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What recent assessment his Department has made of the effectiveness of teaching early literacy through phonics.
What recent assessment his Department has made of the effectiveness of teaching early literacy through phonics.
There is significant evidence that systematic phonics is a highly effective method for teaching early reading. In 2018, 82% of six-year-olds met the expected standard in the phonics check, compared with just 58% when we introduced the check in 2012. Furthermore, 88% of pupils meeting the phonics standard in 2013 went on to meet the year 6 reading test standard in 2018.
There is significant evidence that systematic phonics is a highly effective method for teaching early reading. In 2018, 82% of six-year-olds met the expected standard in the phonics check, compared with just 58% when we introduced the check in 2012. Furthermore, 88% of pupils meeting the phonics standard in 2013 went on to meet the year 6 reading test standard in 2018.
There is significant evidence that systematic phonics is a highly effective method for teaching early reading. In 2018, 82% of six-year-olds met the expected standard in the phonics check, compared with just 58% when we introduced the check in 2012. Furthermore, 88% of pupils meeting the phonics standard in 2013 went on to meet the year 6 reading test standard in 2018.
What recent assessment his Department has made of the effectiveness of teaching early literacy through phonics.
I agree with the hon. Member for Huddersfield (Mr Sheerman), who said earlier that early intervention is very important. I am pleased to see that, as a result of these phonics changes, England has risen to joint eighth place in the progress in international reading literacy study—up from joint 10th in 2011, and well up from the low of 19th position under a Labour Government.
My son Wilfred has just started learning his phonics—something he enjoys and that I know he will do well at, given the good base that the Government are offering. Will my right hon. Friend agree with me that boosting pupil literacy is key to getting our children the best possible start in life?
I agree with the hon. Member for Huddersfield (Mr Sheerman), who said earlier that early intervention is very important. I am pleased to see that, as a result of these phonics changes, England has risen to joint eighth place in the progress in international reading literacy study—up from joint 10th in 2011, and well up from the low of 19th position under a Labour Government.
My son Wilfred has just started learning his phonics—something he enjoys and that I know he will do well at, given the good base that the Government are offering. Will my right hon. Friend agree with me that boosting pupil literacy is key to getting our children the best possible start in life?
My hon. Friend is, of course, absolutely right. Reading is a fundamental building block for a successful education, and the fact that more children are now reading more effectively will help them develop a habit and love of reading and prepare them for the higher demands on their reading ability when they start secondary school.
My hon. Friend is, of course, absolutely right. Reading is a fundamental building block for a successful education, and the fact that more children are now reading more effectively will help them develop a habit and love of reading and prepare them for the higher demands on their reading ability when they start secondary school.
My hon. Friend is, of course, absolutely right. Reading is a fundamental building block for a successful education, and the fact that more children are now reading more effectively will help them develop a habit and love of reading and prepare them for the higher demands on their reading ability when they start secondary school.
I agree with the hon. Member for Huddersfield (Mr Sheerman), who said earlier that early intervention is very important. I am pleased to see that, as a result of these phonics changes, England has risen to joint eighth place in the progress in international reading literacy study—up from joint 10th in 2011, and well up from the low of 19th position under a Labour Government.
My son Wilfred has just started learning his phonics—something he enjoys and that I know he will do well at, given the good base that the Government are offering. Will my right hon. Friend agree with me that boosting pupil literacy is key to getting our children the best possible start in life?
The literacy rates of primary school children dramatically improve when they are read to in class on a daily basis. What is the Minister for School Standards doing to encourage that?
The literacy rates of primary school children dramatically improve when they are read to in class on a daily basis. What is the Minister for School Standards doing to encourage that?
As my hon. Friend will know, we had this discussion when, with other Northamptonshire MPs, we met the local authority and the regional schools commissioner. It is important that children, at primary school in particular, are read to every day to improve their vocabulary. The better their vocabulary, the more easily they can comprehend what they are reading, and the more they can comprehend what they are reading, the more likely they are to read. That, in turn, will improve their vocabulary and knowledge.
As my hon. Friend will know, we had this discussion when, with other Northamptonshire MPs, we met the local authority and the regional schools commissioner. It is important that children, at primary school in particular, are read to every day to improve their vocabulary. The better their vocabulary, the more easily they can comprehend what they are reading, and the more they can comprehend what they are reading, the more likely they are to read. That, in turn, will improve their vocabulary and knowledge.
