Tag Archives: the attainment gap

Tackling Inequality Through Teaching: A Letter to the Prime Minister by Dr Marlynne Grant

We are delighted to be able to post this letter from Dr Marlynne Grant, to the Prime Minister, on the subject of tackling inequality through education.

 

rrf-logoThe Rt Hon Theresa May MP
Prime Minister
10 Downing Street
London
SW1A 2AA

Dear Prime Minister

Tackling Inequality Through Teaching

While the debate about grammar schools hits the headlines, I would urge the government not to take its eye off beginning learners and the primary schools, which are key to ensuring that EVERY child learns to read and write well enough to take advantage of their future secondary schooling.  The real priority is to ensure that all children (including the socially disadvantaged) become properly literate in the early stages, because that opens the way for them to become decently educated, regardless of the type of secondary school they go to.

In our experience some clever children are still struggling to learn to read and write well.  They will never fulfil their potential.  Even excellent secondary schools will not be able to compensate.

We in the RRF (Reading Reform Foundation UK) aim to promote synthetic phonics, now statutory in primary schools, but this teaching is often diluted in schools which do not teach it systematically nor rigorously.  Instead they mix it with other methods of teaching reading (e.g. whole word memorising, guessing from context, Reading Recovery).  Now in Scotland a play-based approach for beginning learners is being promoted (Upstart programme – Sue Palmer).

Of course play is important but cutting out direct teaching will not help those from a disadvantaged background – it will fail them.  Children love to learn from adults and teachers love to teach children.  Not only is it important and good for all children but it is natural.  It is adults avoiding teaching which is unnatural.

I saw evidence of this ‘child-centred’ approach with High Scope and whole language teaching in the 1980’s both as an educational psychologist and as a mother and I know it failed countless children who did not pick up reading naturally.  Please, we must not go back to this position.  It sounds lovely and caring but it failed and frustrated so many children.  It was at this time that reading failure was thought to be attributable to within-child learning difficulties called dyslexia.  Dyslexia centres blossomed and tried to undo the damage that mainstreams schools were doing by their lack of direct teaching.

I attach a paper I wrote and delivered to the ResearchEd conference in London in 2014 of longitudinal research showing how rigorous synthetic phonics teaching from the very beginning delivers effective teaching for ALL children, even and especially for vulnerable groups like Free Schools Meals, Pupil Premium, summer birthdays, boys, English as a Second Language, slow learners etc.

Yours sincerely,

Dr Marlynne Grant

The Reading Reform Foundation

www.rrf.org.uk

@ReadingReform

Click below to download Dr Marlynne Grant’s Longitudinal Research on Synthetic Phonics

The Reading Reform Foundation Conference, March 2015 *updated*

‘From the Rose Review to the New Curriculum. A growing number of schools successfully teach every child to read; the majority still don’t. Why?’

The theme of the Reading Reform Foundation conference (above) drew attention to the fact that some schools achieve very highly despite complex and challenging circumstances. