How would you feel if you were behind at school?

How would you feel if you were behind at school?

How would you feel if you were behind in school?

You’ll probably have read about a widening of the attainment gap in both SATs and GCSEs in recent years, and much of the blame has been attributed to Covid.

Even a man on a galloping horse can see that some children – with parental support and the right equipment – benefitted during the school closures.  Whilst those who didn’t, suffered, and end up behind at school.

But this issue existed long before Covid.  During our original Plytime trials in primary schools, pre-covid, we saw up to 4 years difference in ability within a single class.

Imagine trying to teach a class with such a wide range of abilities. No wonder, our recent teacher survey showed that the top 3 challenges facing teachers today are to do with having insufficient time to individually teach different abilities and a lack of prerequisite knowledge.

How would you feel?

More importantly, imagine how disheartened would you feel as a child at the lower end of that range.

  • Knowing that you are behind.
  • Knowing that everyone else knows that you are behind.
  • Unable to understand lessons or grasp concepts being taught.
  • Being given different work.
  • Having special intervention.

It’s all so visible and confidence sapping.

boy lacking confidence as behind at school with head against a wall

Is it any wonder that students who are behind disengage with learning the subject?  Can we really be surprised if they develop confidence issues which then manifest in anxiety, behavioural problems in the classroom, absenteeism etc.

The news is full of stories about increased levels of anxiety in children and mental heath issues.  Disruption in the classroom and bullying seems to plague some schools.  In addition, record numbers of pupils were absent from school for long periods last year, with one in 50 missing at least half of their lessons, according to the Department for Education.

There are all sorts of theories as to the underlying reasons and plenty of talk about what can be done – which, more often than not, ends up as an endless back and forth between schools and governments about funding.

Maths Teacher at a whiteboard teaching the class

But the real issue is not about money, schools or teachers.  It’s the centuries-old approach of classroom teaching. 

A method focused on achieving minimum curriculum standards, which forces teaching to the middle.

Which risks alienating students who are struggling or not challenging those who are ahead to reach their potential. 

And which exposes different levels of ability to everyone else in the class.

But it doesn’t have to be that way - personalised learning puts students at the centre.

  • It is built on the understanding that every child is different and unique.
  • Content is tailored to each child’s ability
  • Students work at their own level and progress through the curriculum at their own pace.

And with platforms like Plytime Learning, it’s fully automated and supported.  Furthermore, it’s designed to help every student to be their best regardless of age, ability or background.

It doesn’t take long to see student confidence increase.  Solid foundations are built, and gaps in learning are plugged.

Rather than comparing themselves to everyone else, students focus on their own progress.  And it’s online so it can be used in schools and at home – wherever students are most comfortable learning.

That’s why we’ve had some fabulous feedback from parents.

She’s gone from being behind and hating maths, to it being her favourite subject.
Emma - mum of Olivia

The future is personalised – but if you’re a parent or a teacher, why wait when you can have all the advantages it brings today.

Get in touch to see how Plytime Learning can help your child improve their maths.

Confident smiling child
  • Post last modified:30th April 2024