As my hon. Friend will know, we had this discussion when, with other Northamptonshire MPs, we met the local authority and the regional schools commissioner. It is important that children, at primary school in particular, are read to every day to improve their vocabulary. The better their vocabulary, the more easily they can comprehend what they are reading, and the more they can comprehend what they are reading, the more likely they are to read. That, in turn, will improve their vocabulary and knowledge.
The literacy rates of primary school children dramatically improve when they are read to in class on a daily basis. What is the Minister for School Standards doing to encourage that?
To ask the Secretary of State for Education, whether he plans to include teaching learners with literacy difficulties in early career framework curricula and training materials.
To ask the Secretary of State for Education, whether he plans to include teaching learners with literacy difficulties in early career framework curricula and training materials.
The Department has worked closely with the teaching profession to develop the early career framework. Teachers and academics with expertise in supporting special educational needs and disabled (SEND) pupils were closely involved in the design of the early career framework (ECF). The framework has, at its centre, approaches that support the needs of all pupils, including those pupils with the four areas of need set out in the SEND Code of Practice. Drawing on the ECF, the Department intends to procure the development of high-quality curricula and materials which can help schools to put in place effective support and training for the early career teachers. The curricula and materials will be designed to meet the needs of all early career teachers.
The Department will continue to engage the sector as our plans develop to ensure the policy is delivered successfully.
What recent assessment his Department has made of the effectiveness of teaching early literacy through phonics.
What recent assessment his Department has made of the effectiveness of teaching early literacy through phonics.
There is a significant body of evidence that demonstrates that systematic phonics is a highly effective method for teaching early reading. According to the Education Endowment Foundation (EEF), phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading, with an average impact of an additional four months’ progress. Research suggests that phonics is particularly beneficial for younger pupils (four to seven year olds) as they begin to read. Teaching phonics is more effective on average than other approaches to early reading (such as whole language or alphabetic approaches), though it should be emphasised that effective phonics techniques are usually embedded in a rich literacy environment for early readers and are only one part of a successful literacy strategy[1].
In 2018 there were 163,000 more six year olds in England on track to become fluent readers compared to 2012. This represented 82% of pupils meeting the expected standard in the phonics screening check, compared to just 58% when the check was introduced in 2012.
The Department is investing £26 million in a national network of English hubs to support local schools in developing their teaching practice, with a focus on systematic phonics, early language development and reading for pleasure. There are now 34 such hubs, based in primary schools across England.
[1] EEF Phonics Teaching and Learning Toolkit, updated August 2018 (available at: https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/phonics/).
Will Ministers join me in congratulating Queen Emma’s Primary School in Witney on its recent Ofsted success, and will they join me in noting that it is the school’s use of phonics combined with a broad, attractive curriculum that is providing an outstanding education for the children of Witney at primary, secondary and beyond?
Will Ministers join me in congratulating Queen Emma’s Primary School in Witney on its recent Ofsted success, and will they join me in noting that it is the school’s use of phonics combined with a broad, attractive curriculum that is providing an outstanding education for the children of Witney at primary, secondary and beyond?
I was determined that no one else would answer this question, Mr Speaker. I send my congratulations to Queen Emma’s Primary School on a wonderful set of results in its Ofsted inspection. Phonics is the most effective way of teaching young children to read, and 82% are now reaching the expected standard. There is a direct link between reaching the expected standard in a phonics check and reaching the expected standard in the key stage 2 reading test: 88% of those who reach the expected standard in a phonics check go on to reach the expected standard in reading at key stage 2.
I was determined that no one else would answer this question, Mr Speaker. I send my congratulations to Queen Emma’s Primary School on a wonderful set of results in its Ofsted inspection. Phonics is the most effective way of teaching young children to read, and 82% are now reaching the expected standard. There is a direct link between reaching the expected standard in a phonics check and reaching the expected standard in the key stage 2 reading test: 88% of those who reach the expected standard in a phonics check go on to reach the expected standard in reading at key stage 2.
I was determined that no one else would answer this question, Mr Speaker. I send my congratulations to Queen Emma’s Primary School on a wonderful set of results in its Ofsted inspection. Phonics is the most effective way of teaching young children to read, and 82% are now reaching the expected standard. There is a direct link between reaching the expected standard in a phonics check and reaching the expected standard in the key stage 2 reading test: 88% of those who reach the expected standard in a phonics check go on to reach the expected standard in reading at key stage 2.
