the National Foundation for Educational Research (NFER). With many children having to shift back to home learning at the start of this year, the challenge is greater than ever. In the following blog post, Andrea Welter, assistant head teacher from Pheasey Park Primary School, discusses the need to close the gap and recover lost learning…
The summer holidays provide the perfect opportunity for children to develop their interest and enthusiasm for reading. However, time away from the classroom can also cause children’s reading skills to slide before their return to school. But how do you keep children on track with their reading amidst all the distractions the holidays may bring?
In their recent article with Open Access Government, Pamela Hanigan and Rachel Gelder, founders of Lancashire Dyslexia Information Guidance and Support (LDIGS), explain how teachers and SENDCOs can assess children’s post-lockdown reading development and give the best support to their learning back in the classroom.