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Primary member
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Kawczynski, Daniel
Type
House
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Year
Department
Member
Primary member
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Kawczynski, Daniel (6)
Answering member
Legislative stage
Legislation
Subject
Publisher
To ask the Secretary of State for Children, Schools and Families (1) what guidance his Department has provided to secondary schools on the teaching of low ability readers by the method of synthetic phonics;
To ask the Secretary of State for Children, Schools and Families (1) what guidance his Department has provided to secondary schools on the teaching of low ability readers by the method of synthetic phonics;
Asked by
Daniel Kawczynski
(Conservative)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
4 January 2008
For answer on
8 January 2008
Answered on
16 January 2008
Improving standards of literacy at all key stages is one of the Government's top priorities, Following Sir Jim Rose's review of the teaching of early reading, we have provided a wealth of guidance on the systematic teaching of phonics. We have done this through the renewal of the primary framework for literacy which puts phonics at the heart of teaching literacy; through the provision of training to all primary schools as part of the Communication Language and Literacy Development (CLLD) programme; and through the publication of Letters and Sounds, a high quality phonics teaching document sent free to all primary schools and local authorities last year.Although this guidance is targeted specifically at early years settings and primary schools, secondary schools are able to access freely all the guidance we provide. For secondary schools, the Secondary National Strategy has produced a specific teaching unit on phonics as part of the literacy progress units designed to help secondary schools in helping pupils struggling with reading to catch up. However, we have concentrated the main thrust of our guidance on early years settings and primary schools where it is of prime importance that firm foundations in the teaching of early reading are laid.We do not gather information on the proportion of primary schools in England which use phonics to teach reading. Phonic knowledge is a part of the KS1 national curriculum, so all schools are required to teach it.It is this Department's intention that every trainee teacher should be trained in the use of high quality, systematic phonics teaching. We have asked the Training and Development Agency to ensure that all teacher training establishments give sufficient attention to phonics teaching and we will continue to work with the national strategies to ensure that teachers and support staff receive the appropriate continuing professional development.We do not provide funding specifically targeted at the teaching of phonics. We believe that schools are best placed to target their funding to suit local needs. All training and materials produced through the national strategies are provided free-of-charge to schools.
Subjects
Reading; Teaching methods
Date
16 January 2008
Reference
470 c1289-90W; 177032
House
House of Commons
(4) what proportion of teacher training establishments are training primary school teachers in the use of synthetic phonics;
(4) what proportion of teacher training establishments are training primary school teachers in the use of synthetic phonics;
Asked by
Daniel Kawczynski
(Conservative)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
4 January 2008
For answer on
8 January 2008
Answered on
16 January 2008
Improving standards of literacy at all key stages is one of the Government's top priorities, Following Sir Jim Rose's review of the teaching of early reading, we have provided a wealth of guidance on the systematic teaching of phonics. We have done this through the renewal of the primary framework for literacy which puts phonics at the heart of teaching literacy; through the provision of training to all primary schools as part of the Communication Language and Literacy Development (CLLD) programme; and through the publication of Letters and Sounds, a high quality phonics teaching document sent free to all primary schools and local authorities last year.Although this guidance is targeted specifically at early years settings and primary schools, secondary schools are able to access freely all the guidance we provide. For secondary schools, the Secondary National Strategy has produced a specific teaching unit on phonics as part of the literacy progress units designed to help secondary schools in helping pupils struggling with reading to catch up. However, we have concentrated the main thrust of our guidance on early years settings and primary schools where it is of prime importance that firm foundations in the teaching of early reading are laid.We do not gather information on the proportion of primary schools in England which use phonics to teach reading. Phonic knowledge is a part of the KS1 national curriculum, so all schools are required to teach it.It is this Department's intention that every trainee teacher should be trained in the use of high quality, systematic phonics teaching. We have asked the Training and Development Agency to ensure that all teacher training establishments give sufficient attention to phonics teaching and we will continue to work with the national strategies to ensure that teachers and support staff receive the appropriate continuing professional development.We do not provide funding specifically targeted at the teaching of phonics. We believe that schools are best placed to target their funding to suit local needs. All training and materials produced through the national strategies are provided free-of-charge to schools.
