Exhibition gives insight into children’s play in pandemic

A child playing with blocks

New research from the University of Sheffield, University College London (UCL) and play specialists from Great Ormond Street Hospital has revealed the impact the Covid-19 pandemic had on children’s play. Contributions to the collaborative Play Observatory study have been used to curate the Young V&A’s first ever online exhibition, Play In The Pandemic, which will be launched on Wednesday 23 March 2022, exactly two years on since the prime minister announced the first national lockdown. Spanning 2020 to 2022, the Play In The Pandemic research project invited children, their families, schools, groups and organisations to submit their experiences of play during the period through the Play Observatory’s online research survey led by the University of Sheffield School of Education. The public call-out generated 100s of global submissions from the UK to Australia ranging from music videos to digital magazines and artworks created by children, alongside films by parents showing their kids splashing in puddles or making snow angels. Dr Julia Bishop from the University of Sheffield School of Education, said: “The research showcases how children responded to the challenges of social restrictions experienced all over the world in response to the Covid-19 pandemic. “Children used digital technologies to innovate new ways to engage with, and learn from objects, settings, and the people around them. Creating ways to connect to each other through performance, art and online interaction, as well as updating traditional games such as ‘tag’ for a digital setting, with the ‘chaser’ now being a coronavirus.” She added: “We also found children explored alternative ways of connecting with others closer to home, recording their experiences interacting with the outdoors by adapting traditional games like scavenger hunts to explore nature and wildlife in their communities. “We found that children expressed their understanding of the world and the events happening around them by incorporating them into their play, using their recreation time as a way to transcend some of the pandemic’s constraints  or find humorous moments within the situation mirroring children through the ages inventing their own games and rules to make sense of their world.” The research project, which is still accepting contributions from children around the world, and exhibition show how resourceful and creative children and their families were during the successive national lockdowns, and their experiences give invaluable insights into the pandemic for future generations. Dr Yinka Olusoga from the University of Sheffield School of Education led the online research survey for the project. She said: “Our survey aims to preserve information about children’s experiences during the pandemic which can be used as a historical record. We placed the child at the centre of our design as we want to hear about children and young people’s play from them, and their families, in their own words. “One source of inspiration for the study was the work of Iona and Peter Opie and their surveys of play and folklore in the second half of the 20th century. 21st century technology means that as well as children’s own words, contributions have also included drawings, photographs, and films. These illustrate the numerous ways in which children have maintained and adapted play to connect, communicate and create.” The interactive online experience, a first for the Young V&A, is based on contributions from the research project and takes the form of an unfolding origami house. Inspired by children’s activities, the playful design reflects how homes were the settings for many pandemic experiences. Capturing moments of fun and light-heartedness including Barbies taking part in Joe Wicks’ PE classes, face painting, and beach walks, the exhibition juxtaposes these with expressions of anxiety and grief recorded in children’s art and poetry from the time. The exhibition shows that even the youngest contributors were aware of Covid-19 and how the pandemic became integrated into their playtime, including toddlers Covid-testing their teddy bears and creating make-shift face-coverings for hospital role play and finding extreme escapism though dress-up and imaginative play. Katy Canales, Online Exhibition Producer at the Young V&A, said: “The devastating effects of the global pandemic have impacted everyone – especially children and young people, who saw their lives upended as schools and playgrounds closed, were isolated from their friends and extended families, and restricted to their homes. “Championing, co-curating and co-producing with children is central to Young V&A’s approach – and the Play In The Pandemic project strives to capture and amplify their voices and experiences, celebrating their resourcefulness, creativity, and empathy through a new playful online interactive experience. By collaborating with families and working alongside researchers at UCL and University of Sheffield, this project has caught a unique moment in children’s lives, providing insights into the pandemic for generations to come.” Project lead, Professor John Potter, from IOE and UCL’s Faculty for Education and Society, added: “I am immensely proud of this project, the work of the whole team and our collaboration with Young V&A, the University of Sheffield and Great Ormond Street Hospital. We owe a great deal to the contributors, the children’s parents and carers who shared their experiences with such honesty and enthusiasm. We have put the spotlight on play as something which can foster wellbeing and resourcefulness of children and their families in difficult times. “We’ve also heard about when things didn’t go well and about the deeply mixed feelings and strong emotions children felt since Covid started affecting their lives. This project has enabled us to move the discussion on from ‘learning loss’ as the only effect of the pandemic on childhood and given us a chance to reflect on how children may respond now and in the future to crises and emergencies. I hope the exhibition and project will move those who interact with it and help to illustrate how play is not just ephemeral and transient, but something which is central and essential in our lives.”

