Schools Excel in Teaching Reading, Yet Writing and Oral Skills Lag Behind
In the realm of education, the mastery of English—a subject pivotal to the development of critical thinking, communication, and literary appreciation—remains a cornerstone of academic achievement and personal growth.
Furthermore, the recent Ofsted report, titled “Telling the story: The English education subject report,” released on March 5, 2024, offers a comprehensive analysis of the current state of English education across England’s schools.
It highlights significant strides made in reading instruction, thanks to a robust emphasis on phonics, while also pinpointing areas in writing and spoken language that demand immediate attention and improvement.
Reading: A Phonics Foundation
The report underscores a notable improvement in reading skills among primary school students, attributed to the widespread adoption of phonics screening checks and focused teacher training.
Consequently, this phonetic approach has empowered educators with effective strategies to teach reading, ensuring that children emerge from primary school with the ability to navigate texts independently and confidently.
However, the journey does not end here; the report identifies a gap in supporting students at key stages 2 and 3 who struggle with reading fluency, emphasizing the need for targeted interventions to help these pupils catch up swiftly.
The Challenges of Writing and Spoken Language
While reading takes a step forward, writing and spoken language trail behind. The curriculum for these critical areas appears less effective, caught in a quandary over the best pedagogical methods to enhance expressive capabilities and understanding.
Schools grapple with the challenge of teaching spoken language in ways that bolster confidence and clarity in student expression. Similarly, the writing curriculum often prematurely introduces complex tasks without ensuring that students possess the necessary foundational knowledge and skills.
The report suggests that primary pupils require more extensive teaching and practice to achieve fluency in spelling and handwriting at an early stage.
Recommendations for a Balanced English Curriculum
Ofsted’s Chief Inspector, Sir Martyn Oliver, emphasizes English’s vital role as a “gateway to wider learning,” advocating for a balanced approach that equally prioritizes reading, writing, and spoken language.
The report lays out a series of recommendations designed to enrich the English curriculum:
- Implement national curriculum requirements for spoken language, enabling pupils to become adept speakers through practical exercises such as presentations, debates, and exploratory discussions.
- Foster a culture of reading beyond fluency, encouraging students to delve into a diverse array of books to cultivate a lifelong reading habit.
- Address the phonics knowledge gap for students entering key stages 2 or 3 with reading difficulties, ensuring rapid progress towards fluency.
- Provide high-quality professional development opportunities in English literature and language for teachers, extending their subject knowledge beyond examination syllabi.
- Design curricula and pedagogical strategies that transcend the limitations imposed by statutory tests and exams, focusing on foundational knowledge and skills in reading, writing, and spoken language.
Concluding Thoughts
The Ofsted report is a clarion call to action, urging educational leaders to reevaluate and enhance the English curriculum in schools across England.
By adopting a holistic approach that values reading, writing, and spoken language equally, educators can lay a more comprehensive foundation for their students’ academic and personal development.
The recommendations provided offer a roadmap for achieving excellence in English education, ensuring that students are equipped with the skills necessary to navigate the complexities of their world with confidence and eloquence.
