Covid-19: Impact On Schools And Early Childhood Services
Covid-19: Impact on schools and early childhood servicesPage 1Covid-19: Impact on schools and earlychildhood servicesInterim Report, August 2020Overviewhow we prepare and respond in the event of anotherlockdown.ERO has a comprehensive and fast-tracked work programmeunderway to understand the ongoing impact of Covid-19 onstudents, services and schools, and on teaching and learningin Aotearoa New Zealand in the English and Māori mediumeducation sectors. Given the speed with which Covid-19 isdeveloping, ERO is providing interim findings to inform theresponse by the Government, schools and early childhoodservices. This report is the second of the series ofpreliminary findings from this work.In the next phase of work, we will be conducting furtherinterviews, focus groups and a follow up survey of students,teachers and kaiako to:In June we published the first paper Covid-19: Learning inLockdown – which focused on findings from our survey inlockdown of 10,000 students and 700 teachers. The surveyindicated areas of potential concern related to teacherwellbeing and student engagement. We have followed thisup through interviews with schools and services.This update sets out the preliminary findings from interviewswith 95 early childhood service providers and 110 schools1.In the English medium sector, the interviews with early yearsservices began in July 2020 with service leaders and willcontinue to the end of August 2020. For schools, interviewswith principals and Board Chairs took place from the middleof June 2020 to late July 2020 and a further round ofinterviews are underway in term 3. In the Māori mediumsector, ERO’s specialist Māori medium evaluation andreview team, Te Uepū ā-Motu, gathered Covid-19 insightsalongside Māori medium partners, Kōhanga reo, Puna reo,Te Aho Matua Kura Kaupapa Māori, Ngā Kura ā Iwi and NgāKura Motuhake. The interviews focused on three things: what helped during the lockdown? how well are students transitioning back toservices and schools? what are the ongoing challenges?These preliminary findings indicate areas where services,schools, learners and whānau currently need support and1Further interviews are underway. At this point low decileschools are overrepresented in the sample and ECEprovision in Auckland is not included. examine the impact on students’ learning andattainment identify effective innovation and teachingstrategies both during lockdown and on return toschool assess the ongoing impact on student, teacher,kaiako and principal wellbeing and the drivers of it investigate further the impact on Boards ofTrustees understand in more depth what has worked forMāori and Pacific learners.Early Childhood ServicesWhat helped during the lockdown?Three themes have been identified as helping duringlockdown.Regular and clear communication. Regular and clearcommunication with kaiako, parents and whānau has been akey priority for all services. Nearly all services (around 80%)reported that they had contacted parents and whānau overthe lockdown period. Most communication occurred onlineand included:1.sharing relevant information about the differentphases of the lockdown2.what the lockdown meant for the service3.supporting parents to engage with their children’slearning4.maintaining relationships.
Covid-19: Impact on schools and early childhood servicesSupporting parents and whānau. Nearly half of servicesreported that their kaiako had encouraged and supportedparents to help their children learn at home. A fifth ofservices provided curriculum experiences online for childrento participate in, which included literacy, music and dance.Other support provided by services included providinginformation related to children’s behaviour and support forfamilies who were struggling financially. Over a third ofservices provided Ministry of Education resource packs tochildren. In addition, a third of kindergartens and homebased education and care services said they provided theirown resource packs to parents and whānau.Support from the Ministry. Two-thirds of services reportedthat the Ministry of Education bulletin provided “very usefuland succinct information”. Nearly a third of services (around30%) commented on the supportive telephone calls andguidance provided by the Ministry of Education regionaloffices.How well are children and whānautransitioning back into services?Service leaders identified two key factors in transitioningchildren back into their service.Gradual reopening helped. Nearly half of services reportedthat the gradual reopening of their service helped themtransition children back on site. The staggered re-openingallowed time to inform parents and whānau of new routinesand enabled kaiako to establish new health and safetyprotocols.Anxiety was an issue. Around one-in-three services reportedanxiety among their parents and kaiako. Services reportedthat many of their parents expressed anxiety about theirchild returning to the service. Kaiako provided reassuranceto parents about their preparedness to manage new healthand safety protocols and