ukactive Kids and Nike expand Active School Hero to every school in the UK following huge success in England

Children in a PE lesson

ukactive Kids, in partnership with Nike, has announced a nationwide campaign to recognise unsung primary school staff who have inspired physical activity among schoolchildren. The Active School Hero Award, backed by Baroness Tanni Grey-Thompson, one of Britain’s greatest Paralympians and Chair of ukactive, has now opened for nominations and will see finalists nominated from England, Scotland, Wales and Northern Ireland, ahead of a UK winner, to be announced at the ukactive Awards. A recent Government report revealed that due to the impact of the pandemic, many schools reduced the amount of PE time that was made available to children and young people. Studies have shown that physically active children do better in school – and in life – and it is where school staff can make a real difference, not only teaching, but motivating, empowering and inspiring children to get active and realise their full potential. ukactive Kids and Nike created the Active School Hero Award to shine a spotlight on the amazing work these heroes do and to share their stories, to inspire others. It is available to all primary school staff – whether they teach PE or not – and those deployed to work in primary schools, who create fun environments for children to be active. The Award, now in its fourth year, is open to nominations from all primary schools in the UK, following huge success across the nine regions of England in 2021, and in Birmingham and London in 2020 and 2019. Last year’s winner was Joe Danquah, a PE Teacher from Byker Primary in Newcastle. During the nomination process applicants will be encouraged to demonstrate how their ‘Active School Hero’ has encouraged an inclusive school environment by positively engaging under-served groups of young people to become more active. In addition, nominees will be asked to share how they have been creatively tackling inactivity during the COVID-19 pandemic. Once nominations close, a shortlist of 20 people will be chosen by ukactive for each of the four nations. The shortlists will then be reviewed by a judging panel made up of representatives from Nike, Sport England and ukactive, in order to choose two winners for each of the four nations. The eight finalists will be invited to the ukactive Awards ceremony at The International Convention Centre in Birmingham on Thursday, 30 June 2022, where the overall UK winner will be announced. Baroness Tanni Grey-Thompson, Chair of ukactive, said: “We are delighted to expand Active School Hero to the whole of the UK this year, which gives us the chance to celebrate school staff inspiring kids to be active in every community. “Primary school children and staff have faced another tough year as we recover from the pandemic and try to establish a stable environment for growth and learning. Unfortunately, the catching up of children’s education has come at the cost of a reduced number of hours of PE in many schools. “The Active School Hero Award is our way to recognise the primary school staff making sure that children and young people can enjoy being active every day, particularly at such a critical time in reducing our health inequalities and recovering from the pandemic.” Dan Burrows, Nike’s Senior Director of Social & Community Impact, EMEA, said: “At Nike we believe in the power of sport to positively impact the lives of individuals and their communities. We know that active kids do better and that’s why the role of those that inspire kids to be active is so important.   “When it comes to getting kids excited about – and committed to – playing sports, school staff can make all the difference. That’s why as part of Nike’s Made to Play commitment to get kids moving, we’re proud to partner with ukactive for a fourth year to celebrate the heroes in primary schools across the country. “Rising to unprecedented challenges, these extraordinary individuals have gone above and beyond to remove barriers and create more inclusive environments so that all kids have the opportunity to access and benefit from play and sport.” Any adult can nominate one or more Active School Hero before the deadline on Monday 11 April – just visit www.activeschoolhero.com/nominate

