Bridge The GapReport 2021

During the COVID-19 pandemic, the current cohort of year 7’s have faced unprecedented disruption to their education, either through missing learning time, school closures, or reduced engagement through virtual learning. The data for this report was collected during the pandemic.

This report aims to present the findings from a school transition survey. The survey was designed to better understand the impact of the COVID-19 pandemic on students transitioning from year six to year seven and the teachers who work with them.

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It’s clear from the findings of the Bridge The Gap Report that action needs to be taken to protect children and young people from experiencing further harmful effects of the pandemic. Here is a summary of the report’s key recommendations.

2. Year seven enrichment

Much has been said about catching up academically, but students in year seven this year and the new cohort arriving in September have missed a lot of vital face-to-face interaction. Our group session enrichment sessions for year seven and eight students support their personal development and interpersonal skills. The KS3 curriculum must be supplemented with group offers for younger students as we go into the new school year.

4. Training in trauma

Children experience various difficulties, both socially, academically, and personally. Individuals who work with young people should be trained in understanding trauma and how it impacts young people. By accessing the trauma-informed care training provided by Paradigm Project and Marvzmind, it will help teachers better understand the distress and difficulties experienced by young people and use the right strategies to support them.

6. Teacher’s wellbeing

There should be a priority placed on ensuring the wellbeing of teachers and educational professionals. Teaching environments should enable teachers to feel like they can discuss concerns with their peers and colleagues. In addition, there should be a culture within school environments that acknowledges the positive contributions teachers make.

8. Collaboration

There must be a whole systems approach to give young people the support they need. This means collaborations between statutory services, third sector organisations, and broader community groups should be encouraged. For example, in our short-term objectives, we have partnered with businesses and community groups across a range of London boroughs to provide summer provision for young people. Beyond this, and as demonstrated on pages x & x, partnerships with other organisations are integral to our approach. Paradigm Project seeks to develop existing partnerships and is open to collaborating with new agencies to further the objectives outlined in this report.

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Key Findings

Key Findings


56% of students are worried about the long term impact of COVID-19 on their education.


26% of students did not feel like there was an adult at home often who believed they would be a success.


25% of students did not feel comfortable about talking to someone about their mental health, even if someone was available.


20% of students did not feel that they had an a quiet area at home to do their work.


20% of students surveyed could be screened for the presence of symptoms of depression.


11% of students did not feel like there was an adult at home they could speak to.


42% of teachers felt students handed in less or much less completed work in comparison to the previous Year 7s.


13.6% of teachers met the clinical cut-off to be screened for depression according to the mood and feelings questionnaire.

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Bridge The Gap

Launch Event

As part of the Launch of Bridge the Gap Report, we put on an event to thank teachers for their efforts in keeping our young people learning throughout the pandemic. We received nominations from multiple London boroughs highlighting extraordinary stories of individuals who have gone above and beyond.

Through our Bridge the Gap Report survey, we recognised the toll the last year had taken on all involved to keep children learning. We wanted to make sure we had representation on the night, from teaching assistants and department leaders to senior leadership and backroom staff. It was an honour to play a small part in giving teachers the recognition they deserve.