Improving literacy in secondary schools remains a challenge
Ann Keane, Chief Inspector, says,
"The standards of pupils’ literacy remain much the same in the schools surveyed as they were in our 2012 baseline report. However, the quality of planning has improved and there are better opportunities for further improvements in standards as schools move to implement the Literacy and Numeracy Framework more fully. Despite improvements in teacher assessed outcomes at the expected level for 11-14 year olds in English and Welsh first language at key stage 3, improving literacy remains a challenge.
“Literacy needs to be kept as a top priority for schools so that pupils can apply their skills to subjects across the curriculum and achieve their full potential. I urge all schools to act on the recommendations in this report and use the best practice case studies to help to improve literacy for all pupils.”
Inspectors found that the Literacy and Numeracy Framework was introduced quickly, but progress in implementing the framework has been modest. There are a number of reasons for this, including the short lead-in period and difficulties in accessing support and training.
Schools have made good progress in identifying literacy as a whole-school priority and see the value of the Literacy and Numeracy Framework in helping them to audit and develop their plans. Nearly all schools now have a literacy co-ordinator. Although the schools in the sample visited have made some progress, teachers are still not totally clear about the standards of literacy expected across the curriculum. Mechanisms to assess and track progress in literacy remain under-developed in most schools.
Ysgol Gyfun Bro Morgannwg in the Vale of Glamorgan, is highlighted as one of the best practice case studies in the report. The secondary school employed three former primary school teachers to help with work on pupils’ literacy skills, as a number of pupils were starting secondary school with low reading ages and a limited working vocabulary. The teachers worked with Year 7 pupils to improve syntax, punctuation and spelling. As a result pupil outcomes significantly improved.
‘Literacy in key stage 3’ contains a series of recommendations for schools, local authorities and the Welsh Government. Schools should implement a co-ordinated approach to developing pupils’ literacy skills across the curriculum and improve the tracking and monitoring of pupils’ literacy skills. The Welsh Government should make support materials and exemplars of standards available to schools in advance of further developments of the framework together with clear and easily accessible guidance.
Notes to Editors
About the report
This report is the second in a series published in response to a request for advice from the Welsh Government in the Minister’s annual remit to Estyn for 2013-2014 and is available in full here.
The first report is available here.
Best practice case studies
- Ysgol Gyfun Cwm Rhymni, Caerphilly
- Elfed High School, Flintshire
- Ysgol Gyfun Bro Morgannwg, Vale of Glamorgan
About Estyn
Estyn is the Education and Training Inspectorate for Wales. Our aim is to achieve excellence for all in learning in Wales. We do this by providing an independent, high-quality inspection and advice service.
Our vision is to be recognised through the expertise of our staff as an authoritative voice on learning in Wales.
We are independent from, but funded by the Welsh Government (under Section 104 of the Government of Wales Act 1998).
For further information please visit our website www.estyn.gov.uk