Schools invited to take part in Just One Tree Day

Just One Tree poster

JUST ONE Tree has announced the dates for the fourth iteration of its highly popular JUST ONE Tree Day, which is an international event that brings together hundreds of schools and encourages children to bring in £1 to plant a tree and help reforest the planet. The day highlights to children and young people how their individual actions can make a difference in the fight against climate change and the biodiversity crises. It is the flagship event of JUST ONE Tree, a British not-for-profit dedicated to removing CO2 from the atmosphere through global reforestation. A tree is planted for every £1 raised. JUST ONE Tree Day is open to both primary and secondary schools. Schools taking part can access free lesson resources that fit in with the national curriculum. As part of their fundraising activities, children learn about photosynthesis, the benefits of trees for both people and wildlife and the vital role they play in reducing the impacts of climate change. The 2022 dates are: England, Wales and Northern Ireland: Friday 14 October Scotland: Friday 30 September International: Friday 14 October JUST ONE Tree founder, Amanda Bronkhorst: “JUST ONE Tree Day was born out of my passion to make a difference – not only for my young daughter, but for the future of all children. JUST ONE Tree Day has resulted in over 200,000 trees planted by pupils from over 500 schools and I know that this year the ‘children’s forest’ can grow even bigger. “School participation is doubly important because not only does it raise funds, the forest planted on their behalf helps compensate for a school’s environmental impact. “Many children today struggle with climate anxiety, caused by the reality of our climate crisis. But JUST ONE Tree Day tells them that we can all make a difference with a simple action.  By taking direct action it spreads hope and positivity. It’s important to involve our young, helping them tackle their worries of today while setting them up for a sustainable lifestyle that aids their future.” The money raised is used to plant the ‘right trees in the right place’ – supporting reforestation projects in Haiti, Indonesia, Kenya, Madagascar, Mozambique, Nepal and Zambia, including mangroves and kelp forests. What our schools said: ‘Our JUST ONE Tree Day is always a day that seems to raise spirits as well as money.  It has become a part of our Shotley School Annual Calendar and is enjoyable for children and staff. We always display the certificate, and details of carbon dioxide removal from the trees they have planted, and in terms of equivalent weight. i.e. a baby elephant!’   Shotley Community Primary School, Suffolk, UK ‘Everyone was extremely supportive of this wonderful event. As a school we are keen to take part again next year.’  Kingsham Primary School, West Sussex, UK ‘This is one of my favourite charities and we are honoured to take part each year.’  Grimsdell Pre-Prep School, Mill Hill, UK ‘The day was spent dressed like a tree, doing lots of wonderful things inspired by trees, sharing stories about the importance of trees and much more. JUST ONE Tree Day was a complete success!’  Ottery St Mary Primary School, Devon, UK To take part visit https://www.justonetree.life/just_one_tree_day_registration_2022.html

