The original Frameworks for teaching literacy and mathematics, which were introduced in the late 1990s, have contributed significantly towards raising standards and supporting improvements in teaching and learning in our primary schools. Through a combination of greater guidance and continuing professional development (CPD) for teachers, the quality of teaching and consequently the quality of learning and achievement of children in literacy and in mathematics has improved. The National Strategies have continued to build their support for teachers through developing materials and resources that complement the Framework for teaching literacy and mathematics in response to independent evaluation of what is working and of what is needed to support further improvement.

Standards in English and mathematics have risen significantly since the introduction of the Framework but challenges remain. Nearly a quarter of 11-year-olds are still not confidently attaining level 4 or above in mathematics by the time they leave primary school and more still needs to be done to improve standards in writing. To ensure that all our children achieve well and develop the skills to read, write and calculate with confidence and competence, there is a need to personalise further the use of guidance in the original Framework.

Much has changed in education since the launch of the original Framework for teaching literacy and mathematics. The Foundation Stage was developed and became the first stage of the National Curriculum. Technology and its use in teaching and learning have developed significantly. Much has been learned from further research into children's learning, including longitudinal studies into the lasting effects of early education. There have been developments within the National Curriculum along with a move towards greater personalisation. Every child matters set a clear focus on improving five outcomes for children, with a clear continuation of the drive towards improved standards. Developments in the area of early reading as a response to research and the publication of the Rose Report: Independent review of the teaching of early reading in 2006 have similarly signalled the need to take stock and to look afresh at children's learning and support for teaching. Work is in hand to develop a new statutory framework for children's learning and development from birth to five: the Early Years Foundation Stage (EYFS). The time is therefore right to renew the original Frameworks in order to encapsulate the developments that have taken place over the last eight years.

We want teaching to be of the highest quality and to engage children in learning that secures the achievement of high standards for all children.

Changes to the original Framework

The changes contained in the renewed Primary Framework for literacy and mathematics reflect national policy developments and are built upon research and evaluation undertaken since the late 1990s. There has been widespread consultation on the content of the Framework, and changes that have been incorporated include:

• extend it to the beginning of funded education, to create greater coherence and continuity within and between stages of care and education

• create a clearer set of outcomes to support teachers and practitioners in planning for progression in literacy and mathematics, to help raise the attainment of all children, personalise learning and secure intervention for those children who need it

• bring an increased sense of drive and momentum to literacy and mathematics through the primary phase, involving some scaling up of expectations and a greater focus upon planning for progression through a teaching sequence over an extended unit of work covering two or three weeks

• support schools and settings in implementing the recommendations of the Rose Report through the provision of high-quality teaching of phonics and early reading

• support improved leadership and management of literacy and mathematics to stimulate and improve standards further

• reduce workload and foster professional dialogue on how to use the Framework flexibly to meet the needs of children through focused CPD

• introduce a new, electronic format which allows for customised planning, teaching and assessment, with the ability to link quickly to a wide range of teaching and learning resources available through the Primary National Strategy.