The commission said that while the pandemic was a “disaster” for young people, both in terms of their mental health and the widening of the handicap gap, the “defects” predated the pandemic. The one-year program was chaired by Times columnist Rachel Sylvester and backed by 22 commissioners from various sectors, as well as two former prime ministers and 13 former education secretaries. Their report recommended that every child have access to a laptop or tablet and that counselors be employed at each school. He also called on teachers to receive more training on how to identify students with special educational needs. Clive Searl, principal of Worthington Elementary School in Greater Manchester, agreed with most of the review’s recommendations and said it was time for a balance of resources between public and private school students. He said the struggle to find electronic devices for students who would be able to work from home during the lockdown was a problem exclusively for public schools. The committee’s report also found that there were “shocking” regional disparities among first-year students. Image: Clive Searl, principal of Worthington Elementary School in Greater Manchester An elementary school in Nottinghamshire reported that some children arrived at the school without being able to say their names and that 50% of their students at reception and kindergarten had not been trained in the toilet. Jeff Burton, general secretary of the Association of School and College Leaders and one of the exhibition’s commissioners, said the pandemic had left the education sector “collapsing.” He added: “The consequences of this are felt by children of all ages and backgrounds, but especially the most disadvantaged who did not have access to technology and devices that were vital to other children. “The problem now is that we have to respond and revitalize the education system.” The report consisted of an army of undergraduate teachers to help students bridge the gap. Follow the Daily Podcast on Apple Podcasts, Google Podcasts, Spotify, Spreaker But Mr Searl said the government already has a National Tutoring Program that is not working effectively. “During the pandemic, schools found that teachers were not available and did not show up. [up] when it was written to. It was expensive and did not meet the needs of individual students, as we at school know these needs. “ Mr Searl said the government should provide extra money for teachers, but ministers should not be responsible for the program. The committee also expressed concerns about the impact of exams on students’ emotional well-being. Read more: Plans for 14,000 new general and specialist schools in England as part of upgrading public school in a run-down London borough exceed Eton for Oxbridge bids A YouGov poll found that 65% of parents believe that the current school system places too much emphasis on exams and 56% of parents believe that this was bad for students’ mental health. Helen Tebbutt’s daughter, Chloe McLean, attends Worthington Primary School and said: “She is in her 6th year, so she just passed the SAT. There are many formative evaluations. “Teachers know their children… without having these formal assessments.” The committee’s report called for a “British Baccalaureate” that would offer a wider range of academic and professional qualifications at 18, with a “slim” set of exams at 16 as opposed to GCSEs. “Let’s stop defining young people as a grade,” Barton said. “Let us recognize that, of course, academic success is important, but other things are also important. “And I think parents who look at COVID education will say, ‘I want more for my young person, for their mental health, for their well-being, but to be recognized for the range of skills and talents they have.’ “” Picture: Helen Tebbutt’s daughter Chloe McLean goes to Worthington Elementary School The committee also requested an “elective course grant” for all schools to fund theater, music, dance and sports, as well as a National Citizenship Service experience for each student to ensure that poorer students can access outdoor missions and volunteering. A Ministry of Education spokesman said: “We thank the Times Education Committee for its report and always welcome new ideas and views from industry and education experts. “Our White Paper on Schools sets out a clear roadmap for upgrading education in England, including targeted support for both underprivileged students and across areas of the country where standards are weaker, along with ambitious goals for increase student performance by the end of primary education. school and GCSE. “The ambitious education recovery program is already putting children back on track after the pandemic, with the revolutionary National Tutoring Center providing almost two million high quality lessons for children and young people who need it most, along with additional funding for schools to be used for providing further personalized support to students “.