Twinkl launches new augmented reality resources for British Science Week 2022

Children wearing protective goggles doing a science experiment

Twinkl has created interactive learning materials for the classroom to coincide with British Science Week 2022 (Mar 11-20) British Science Week, (https://www.britishscienceweek.org ) is a wonderful way of celebrating pioneering developments in different scientific fields. In order to make this come alive, Twinkl has created a selection of augmented reality (AR) resources that can be used with Twink’s LeARn & Explore App. The LeARn & Explore App uses AR to  provide students with different tools to foster interests and talents by supporting their learning with the use of technology. British Science Week is a ten-day event, organised by the British Science Association* to celebrate science, technology, engineering and maths. Their theme this year is ‘Growth’ and allows children to engage with various types of scientific development. This ranges from, ecology, construction and animals, to how plants can grow on Mars and the solar system. The resources have been created by Twinkl experts specialising in science to ensure high quality and varied materials are produced. They offer a variety of science resources suitable for ages four to 16 covering the theme of this year’s British Science Week, ‘Growth’. In addition, educators will be able to access resources, including display packs, quizzes, e-books and more. These new resources enable educators to choose from a collection of carefully prepared, engaging, content to inspire their children. Gemma Barker, Primary Science Product Owner at Twinkl, said, “Science helps to develop a lifelong curiosity in all young people as they develop an interest in the sciences and the world around them. British Science Week allows educators to go outside the areas they usually teach around science to give children the chance to do something different as they venture more deeply into the exciting world of science and the range of opportunities it has to offer.” The new resources can be used in conjunction with the Twinkl LeARN & Explore App to develop children’s scientific knowledge. This is done through exploring a range of habitats around the world. Children are able to dive into the coral reef and interact with the marine animals they find or learn about food chains by exploring woodland habitats, plus much more. The app brings learning to life through the use of augmented reality (AR). The LeARn & Explore App was launched in 2020 to enhance classroom experiences. The app is an immersive learning experience that supports children as they begin to explore new concepts. It combines computer-generated graphics with real-life environments to bring learning to life in classrooms.  Darshna Valand, LeARn & Explore Product Owner and Digital Product Manager at Twinkl, said, “As an experienced teacher, I know that children love to learn in an immersive way. I am a big believer in enhancing classroom experiences. For children to grasp abstract concepts, what better way than using the interaction that Augmented Reality (AR) technologies offer? I love that through the use of Twinkl’s 3D and Augmented Reality models, children can be part of a whole learning experience – in a fun and exciting way!”   The app is updated regularly with new resources and can be easily accessed through mobile devices by downloading it for free from GooglePlay or AppleStore. It is fully customisable to your needs, with content being organised into featured packs allowing you to browse a range of different topics. It is free to use with any full Twinkl subscription. For more information about British Science Week here at Twinkl, or to access our resources, please visit our website https://www.twinkl.co.uk/

Scholarship fund helps Black and mixed Black heritage students studying geography at university

The Geospatial scholarship fund poster

Esri UK and Black Geographers today announced that this year’s Geospatial Scholarship Fund is now open to applicants. Two awards will be made this academic year, consisting of an Undergraduate Award of £30,000 and a Masters Award of £20,000, to study within the disciplines of geography or geoscience. Supporting Black and mixed Black heritage students to achieve their full potential at university, by removing some of the financial burden, the fund is now in its second year. Successful students will also receive support and training during their time on the programme from Esri UK and Black Geographers, who co-created the fund. Applications are now welcome and close on 6 April 2022. Statistics compiled by the Royal Geographical Society and Black Geographers organisation show that although the number of Black students taking geography increased significantly between 2008 and 2018, Black students are still under-represented on geography degrees. They are also significantly less likely to complete their degree; in 2018, 72% of White students studying geography completed their course compared to just 57% of Black students. “The Geospatial Scholarship Fund was created as a vehicle to promote and encourage diversity and inclusion in the geospatial industry,” explained Dr. Addy Pope, Higher Education Manager at Esri UK. “Black and mixed Black heritage students are significantly under-represented within the fields of geography and geoscience education and employment, so the programme aims to increase this number, provide financial and other support throughout their studies​ and promote the subjects as a positive life choice for students​.” Francisca Rockey, founder of Black Geographers, commented: “Black Geographers formed as a collection of Black geography students and graduates who have first-hand experience of the many barriers which prevent Black students from studying geography, and how isolating the field can be even after navigating these barriers. I am delighted to be working with Esri UK for a second year to award two geographers or geoscientists with the opportunity to pursue their dreams, without the financial barrier. The diversity of people in science will set future outcomes.” Applicants need to have Black or mixed Black heritage, be from a disadvantaged household in the UK and have an offer from a UK university for the next academic year. The course must be either an undergraduate degree in geography or related geoscience, a master’s degree in GIS, or a course with a significant component of GIS. Candidates need to submit a brief video or a 500-word essay or other medium of their choice. Summer Singleton Martins, this year’s undergraduate scholar and first year BSc Geography student at University of Liverpool, said: “This is only the beginning of my university and scholarship journey. In 2023 I am hoping to go with the research conservation company Operation Wallacea to Fiji, and be a Research Assistant. I want to gain some fieldwork experience in marine and terrestrial science and never would have dreamed that I would be able to travel with my degree and gain work experience somewhere so far away! I sincerely appreciate the help and guidance from Black Geographers and Esri UK. Everything that they have done for me has been a great help and I sincerely appreciate it.” More information about the fund’s criteria and the application process, with tips for applicants can be found here: https://geospatialscholarshipfund.com  

