The answer lies obviously with the qualities and commitment of school leaders , classroom teachers and learning support assistants. But the follow on question has to be what support they will have in turn from the Department for Education? 

An independent think tank - the Education Policy Institute - will shortly be releasing the results of  research into the extent of lost learning and the likely economic cost to our nation that could result if serious action is not taken during a period that we will all come to term the recovery phase.

To prepare the way for this work the Institute has reviewed evidence of what we know so far. Using information published by DfE covering years 3 to 9, a learning loss of up to 2 months can be seen. The position in mathematics is more serious and when regional differences are taken into account the problems of learning loss are seen to be more acute in the North East and Yorkshire. A similar situation can be seen where schools have to cope with higher levels of disadvantage.

It is almost inevitable that reports of this kind find a requirement for greater public expenditure to deal with the issue. And so, its interesting to see comparisons with the Netherlands and the USA - both making far greater commitments per pupil when compared to our government's planned £250 per pupil.

When we see the final EPI report there is likely to be little doubt that it will be telling us that our long term economic performance will be harmed if our education system does not receive an exceptional funding commitment at this time. Additional available expenditure could be utlised not just to fund  recruitment to schools (which will take time to have impact)  but more immediately, to ensure that all pupils are equipped with the right technology and that schools can call upon the exceptional qualities of our edtech innovators to help our nation make the most out of pupil engagement with learning.