Thematic report search

Literacy in key stage 3: An interim report - January 2015

This report is the second in a series, published in response to a request for advice in the Minister's annual remit letter to Estyn for 2013-2014. It looks at standards in literacy at key stage 3, and how a selection of secondary schools is developing pupils’ literacy skills across the curriculum with a particular reference to the implementation, and impact of the first year of the literacy component of the National Literacy and Numeracy Framework (LNF) Read more >

Literacy in key stage 3: An interim report - Training material

This PowerPoint is a way for providers to share the main findings of the report and review their own performance in a particular thematic area. The presentations summarise the report and include questions which providers can consider when looking to improve. Read more >

Literacy in key stage 3 - June 2012

This report is the first of a series looking at standards in literacy at key stage 3 and how a sample of secondary schools is currently developing pupils’ literacy skills across the curriculum. Later reports will focus on the implementation and impact of the National Literacy Programme on standards and provision in these schools. The National Literacy and Numeracy Framework will be made available for consultation from June 2012. The final version will be published in January 2013. The National Literacy and Numeracy Framework will become a statutory requirement in all schools from September 2013. Read more >

The impact of family learning programmes on raising the literacy and numeracy levels of children and adults - May 2012

The report considers: how effective family learning programmes are in raising the standards of literacy/numeracy of young children; whether there is consistency in the quality of delivery of family learning programmes; what progress is made by adults in improving their own literacy/numeracy standards; what constitutes best practice in the delivery of family learning programmes; the extent to which the programmes lead to better follow-up support for those children who need it; and the extent to which the programmes provide value for money. Read more >

Literacy and the Foundation Phase - September 2011

The Foundation Phase is having a positive impact on the wellbeing of five to six-year-olds. The majority of primary schools provide a varied, productive and motivating environment for children to thrive and develop their skills in reading and writing. However, in a minority of schools there is a lack of understanding of the principles and practices of the Foundation Phase and children are not challenged enough to practise their literacy skills. Read more >

Sharing good practice in developing pupils' literacy skills - 2009

Tags: literacy

In September 2008, Estyn hosted a conference on literacy for practitioners, senior managers and policy makers to consider ways of raising standards of literacy for learners aged 3 to 14-years-of-age. The effective practices identified at the conference are published in this report to assist leaders and managers to review areas of work and drive improvement further. It also identifies good practice from several schools as well as conference presentations. Read more >

Best practice in the reading and writing of pupils aged five to seven years - March 2009

Although many schools have been successful in improving standards over the last decade, the pace of improvement has now slowed. Over the past five years the proportion of 5-7 year olds achieving good levels of reading and writing skills has stopped rising, in both English and Welsh. At the end of key stage 1, the gap between boys’ and girls’ performance is almost three times wider than in maths and science. The slow rate at which boys develop reading and writing skills is recognised as one of the contributory factors that lead to an even wider gender gap later on in learning. Read more >

Best practice in the reading and writing of pupils aged 7 to 14 years - May 2008

Standards in Welsh and English in primary and secondary schools have improved since 2000, especially in key stage 2. However, the rate of improvement has slowed since 2004 and girls’ attainment is higher than boys’ attainment. In the same period, curriculum planning for teaching Welsh and English has improved significantly, but in a minority of schools, shortcomings in curriculum planning have limited pupils’ achievement. Not all schools give pupils the opportunity to develop their skills in Welsh and English in other areas of the curriculum. This is especially true in secondary schools. Read more >

Improving the learning and teaching of early reading skills - June 2007

Many schools already support pupils well in developing their early reading skills. Pupils achieve good standards in their early reading skills where systematic programmes to develop sound language and literacy skills are implemented consistently. Our inspection evidence has shown that phonics is an important skill inn learning to read, but that this is not the only skill that pupils need in order to be able to read successfully. Although approaches to teaching phonics differ, there are characteristics that are common to the successful learning and teaching of reading. Read more >