Digital game offers UK pupils and teachers a new approach to foreign language learning

A screenshot from the language game

A digital game is helping to improve the way that children learn French, Spanish and German grammar. Uptake of Gaming Grammar, in which pupils enter a virtual world of code-cracking and spies to complete a series of missions presented as mini-games, has more than quadrupled across UK schools over the last 12 months.  Developed by the University of York and the National Centre for Excellence for Language Pedagogy (NCELP) in collaboration with the University of Reading, the game works by combining digital technology with language learning and teaching research, introducing a fresh approach to a subject often regarded as difficult and dull. In order to successfully complete each mission, the player must crack the code by learning how to understand and use new grammar features. Since the first playable online version of Gaming Grammar was launched, more than 350 primary and secondary schools across the UK have registered with the game. In the period between December 2020 and December 2021, the number of games played increased from 3,325 to 15,326. Aimed at upper Key Stage 2 and Key Stage 3, the game aims to provide a strong foundation of grammatical knowledge for teachers and students to build upon in preparation for the revised Modern Foreign Languages (MFL) GCSE Subject Content in French, German and Spanish, announced on 14 January 2022. The release of the revised GCSE Subject Content marked the culmination of the Department for Education’s consultations on proposed changes to the subject content requirements, following a review of language pedagogy carried out by the Teaching Schools Council in 2016. Gaming Grammar aligns closely with the grammar components of the MFL pedagogy review and uses a research-informed teaching and learning approach that makes grammar essential for understanding meaning. The approach, called form-meaning mapping, teaches grammar through listening and reading practice. Emma Marsden, Professor of Education at the University of York and Director, NCELP commented: “Research on form-meaning mapping has shown that by providing focussed listening and reading practice, which draws students’ attention to the meaning (or function) of grammar, students get better at understanding new pieces of grammar when listening and reading. Students also tend to improve their ability to accurately use new grammar features when writing and speaking.” Dr Rowena Kasprowicz, Lecturer in Second Language Education at the University of Reading, commented “By using this grammar teaching technique and harnessing the proven educational power of games – narrative drive, in-built rewards, interactivity, personalised pace, and measurable progress – Gaming Grammar aims to make grammar practice effective, engaging, and motivating.” In addition to providing a new and research-informed curriculum resource, the game also generates valuable data on the nature of the grammar learning process, and on the wider application of gamification in education. Data from Gaming Grammar provides the research team with information about how learners’ grammar knowledge is developing and how effective the game is at supporting this learning. The online nature of the game also means that researchers can collect learning data on a much larger scale than is normally possible in traditional classroom-based research. Gaming Grammar has received funding from the EPSRC (via the Digital Creativity Labs), and from the Department for Education, ESRC IAA, and the Higher Education Innovation Fund (for NCELP).  The latest version is available to play online and to download for free from Google Play (Android devices) and Apple App stores (iPad only)  

Environmental art competition invites schools to take part with the chance to win free beach trip

