Joe Jackson-Taylor, Deputy Headteacher, Avonwood Primary School, UK
Delivering the mathematics curriculum has never been so vital. Research shows that pupils are, on average, about three months in progress deficit (in maths) due to the disruptions of the pandemic (EEF, 2021; Carr, 2021).
Deciding which areas of the curriculum to prioritise requires accurate diagnostic assessment, evidence-informed planning and a dash of perspective. After all, summer-born Reception children find a way to catch up with their autumn-born peers in the vast majority of cases. The innate adaptability of children should not be underestimated; yet we would be wilfully turning the page on the pandemic prematurely if we were to simply ignore the loss of learning that has amassed due to COVID disruptions. Incorporating ‘best bets’ from cognitive science in our planning constitutes ‘evidence-informed wisdom’, to borrow Tom Sherrington’s phrase (2021).
This forthcoming year, we have the opportunit