Ofsted has published a subject report looking at how English is being taught in England’s schools, drawing on evidence from visit to a sample of primary and secondary schools.
The teaching of reading in schools has improved significantly since the introduction of the phonics screening check, the report finds. Schools have successfully invested in phonics programmes and training so that teachers know how to teach pupils to read. However, when pupils enter key stages 2 and 3 unable to read fluently, they are not always supported well enough to be able to catch up quickly.
The curriculums for written and spoken language are less effective. Schools understand that spoken language underpins pupils’ reading and writing. However, many schools are not always sure how to teach spoken language in a way that helps pupils understand how to confidently express themselves.
The writing curriculum often introduces complex tasks too early before many pupils are equipped with the knowledge and skills that underpin these. Primary pupils are not always given sufficient teaching and practice to gain high degrees of fluency in spelling and handwriting early enough.
The report recommends making sure that the national curriculum requirements for spoken language are translated into practice, so that pupils learn how to become competent speakers. This should include opportunities to teach the conventions of spoken language, for example how to present, to debate and to explain their thinking.
It also recommends encouraging pupils to read a wide range of books once they are fluent readers, so they build a reading habit.
The Ofsted report also says that schools should help those pupils who enter key stages 2 or 3 unable to read fluently to catch up quickly. This includes making sure that teaching addresses specific gaps in pupils’ phonics knowledge or provides additional practice for pupils who have accurate knowledge, but read too slowly to absorb information effectively.
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