shared how they would continue toeducate and care for their child, stressing that “kaiako wouldstill hug their child”. Nearly half of services reported thattheir children’s wellbeing and sense of belonging has been amajor focus as they transition back into the service. Refamiliarising children with the routines and supporting themto reconnect with their peers has been a priority.What are the ongoing challenges?Across early childhood services four ongoing challenges areemerging.Kaiako stress. Kaiako spent considerable time reassuringparents who were experiencing anxiety related to orexacerbated by Covid-19. This placed an extra strain onkaiako who were often experiencing anxiety themselves.Strategies that some services used to support their staffincluded discussing their concerns with them, fundingPage 2counselling and enabling kaiako to return to work when theyfelt ready. One-in-ten services indicated that if this situationwas repeated, they would “focus on staff wellbeing” earlier.Kaiako sick leave. Staff absences due to sickness werereported in a fifth of services. For some services, finding dayto-day relievers is becoming a challenge. This may result inservices not being able to access enough qualified kaiako,which could impact on their funding. This was identified asan area of concern more often in education and careservices than in other service types.Reduced attendance. Early childhood services were askedabout the longer term impact of Covid-19 on their service.Less than a fifth of these services indicated that their rollshad reduced or children were attending fewer hours. Theseservices are more likely to be education and care services.There is a growing awareness that when the wage subsidy isremoved this may affect children’s attendance. The sector isalso concerned that “frequent absences due to childrenbeing sick will affect funding”. Early childhood services whorely on seasonal workers or tourism workers reportedhaving to operate with a decreased roll. For example, allthree Hawkes Bay services in our sample reported a drop inthe number of children enrolled.Vulnerable groups. Services expressed concern that childrenwith additional needs had not progressed as expected intheir development and learning. Contributing to this concernis the anxiety of kaiako and whānau that there is a longerwait time following the lockdown period as earlyintervention services are “catching up on their workload”.Another challenge was being able to communicate withparents and whānau who had limited English. This wasreported by one-in-ten services. Different strategies wereemployed by leaders including drawing on the languageexpertise within the teaching team and employing someonefrom the community who can liaise with these families.Alongside these challenges, services reported two positivedevelopments.Greater engagement with parents and whānau. Kaiako andwhānau had time to engage in conversations about theirchildren during lockdown. Services would like to retain thisstronger connection.Confidence and use of digital technologies. Kaiakoconfidence in use of digital technologies has significantlydeveloped during lockdown. They have used a range ofapproaches to communicate with children, parents and theirearly childhood service with Zoom, online early childhoodweb-based software, email and Facebook being the mostpopular. Some leaders have identified the possibility ofcontinuing to use digital technologies for staff meetings orparent and kaiako meetings.
Covid-19: Impact on schools and early childhood servicesSchoolsWhat helped during the lockdown?Four themes have been identified as helping schools duringlockdown.Being prepared. Two-thirds of the schools reported thatthey had successfully prepared for lockdown. Factorsassociated with schools who reported being preparedincluded using digital technology as an established part oftheir teaching practice and having up-to-date contact detailsfor learners and whānau. Some of these schools reportedthat they had been planning and preparing in advance of anyofficial guidance, based on their own monitoring of thepandemic, nationally and internationally. Schools were notasked directly if they felt they were prepared for thelockdown. However, around a third of schools we talked todid not mention being prepared for the lockdown as one oftheir success factors in responding to Covid-19.Ministry of Education and others’ support. Nearly half ofleaders expressed positive feedback about the Ministry ofEducation’s communications and bulletins, while noting thatit was often difficult to keep up with the quantity ofguidance and the pace of change as the situation developed.The distribution of digital devices was challenging butleaders were positive about the Ministry’s physical learningpacks. Some leaders also reported that they had been wellsupported by their Kāhui Ako, other regional networks orprofessional networks. Board Chairs were very positiveabout the advice and guidance they had received from theNew Zealand School Trustees Association.Strong communications. Many leaders reported that regularcommunication