Subjects
Reading; Teaching methods
Date
16 January 2008
Reference
470 c1289-90W; 177035
House
House of Commons
(5) what guidance his Department has provided to primary schools in England on the teaching of reading by synthetic phonics;
(5) what guidance his Department has provided to primary schools in England on the teaching of reading by synthetic phonics;
Asked by
Daniel Kawczynski
(Conservative)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
4 January 2008
For answer on
8 January 2008
Answered on
16 January 2008
Improving standards of literacy at all key stages is one of the Government's top priorities, Following Sir Jim Rose's review of the teaching of early reading, we have provided a wealth of guidance on the systematic teaching of phonics. We have done this through the renewal of the primary framework for literacy which puts phonics at the heart of teaching literacy; through the provision of training to all primary schools as part of the Communication Language and Literacy Development (CLLD) programme; and through the publication of Letters and Sounds, a high quality phonics teaching document sent free to all primary schools and local authorities last year.Although this guidance is targeted specifically at early years settings and primary schools, secondary schools are able to access freely all the guidance we provide. For secondary schools, the Secondary National Strategy has produced a specific teaching unit on phonics as part of the literacy progress units designed to help secondary schools in helping pupils struggling with reading to catch up. However, we have concentrated the main thrust of our guidance on early years settings and primary schools where it is of prime importance that firm foundations in the teaching of early reading are laid.We do not gather information on the proportion of primary schools in England which use phonics to teach reading. Phonic knowledge is a part of the KS1 national curriculum, so all schools are required to teach it.It is this Department's intention that every trainee teacher should be trained in the use of high quality, systematic phonics teaching. We have asked the Training and Development Agency to ensure that all teacher training establishments give sufficient attention to phonics teaching and we will continue to work with the national strategies to ensure that teachers and support staff receive the appropriate continuing professional development.We do not provide funding specifically targeted at the teaching of phonics. We believe that schools are best placed to target their funding to suit local needs. All training and materials produced through the national strategies are provided free-of-charge to schools.
Subjects
Reading; Teaching methods
Date
16 January 2008
Reference
470 c1289-90W; 177036
House
House of Commons
(2) what funding is available for schools to purchase (a) course materials and (b) teacher training in synthetic phonics;
(2) what funding is available for schools to purchase (a) course materials and (b) teacher training in synthetic phonics;
Asked by
Daniel Kawczynski
(Conservative)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
4 January 2008
For answer on
8 January 2008
Answered on
16 January 2008
Improving standards of literacy at all key stages is one of the Government's top priorities, Following Sir Jim Rose's review of the teaching of early reading, we have provided a wealth of guidance on the systematic teaching of phonics. We have done this through the renewal of the primary framework for literacy which puts phonics at the heart of teaching literacy; through the provision of training to all primary schools as part of the Communication Language and Literacy Development (CLLD) programme; and through the publication of Letters and Sounds, a high quality phonics teaching document sent free to all primary schools and local authorities last year.Although this guidance is targeted specifically at early years settings and primary schools, secondary schools are able to access freely all the guidance we provide. For secondary schools, the Secondary National Strategy has produced a specific teaching unit on phonics as part of the literacy progress units designed to help secondary schools in helping pupils struggling with reading to catch up. However, we have concentrated the main thrust of our guidance on early years settings and primary schools where it is of prime importance that firm foundations in the teaching of early reading are laid.We do not gather information on the proportion of primary schools in England which use phonics to teach reading. Phonic knowledge is a part of the KS1 national curriculum, so all schools are required to teach it.It is this Department's intention that every trainee teacher should be trained in the use of high quality, systematic phonics teaching. We have asked the Training and Development Agency to ensure that all teacher training establishments give sufficient attention to phonics teaching and we will continue to work with the national strategies to ensure that teachers and support staff receive the appropriate continuing professional development.We do not provide funding specifically targeted at the teaching of phonics. We believe that schools are best placed to target their funding to suit local needs. All training and materials produced through the national strategies are provided free-of-charge to schools.