Will Ministers join me in congratulating Queen Emma’s Primary School in Witney on its recent Ofsted success, and will they join me in noting that it is the school’s use of phonics combined with a broad, attractive curriculum that is providing an outstanding education for the children of Witney at primary, secondary and beyond?
Although I welcome the focus on phonics, recent research suggests that that method of teaching is less effective for children who have a specific learning disability, such as dyslexia. Will my right hon. Friend reassure me that resources will be allocated to provide teachers with the specialist training needed to support those pupils who find it hard to learn using phonics? Will he ensure that this research is taken into account when assessing the literacy levels of dyslexic children?
Although I welcome the focus on phonics, recent research suggests that that method of teaching is less effective for children who have a specific learning disability, such as dyslexia. Will my right hon. Friend reassure me that resources will be allocated to provide teachers with the specialist training needed to support those pupils who find it hard to learn using phonics? Will he ensure that this research is taken into account when assessing the literacy levels of dyslexic children?
My hon. Friend is right; quality teaching with a differentiated approach ensures that pupils with special educational needs and disabilities, including dyslexia, develop key skills, such as spelling. We are funding the
Whole School SEND Consortium, in order to bring together practitioners and networks, so that they can build a community of practice, identify school SEND improvements, and exchange knowledge and expertise.
My hon. Friend is right; quality teaching with a differentiated approach ensures that pupils with special educational needs and disabilities, including dyslexia, develop key skills, such as spelling. We are funding the
Whole School SEND Consortium, in order to bring together practitioners and networks, so that they can build a community of practice, identify school SEND improvements, and exchange knowledge and expertise.
My hon. Friend is right; quality teaching with a differentiated approach ensures that pupils with special educational needs and disabilities, including dyslexia, develop key skills, such as spelling. We are funding the
Whole School SEND Consortium, in order to bring together practitioners and networks, so that they can build a community of practice, identify school SEND improvements, and exchange knowledge and expertise.
Although I welcome the focus on phonics, recent research suggests that that method of teaching is less effective for children who have a specific learning disability, such as dyslexia. Will my right hon. Friend reassure me that resources will be allocated to provide teachers with the specialist training needed to support those pupils who find it hard to learn using phonics? Will he ensure that this research is taken into account when assessing the literacy levels of dyslexic children?
To ask the Secretary of State for Education, what meetings are scheduled of his Department's advisory panel on early years, language, literacy and communication apps.
To ask the Secretary of State for Education, what meetings are scheduled of his Department's advisory panel on early years, language, literacy and communication apps.
The independently appointed advisory panel met for the first time on 27 February. The panel is due to meet again on 16 April when they intend to finalise the assessment criteria they will use to award quality marks; subsequent meetings have not yet been confirmed.
What recent assessment his Department has made of the effectiveness of teaching early literacy through phonics.
What recent assessment his Department has made of the effectiveness of teaching early literacy through phonics.
To ask the Secretary of State for Education, what recent assessment his Department made of the effectiveness of teaching early literacy through Phonics.
To ask the Secretary of State for Education, what recent assessment his Department made of the effectiveness of teaching early literacy through Phonics.
There is a significant body of evidence that demonstrates that systematic phonics is a highly effective method for teaching early reading. According to the Education Endowment Foundation, phonics approaches are consistently effective in supporting younger readers to master the basics of reading, with an average impact of an additional four months’ progress.
The Department is investing £26 million in a national network of English hubs to support local schools in developing their teaching practice, with a focus on systematic phonics.
What recent assessment his Department has made of the effectiveness of teaching early literacy through phonics.
What recent assessment his Department has made of the effectiveness of teaching early literacy through phonics.
There is a significant body of evidence that demonstrates that systematic phonics is a highly effective method for teaching early reading. According to the Education Endowment Foundation, phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading, with an average impact of an additional 4 months’ progress. Research suggests that phonics is particularly beneficial for younger pupils (4 to 7 year-olds) as they begin to read. Teaching phonics is more effective on average than other approaches to early reading (such as whole language or alphabetic approaches).
The Department is investing £26 million in a national network of English hubs to support local schools in developing their teaching practice, with a focus on systematic phonics. We are also funding 6 Phonics Partnerships and a series of Phonics Roadshows, to spread good practice and improve phonics teaching.
To ask Her Majesty's Government what assessment they have made of different methods of teaching English and their effectiveness.
To ask Her Majesty's Government what assessment they have made of different methods of teaching English and their effectiveness.