helped to build teacher relationships withwhānau and gave whānau greater insight into theirchildren’s learning. Teachers used a combination of phonecalls, emails, video calling and other digital platforms toregularly check in with learners and whānau. This was key tomaintaining learner engagement, and as a way ofmonitoring learner and whānau wellbeing. Around a third ofleaders specifically cited greater whānau involvement andintegration of home and school learning as a success overthe lockdown period. In the Māori medium educationsector, leaders strengthened their communication with theirkura whānau, which they reported had a profound calmingand reassuring impact on whānau, kaiako and the widercommunity.Prioritising wellbeing. Nearly three-quarters (around 70%)of leaders reported that they had explicitly prioritisedlearner wellbeing over academic learning during lockdown.Leaders recognised that they could not expect the normallevel of engagement and workload during lockdown andPage 3made clear to learners and whānau that learning was secondto wellbeing. Some schools reported modifying theircurriculum to include more fun activities, and to encouragelearners to engage in physical activity as appropriate.Wellbeing was also the main priority for leaders across theMāori medium education sector, which included the health,safety and physical needs (emotional, cultural and spiritual)of whānau and kaiako.Schools also played a critical role in the broader community.In around a quarter of schools, leaders reported that theyhad distributed care packages, including food parcels andclothing, to whānau in their community, often in conjunctionwith KidsCan or local marae. These were largely low decileschools.Just under a third (around 30%) of leaders reported havingconcerns for the safety of some of their leaners in theirhome situations. In some cases, schools notified OrangaTamariki or police.In the Māori medium education sector, leaders used theirknowledge of whānau to tailor their support and utilisedexisting systems and processes to provide a range ofresources to whānau, which included food, clothing, hygienepacks and shelter. Leaders were guided by tikanga to meetthe needs of their kaiako and ākonga. They also supportedpakeke and kaumātua in their iwi and hapū.How well are students transitioning back intoschools?Two-thirds of schools identified their transition of studentsback to on-site schooling as a success. The factors thatsupported this were: taking a phased approach to re-opening throughthe alert levels identifying learners who had not returned andmaking specific contact with their whānau tocheck in and reassure them managing whānau anxiety about returning byclearly setting and communicating hygiene andsafety protocols developing individual transition plans for learnerswith additional learning needs focusing on re-connection and re-engagement andcelebrating learning that had taken place overlockdown rather than putting pressure on learnersover what had been missed.
Covid-19: Impact on schools and early childhood servicesA third of schools identified challenges relating totransitioning back to on-site schooling. These challengesincluded: high rates of non-attendance and difficultycontacting some parents and whānau some learners being anxious or showing signs oftrauma learners unsettled and having trouble engaging inschoolwork and school routines some challenging behaviours resulting insuspensions difficulty re-engaging some students who weremissing co-curricular activities like kapa haka orsports (where these were not happening for safetyreasons).Lower decile schools reported more challenges transitioningtheir students back to school than higher decile schools. Onaverage, low decile schools reported roughly twice as manychallenges as successes, mid decile schools slightly morechallenges than successes, and high decile schools arelatively even split of successes and challenges.For Māori learners in English medium schools there weresome specific considerations: leaders were aware that in some cases Māorilearners had less access to devices andconnectivity leaders and teachers ensured that te reo Māori,kapa haka, and tikanga Māori elements wereincluded in learning packs and online provisionduring lockdown some whānau Māori were slower to return theirchildren to school at the lower alert levels, due toanxiety around health in the context of havingextended family living together.For Pacific learners and families: equity of access to devices and connectivity was anissue in some cases as with whānau Māori, extended family situationsmeant that some Pacific learners were slower toreturn to school. This was also true of some Asianfamilies. in some cases, language barriers with Pacificfamilies created some additional complications toschools’ communication efforts.What are the ongoing challenges?Schools interviewed have identified the following five keyongoing challenges.Page 4Staff wellbeing. This is the most commonly cited ongoingchallenge. Three-quarters of schools reported one or morechallenges relating to exhaustion