Agenda item

Consideration was given to the report of the Language Development Scrutiny Panel.

Councillor McNamara (Chair of the Panel) and Councillor Headlam-Wells introduced the report which investigated the impact on language development in Early Years children resulting from the disruptions to learning and social interaction during the pandemic years. The report outlined the details of the work completed by the Panel through their methodology and research; the findings and conclusions which addressed the key lines of enquiry; and how the Panel reached their final wide-ranging 13 conclusions.

During the process the Panel drew qualitative data by interviewing 49 Early Years practitioners (in 27 Early Years settings) and carried out a literature analyses, which gave a bearing on the national data and situation – all branches of research drew overwhelming and consistent key issues. It was noted that it was disproportionately disadvantaged children and SEND children who were impacted negatively by the pandemic. Members set out their future ambitions following on from the report; locally and nationally.

The Committee moved onto comments and questions and the following was discussed:

-       A Co-opted Member praised the richness of the report and the wealth of data and information used in producing the recommendations.

-       In relation to section 11.1 on the financial comments of the report, a Co-opted Member queried the fact that any recommendations within this report needed to be contained within the existing service funding envelope, and made the case that Camden had to be creative in making change. They firstly suggested it could be affective for children to repeat a school year, to allow them to have more time, as a valuable and cost-effective approach. They secondly suggested that schools could use fundraising as a cost neutral intervention, and asked if any similar initiatives were already happening in the borough. In response, it was confirmed that schools did have other funding sources and knowledge on delivering the interventions, however it was the lack of practitioners to deliver the interventions which was a significant barrier. They could look to volunteers, but it was the experienced practitioners who were really needed for the task.

-       In response to a Co-opted Member commenting that every key stage of children had been affected by the pandemic, it was stated that a major finding of the research was the sheer number of Early Years children who required the significant enhanced support.

-       A Member stated that it was helpful to understand the different reasons why children were experiencing challenges to understand the issue. They asked how the language development of children being born now would be affected by the huge cost of nursery and consequently children not being able to attend nursery due to economic circumstances, when considering the under-socialisation and reduced practitioner support. In response, it was agreed that this line of enquiry would be a good idea to pursue in future research. The key connections were childcare and education, and in this country there was a separation between the two which was not practiced in other European countries.

RESOLVED -

THAT the Children, Schools and Families Scrutiny Committee

1.      consider, note, and endorse the contents of the report; and

2.      agree to request the Cabinet Member for Best Start for Children and Families to prepare a response to the recommendations, to report back to the Committee.