The department does not make assessments of the methods employed by schools to teach English. Schools are free to decide on the most appropriate teaching methods and practices, depending on their pupils’ needs. We strongly encourage them to use teaching methods based on sound evidence. For example, the Education Endowment Foundation publishes robust evidence on effective pedagogic practice, for example its Teaching and Learning Toolkit, which is used by around 6 out of 10 teachers in senior leadership positions when deciding which approaches to adopt to improve teaching.
When it comes to the teaching of reading, the national curriculum requires the systematic teaching of phonics. There is a significant body of evidence that demonstrates that systematic phonics is a highly effective method for teaching early reading. The department has invested £26 million in a national network of English hubs to support local schools in developing their teaching practice, with a focus on systematic phonics. We are also funding 6 Phonics Partnerships and a series of Phonics Roadshows, to spread good practice and improve phonics teaching.
To ask the Secretary of State for Education, what recent assessment he has made of regional differences in the results of the phonics screening check; and what steps he is taking to reduce such disparities.
To ask the Secretary of State for Education, what recent assessment he has made of regional differences in the results of the phonics screening check; and what steps he is taking to reduce such disparities.
The percentage of Year 1 pupils meeting the required standard in phonic decoding since 2011/12[1] can be found in the below table:[2]
Region | 2012 | 2013 | 2014 | 2015 | 2016 | 2017 | 2018 |
England (state-funded schools) | 58 | 69 | 74 | 77 | 81 | 81 | 82 |
North East | 60 | 70 | 75 | 77 | 82 | 82 | 83 |
North West | 58 | 69 | 74 | 76 | 80 | 80 | 82 |
Yorkshire and The Humber | 57 | 67 | 72 | 74 | 78 | 79 | 80 |
East Midlands | 58 | 68 | 72 | 75 | 79 | 80 | 81 |
West Midlands | 60 | 70 | 75 | 78 | 81 | 81 | 82 |
East | 55 | 67 | 73 | 76 | 80 | 81 | 82 |
London | 60 | 72 | 77 | 80 | 83 | 84 | 85 |
Inner London | 60 | 73 | 78 | 81 | 84 | 84 | 85 |
Outer London | 61 | 72 | 77 | 79 | 83 | 84 | 85 |
South East | 56 | 68 | 73 | 77 | 81 | 82 | 83 |
South West | 58 | 70 | 74 | 77 | 80 | 81 | 82 |
The Department also publishes the percentage of pupils meeting the expected standard of phonic decoding by the end of Year 2.2,[3]
The Department recognises that more work needs to be done to tackle regional variations in phonics screening check results. To this end, a new national network of 32 English hubs has been announced, with £26.3 million invested to improve educational outcomes for the most disadvantaged children, particularly in underperforming schools.
Due to the success of previous phonics roadshows which help schools use systematic synthetic phonics to support reading development, the Department has invested in a further 24 phonics roadshows in 2018-19. These will take place in local authority areas where phonics screening check scores in 2018 were below the national average.
[1] https://www.gov.uk/government/statistics/phonics-screening-check-and-key-stage-1-assessments-england-2018. Table ‘L1’ (for year 1 pupils) and Table ‘L6’ (for year 2 pupils) in the ‘National, local authority and regional tables: national curriculum assessments in phonics screening checks in England, 2018’.
[2] Figures for 2018 are based on provisional data, data for all other years is based on final data.
[3] For 2013-2016 open the ‘phonics table’ and use ‘table 9’ at this link: https://www.gov.uk/government/statistics/phonics-screening-check-and-key-stage-1-assessments-england-2016. For 2016/17 open the ‘phonics table’ and use ‘table_9’ at this link: https://www.gov.uk/government/statistics/phonics-screening-check-and-key-stage-1-assessments-england-2017.
Given that we came eighth in an international reading test only this week, can we have a debate about phonics and the underlying teaching of literacy, so that we can make all children great readers?
Given that we came eighth in an international reading test only this week, can we have a debate about phonics and the underlying teaching of literacy, so that we can make all children great readers?
I completely agree with my hon. Friend. That great achievement demonstrates just how far the Government’s teaching reforms have taken us. I again praise all teachers for their amazing dedication, and congratulate the children themselves on England delivering its best result since 2001, which was in no small part thanks...
I completely agree with my hon. Friend. That great achievement demonstrates just how far the Government’s teaching reforms have taken us. I again praise all teachers for their amazing dedication, and congratulate the children themselves on England delivering its best result since 2001, which was in no small part thanks...