and sickness, teacherstress about workload, teacher anxiety about health, orprincipal stress. This may have been influenced by theinterviews being conducted towards the end of term 2.Leaders and teachers reported that they worked through theterm 1 holidays getting prepared for distance learning, andso by the end of term 2 many reported being tired and inneed of a break. Many leaders commented that they wereensuring that the July holidays would provide a real breakfor their teachers.Principals’ stress. Principals took on a lot of responsibilityfor student learning and wellbeing, as well as staff wellbeing,and in many cases, whānau and community wellbeing. Whilea few principals reported having valuable support fromnetworks and their Board Chairs, it is clear that the level ofresponsibility and stress that they have been managing issignificant. As one principal told ERO: “Everyone is sitting onmy shoulders so I can't afford to fall over or everyone fallsover.” While boards tended to be extremely positive aboutthe work that leaders and teachers did, some boardmembers talked about not wanting to bother the principaltoo much: "The Principal would inform us (referring to theboard) of what's going on, keeping us updated. I really didn'twant to bother her."Learner progress. One in five school leaders expressedstrong concern about the effect of lockdown on learnerprogress and achievement, particularly for learners whoseengagement had been more limited. The ongoingprioritisation of wellbeing over learning means that this wasnot yet a focus for many schools. Many reported that theyhad deferred planned assessments to manage pressure onlearners as they re-engage with on-site schooling.Student wellbeing. Around a third of schools withsecondary-aged learners reported that senior students wereanxious around NCEA achievement requirements. Half ofschools reported that they had a specific focus on studentswith additional learning needs, many of whom principalsbelieved had struggled during lockdown and transitioningback to on-site schooling. Specifically, their focus included: more frequent contact and support provided, byteachers and teacher aides, to whānau duringlockdown individualised learning packs deliberate transition plans to manage anxiety,challenging behaviours and disruption to routinesas learners came back to school at lower alertlevels.
Covid-19: Impact on schools and early childhood servicesFinancial concerns. A quarter of schools reported financialconcerns due to: inability to enrol international students for theindefinite future anticipated loss of local fundraising due to theeconomic impact on the community increased costs, such as buying additional cleaningproducts and services, hand sanitiser, as well asthe cost of preparing and distributing physicallearning resources.There are also concerns about the impact on students ofincreasing financial distress within families. Māori mediumeducation leaders want to be able to sustain the valuedpractices that were undertaken during the different alertlevels. This is becoming increasingly difficult as they arebeing faced with heightened levels of poverty and otherassociated social, economic and cultural challenges forwhānau. In a third of English medium schools, leadersreported that they were aware of financial pressures onwhānau and the local community as a result of job lossesdue to Covid-19. They saw this manifested in: food insecurity and hardship in many homes whānau distress and instability, which impacted onlearner wellbeing and behaviour some whānau unable to stay in areas with highhousing costs without employment.Page 5for example, staggered start, finish and break times fordifferent groups of students. A quarter of school leadersreported that they were looking to work deliberately withstudents to enhance self-directed learning and their timemanagement. They saw this as a way of encouragingresilience and independence, and that it was enabled bygreater integration of digital technology within students’learning.ImplicationsThese are the initial findings, and further analysis ofinterviews is underway that will refine these findings. Earlyimplications are:To support services and schools we may needto: ensure enough support is in place for principals, inparticular first time, new or isolated principals closely monitor the impacts on early childhoodeducation attendance once the wage subsidyexpires, particularly in areas economicallyimpacted by Covid-19 work with the early years sector on how to ensureaccess to qualified relieving teachers given theincrease in sick leave due to Covid-19 closely monitor schools’ financial pressures. TheGovernment’s decision to bridge the funding gapfor those scho
Covid-19: Impact on schools and early childhood services Page 1 Covid-19: Impact on schools and early childhood services Interim Report, August 2020 Overview ERO has a comprehensive and fast-tracked work programme underway to understand the ongoing impact of Covid-19 on students, services and schools, and on teaching and learning
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