A litter pick on a beach

To mark Earth Day and to encourage more students to become active in protecting the planet, the competition invites children to create artwork addressing, ‘my role in protecting the environment’   Primary, secondary and special schools across the country are invited to take part in a national art competition, aimed at inspiring children to tackle the climate emergency and play their part in protecting the planet. Created by immersive storytelling organisation, Lyfta, the competition aims to connect students to environmental issues and inspire them to get involved.   In celebration of Earth Day on 22 April, the competition invites students aged three to 18 to explore an immersive real human story featuring a beachcomber artist activist, Rob Arnold, based in Cornwall who collects plastic waste and turns it into awareness raising art. After experiencing Rob’s story, they will get involved in creating their own artwork. The winning entry will be awarded a fully funded trip to a local beach for their class.   Making the world more sustainable and tackling climate change are some of the biggest challenges we face globally. Around 60 per cent of young people are extremely anxious about climate change and the impact it may have on their future.   Improving climate change education in schools is a key focus on the Government’s draft strategy for Sustainability and Climate Change, and so the competition seeks to empower students with the knowledge and skills to better understand complex themes such as sustainability and biodiversity.   As part of the competition, schools will be given access to the interactive human story with Rob sharing his real-life experiences collecting plastic waste on his local beach in Cornwall. Rob feels responsible for finding a solution so uses art as a way to raise awareness. Taking his story as inspiration, students will be asked to create their own artwork based on the theme, ‘my role in protecting the environment’.   Schools can enter the competition for students individually, in pairs, groups, or as a whole class. Entries can be submitted as photos or videos of a range of art forms including painting, drawing, photography, sculpture and poetry. The judges include Rob, who will be looking for original, creative artwork, alongside a written explanation of each student’s inspiration in response to the theme.   Serdar Ferit, co-founder and co-CEO at Lyfta, said: “The climate crisis has given us an enormous mountain to climb, so it is really heartening to see that so many children and young people around the world have been doing an incredible job of raising awareness and taking action to protect our planet. We are thrilled to launch our Earth Day competition and share a collection of real-life stories that will help to engage students with these complex issues on a human level. We believe that the stories will provoke and inspire some brilliant and creative work, which we very much look forward to seeing!”   Rob Arnold, activist and artist said: “I am honoured to be taking part in Lyfta’s Earth Day art competition and sharing my story with  young people up and down the country. The competition is a wonderful opportunity for students to get creative and make a piece of art which reflects their feelings about protecting the environment, helping them to critically engage and realise the important role they play in safeguarding the planet.”    The teaching resources for the competition are free for schools and can be used in lessons in the lead up to Earth Day (22 April) and beyond, with entries open now and closing on Friday 27 May.   To enter, schools must register for a free Lyfta account to access the ‘Beachcomber’ storyworld. Entries must then be sent via a submission form and both the judging and winner announcement will take place in early June. Full details and T&Cs can be found on the website: www.lyfta.com/earth-day-competition

Oldham student takes home British Muslim Award 

Hannah Miah

Hannah Miah, of Lyndhurst Primary in Oldham, picked up the Young Achievers award at the British Muslim Awards on the 24th of February.   Now in its 9th year, the British Muslim Awards honour top professionals for their ingenuity and achievements at the Marquee British Muslim Heritage Centre in Manchester.   Hannah Miah, just 10 years old, was commended for her work raising awareness on the hardships experienced by the street children in Bangladesh, whilst also raising a staggering £15,600 for charity.   Inspiration for the charity work struck after Hannah’s dad showed her a video on the crisis, the video helped her to appreciate how fortunate she was to have a family and home.   Her father, Jewel Miah, was rewarded with an MBE for voluntary services to British-Bengali football in 2016 – he has played a key role in encouraging Hannah’s efforts.   This year, Hannah plans to walk 50km during Ramadan to raise money with a target of £5,000.   Lizzie Egan-Walsh, Headteacher at Lyndhurst Primary School, has commended Hannah for her ‘inspiring’ charity work. Hannah is a Focus-Trust Pupil Parliamentarian at Lyndhurst and acts as a spokesperson for her peers.   Lyndhurst Primary School forms part of Focus-Trust a charitable primary schools trust which is based in the North West of England and West Yorkshire.   The trust recently donated £1893.23 to Young Minds following an ambitious fundraising effort.  Commenting on Hannah’s achievements, Lizzie said: “We are incredibly proud of Hannah’s achievements here at Lyndhurst, she has inspired children across the school and further afield to fundraise for a cause they believe in.  “Hannah’s charitable ethos is something we encourage here at Lyndhurst and we will continue to support her efforts as she looks to raise further funds for the cause.”   Focus-Trust is a charitable primary schools trust which is based in the North West of England and West Yorkshire with a vision of providing ‘great schools at the heart of our communities’ where children thrive, achieve and succeed. 

