It was announced on the 3rd June, that Jim Rose, former Deputy Chief Inspector of Schools, is to lead an independent review to examine best practice in teaching reading, including the place of synthetic phonics. This review, as well as looking at the role and pace of phonics teaching within the context of early reading, will support both the development of the birth to five framework and the renewal of the literacy framework.
The letter below from Kevan Collins, National Director of the Primary Strategy, sent earlier this week to Chief Education Officers, provides background to the review and describes its remit in detail. Other attached papers outline the Strategy response to the Select Committee enquiry on the teaching of reading.
Chief Education Officers
3 June 2005
Dear Colleague
You will have seen in the press the announcement of an independent review of the role of synthetic phonics in teaching reading and in support for children facing the greatest reading difficulties. We see this as a very helpful development that should build on work in schools and LEAs over recent years. I was keen to write to give you a little of the background to this announcement. I am also writing to Primary Strategy Managers with further details about work on teaching reading, our new programme ‘Sustaining Success’ for high performing schools and early years settings and future dates of our events.
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Independent review
The National Literacy Strategy has continually evolved, since its introduction in 1998, to take account of the best available practice and research evidence. This has been one of its core strengths. You know that standards in English and mathematics in our primary schools have never been higher, with evidence from end of key stage results, international comparisons, and Ofsted reports making this clear. We believe that the time is now right to look again at the National Literacy Framework for teaching to ensure that it fully reflects both the evolution of the Primary National Strategy itself, and the most current evidence of what works in the field.
This will be about refreshing and renewing a strong and evidenced-based approach, to provide a clearer set of age-appropriate outcomes related to learning progression; better sign posting to the range of teaching materials and professional development opportunities on offer, and an increased sense of drive and momentum.
The renewal of the literacy framework will proceed hand in hand with our development of the birth to five framework, and will provide an opportunity to clarify expectations for children aged 3-5 – a critical phase of learning. A period of professional engagement and consultation will be central to this process.
A key question that we will seek to address through the development of the birth to five framework, and the renewal of the literacy framework is the extent, focus and design of phonics teaching in the Foundation Stage.
While synthetic phonics teaching is already embedded at the heart of the literacy Framework, the Secretary of State has asked Jim Rose, former Deputy Chief Inspector of Schools, to lead an independent review to examine best practice in teaching reading, including the place of synthetic phonics. The review will ensure that we are able to offer the very best advice and support to schools and will make recommendations on:
- best practice in the teaching of early reading and synthetic phonics in primary schools and early years settings, including both the content and pace of teaching;
- how this relates to the development of the birth to five framework and the ongoing development and renewal of the literacy Framework; and
- the best support for children with significant literacy difficulties to enable them to catch up with their peers, and the relationship between such targeted intervention programmes with synthetic phonics teaching;
- how excellent leadership and management in school can support the teaching of reading.
The review will examine both academic research and classroom best practice in the use of synthetic phonics, as well as recent reports by the Education and Skills Select Committee, Ofsted and the Clackmannanshire study, in drawing up his recommendations. He will provide an interim report by November with final recommendations in January next year.
We have provided a detailed set of papers to Primary Strategy Managers on the background to these issues. You are welcome to a copy too if you would find this helpful.
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Features of effective practice
Whilst writing, I would like to take the opportunity to thank your colleagues for their response to my recent letter to LEA heads of school improvement and underline what we see as key features of effective practice by primary schools in continuing the drive to raise standards further, particularly for those children most vulnerable to not achieving to their potential. Our Regional Directors would be happy to talk with you and your colleagues further about reviewing the extent to which these are in place in your schools. These features are:
- the routine, daily occurrence of literacy and mathematics lessons;
- regular assessment of children's learning through systematic tracking of children's progress against agreed targets and priorities;
- careful cross-curricular links made to ensure the learning in literacy and mathematics is used and applied across and to enrich the broader curriculum;
- securing appropriate intervention programmes for children at risk of falling behind;
- effective leadership and management of the primary curriculum, demonstrated in a detailed knowledge of day-to-day classroom practice, rigorous systems for performance management and provision of high quality professional development;
- effective use of resources, particularly teaching assistants, to provide support for children that most need it.
Yours sincerely,
Kevan Collins
National Director,
Primary National Strategy
