By Lucy Caulkett-
Primary and Secondary schools in the UK are improving in reading, but not so much in writing, according to a report from Ofsted- the school watchdog in Britain.
While strides have been made in the teaching of reading, concerns persist over the effectiveness of writing and spoken language curriculums, prompting calls for reforms to address disparities in pupil attainment.
The report, titled ‘Telling the Story: The English Education Subject Report,’ looked into evidence gathered from subject visits to a diverse range of state primary and secondary schools across the UK.
A key finding highlights significant improvement in the teaching of reading since the introduction of the phonics screening check.
Schools, the report says, have made commendable investments in phonics programmes and teacher training, resulting in more pupils leaving primary school with the ability to read fluently.
However, challenges emerge as pupils transition to key stages 2 and 3, with insufficient support provided to those who struggle to read fluently.
While reading instruction has seen marked improvements, the report identifies shortcomings in the curriculums for written and spoken language. It suggests the level of progress being made in the quality of spoken English even by pupils born in the UK is below par.
The words pupils can use comfortably(expressive vocabulary) and the words that they understand (receptive vocabulary)are important components of their wider language skills.
The report notes a positive correlation between a pupil’s vocabulary size and their academic success, stating that pupils’ vocabulary size can act as a proxy measure for educational attainments and abilities in English as well as for general knowledge of science, history and the arts
Schools recognize the importance of spoken language in facilitating reading and writing skills, yet many struggle to effectively integrate spoken language instruction into their curriculum. The reasons for this has not been given.
Additionally, the writing curriculum often introduces complex tasks prematurely, leaving pupils ill-equipped to tackle them. Primary pupils also face inadequate teaching and practice in spelling and handwriting, hindering their development of fluency in these essential skills.
The report states that the writing curriculum often introduces complex tasks too early, before many pupils are equipped with the necessary knowledge and skills that underpin these.
It adds that primary pupils are not given sufficient teaching and practice to become fluent with transcription (spelling and handwriting) early enough.
Schools do not always identify the grammatical and syntactical knowledge to be taught for writing, and therefore fail to build on what has been taught at primary school. Instead, written tasks are often modelled on GCSE-style assessments.
Sir Martyn Oliver, Ofsted’s Chief Inspector, today stressed the significance of English education, emphasizing reading as the gateway to broader learning.
He acknowledged the progress made in reading instruction while highlighting the need for continued efforts to improve children’s writing and language comprehension.
The report’s recommendations offer a roadmap for addressing these challenges.
They include the implementation of spoken language instruction in which schools translate national curriculum requirements for spoken language into practice. They also call for schools to ensure pupils learn the conventions of spoken language and develop competency in communication skills such as presentation, debate, and explanation.
It also includes promoting reading habits by encouraging pupils to read a diverse range of books to cultivate a reading habit, thereby enhancing their literacy skills and fostering a love for reading.
Research suggests that the reading habits of primary school children in the UK is not high enough compared with many other countries, but the exposure to quality reading in schools is quite high. Many schools engage their pupils in reading and also support reading in school libraries.
Struggling readers are also expected to be supported adequately. Schools are expected to provide targeted support for pupils who enter key stages 2 or 3 unable to read fluently, addressing specific gaps in phonics knowledge and offering additional practice opportunities.
The report calls for the prioritizing of high-quality professional development for teachers in English literature and language, allowing them to deepen their subject knowledge beyond exam specification.
Schools are expected to ensure that statutory tests and exams do not disproportionately influence curriculum decisions, and design curriculums that prioritize foundational knowledge and skills in reading, writing, and spoken language.
The Ofsted report serves as a clarion call for schools to redouble their efforts in equipping pupils with the essential skills for academic success and lifelong learning.