the first man in more than half a century to win all four grand slam tournaments in the same year. now on bbc news: we look at the long term effects of the coronavirus pandemic on education. hello and welcome. the autumn term is under way across the uk now, with everyone hoping that the disruption of the last 18 months is behind us. yet covid and the pandemic has left a legacy. for the next half an hour, my guests will be discussing that how best to help pupils to catch up, how to address the mental health problems, and what permanent changes can be made in schools to make post pandemic education better than what came before. joining me are natalie perea from the education policy institute, jules white headteacher at tanbridge house school in surrey. with me in the studio, mary bousted co general secretary at the national education union. thank you, mary, for coming
and they are all labour intensive requiring special skills. not just specialist skills from teachers but from educational psychologists, professional if we re going to be really ambitious about this catch up, we cannot just look at one single target, we have to look ambitiously at education provision over the next 5 10 years. my school for example, we are using our core budget to pay for our own counselling service because there is virtually nothing outside so parents quite rightly have expectations. i am using around £40,000 of my normal budget which should be for things like english and maths and the like to provide these extra services because when we look around, it is not available to us elsewhere. i want to come back to that because the whole of the mental health area is very important. natalie, is there anything your institute has found in research that amounts to best practice in this area?
is a lot of money but it is not enough to make up for the things we have just been discussing. natalie, let me ask you about the research that has been done in this area, has anyone tried to measure what kind of amount of falling behind that has been either in particular subject or ages, presumably it varies from pupil to pupil, give us a sense of what the impact has been. yes, absolutely, we must remember that the national exams, gcses and a levels, we have used teacher assessed grades for the last two years so that does not give us a comparable picture based on previous years. but what we have been doing in my organisation is using almost real time assessment data by a private learning and assessment provider.
much capacity within schools as it is, we already use after school tuition and we are set up for holiday programmes for summer schools so trying to just catch up with where we are now is a really big challenge in itself but then to make up for the lost learning, for all the challenges, trying to help youngsters overcome really significant social, emotional challenges, it is a very difficult picture and to be honest, most of us within the profession were delighted to see the appointment of kevin collins and hear about his recommendations. he was ambitious for children and we were equally disappointed, feeling short changed by the provision which has been given. we recognise £3 billion is a lot of money but it is not enough to make up for the things we have just been discussing. natalie, let me ask you about the research that has
just been discussing. natalie, let me ask you about the research that has been done in this area, has anyone tried to measure what kind of amount of falling behind that has been either in particular subject or ages, presumably it varies from pupil to pupil, give us a sense of what the impact has been. yes, absolutely, we must remember that the national exams, gcses and a levels, we have used teacher assessed grades for the last two years so that does not give us a comparable picture based on previous years. but what we have been doing in my organisation is using almost real time assessment data by a private learning and assessment provider. we have been doing that analysis