Edtech firm launches in 100 schools to tackle pandemic learning gaps

A classroom

Elastik, the pioneering analytics and assessment platform for schools, is launching in the UK to help schools and teachers urgently address gaps in learning that have been created or exacerbated by the pandemic.   Designed by teachers, for teachers, Elastik maps student performance data against the national curriculum, so that teachers can quickly and easily pinpoint individual and class-wide learning needs.   Elastik initially launched to help schools identify learning gaps in Western Australia in late 2020 and will now start working with over 100 schools and Multi Academy Trusts including the Astrea Academy Trust which has schools in South Yorkshire and Cambridgeshire.   Between March 2020 and April 2021, students across the UK missed on average over half a year of normal, in-person schooling. Ofsted reports significant delays in educational development as a result of remote learning, with Year 1 and Year 2 pupils falling behind in topics such as phonics knowledge, number and symbol recognition, and number bonds. The Department for Education has identified 55 ‘cold spots’ where education outcome is the weakest to target intensive investment. Bridging the learning gap in areas like these will be one of the key focuses of the Government’s ‘Levelling Up’ policy. Teachers know that subjects missed, particularly at early stages, can fundamentally undermine teaching in later years where those topics need to be built upon.  However, identifying precise gaps can be difficult and extremely time consuming to address accurately. With more than a quarter of teachers in England working more than 59 hours per week, record stress levels are being recorded.   Elastik is a custom-built, software platform for schools, which uses the school’s historic data or data from new assessments to provide accurate student learning insights as well as automating time-consuming administration for teachers.  Its proprietary analytics technology can identify student learning gaps from assessment data in under two weeks and map this to curriculum requirements at a granular level.  From these insights, Elastik can develop detailed individual and class lesson plans for teachers to use as appropriate, delivering focus on areas that need addressing and saving essential time for teachers.   Jeremy Waters, Founder of Elastik, said: “As a former teacher, I understand all too well the simultaneous pressures and privileges of teaching. My priority when establishing Elastik was to give teachers easy access to the insights across their pupil cohorts, take away as much admin as possible and in turn support them to pursue their passion for teaching. “Inequalities in learning are unfortunately not new, but as many in the sector will agree, gaps that were already there have been exacerbated by the pandemic and we are now at a crisis point across the vast majority of schools in the UK as teacher and pupil absences persist. To effectively address the government stated ‘expected standards’ in reading, writing and maths and to support children of all abilities to achieve their best, we must first establish where the specific learning gaps are so that teachers know where to focus their attention.”   Hywel Jones, from Astrea Academy Trust said:  “Our mission is to deliver the best possible education to every child. While the pandemic has caused significant challenges for education, we are pleased to be participating in a pilot with Elastik, to help the children who have struggled with remote learning or had reduced levels of concentration and ensure they are supported. Having the insight as to what our children have either missed or not understood properly at any stage of their schooling plays a fundamental part in our ability as teachers to lay the right educational foundations for them.”   Paul Kinsella, Headteacher of St Monica’s Catholic Primary School in Liverpool said: “What I rate about Elastik is its ability to inform and empower our teaching. It pinpoints problem areas quickly and offers a real range of support, which teachers can use as they need to. The platform itself is extremely visual and easy to use, which means it has been rolled out quickly for staff to use without onerous IT or training requirements.”