Subjects
Reading; Teaching methods
Date
16 January 2008
Reference
470 c1289-90W; 177033
House
House of Commons
(3) whether it is his policy that every trainee primary teacher should be trained in synthetic phonics;
(3) whether it is his policy that every trainee primary teacher should be trained in synthetic phonics;
Asked by
Daniel Kawczynski
(Conservative)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
4 January 2008
For answer on
8 January 2008
Answered on
16 January 2008
Improving standards of literacy at all key stages is one of the Government's top priorities, Following Sir Jim Rose's review of the teaching of early reading, we have provided a wealth of guidance on the systematic teaching of phonics. We have done this through the renewal of the primary framework for literacy which puts phonics at the heart of teaching literacy; through the provision of training to all primary schools as part of the Communication Language and Literacy Development (CLLD) programme; and through the publication of Letters and Sounds, a high quality phonics teaching document sent free to all primary schools and local authorities last year.Although this guidance is targeted specifically at early years settings and primary schools, secondary schools are able to access freely all the guidance we provide. For secondary schools, the Secondary National Strategy has produced a specific teaching unit on phonics as part of the literacy progress units designed to help secondary schools in helping pupils struggling with reading to catch up. However, we have concentrated the main thrust of our guidance on early years settings and primary schools where it is of prime importance that firm foundations in the teaching of early reading are laid.We do not gather information on the proportion of primary schools in England which use phonics to teach reading. Phonic knowledge is a part of the KS1 national curriculum, so all schools are required to teach it.It is this Department's intention that every trainee teacher should be trained in the use of high quality, systematic phonics teaching. We have asked the Training and Development Agency to ensure that all teacher training establishments give sufficient attention to phonics teaching and we will continue to work with the national strategies to ensure that teachers and support staff receive the appropriate continuing professional development.We do not provide funding specifically targeted at the teaching of phonics. We believe that schools are best placed to target their funding to suit local needs. All training and materials produced through the national strategies are provided free-of-charge to schools.
Subjects
Reading; Teaching methods
Date
16 January 2008
Reference
470 c1289-90W; 177034
House
House of Commons
(6) what proportion of primary schools in England are teaching reading using synthetic phonics.
(6) what proportion of primary schools in England are teaching reading using synthetic phonics.
Asked by
Daniel Kawczynski
(Conservative)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
4 January 2008
For answer on
8 January 2008
Answered on
16 January 2008
Improving standards of literacy at all key stages is one of the Government's top priorities, Following Sir Jim Rose's review of the teaching of early reading, we have provided a wealth of guidance on the systematic teaching of phonics. We have done this through the renewal of the primary framework for literacy which puts phonics at the heart of teaching literacy; through the provision of training to all primary schools as part of the Communication Language and Literacy Development (CLLD) programme; and through the publication of Letters and Sounds, a high quality phonics teaching document sent free to all primary schools and local authorities last year.Although this guidance is targeted specifically at early years settings and primary schools, secondary schools are able to access freely all the guidance we provide. For secondary schools, the Secondary National Strategy has produced a specific teaching unit on phonics as part of the literacy progress units designed to help secondary schools in helping pupils struggling with reading to catch up. However, we have concentrated the main thrust of our guidance on early years settings and primary schools where it is of prime importance that firm foundations in the teaching of early reading are laid.We do not gather information on the proportion of primary schools in England which use phonics to teach reading. Phonic knowledge is a part of the KS1 national curriculum, so all schools are required to teach it.It is this Department's intention that every trainee teacher should be trained in the use of high quality, systematic phonics teaching. We have asked the Training and Development Agency to ensure that all teacher training establishments give sufficient attention to phonics teaching and we will continue to work with the national strategies to ensure that teachers and support staff receive the appropriate continuing professional development.We do not provide funding specifically targeted at the teaching of phonics. We believe that schools are best placed to target their funding to suit local needs. All training and materials produced through the national strategies are provided free-of-charge to schools.
Subjects
Reading; Teaching methods
Date
16 January 2008
Reference
470 c1289-90W; 177037
House
House of Commons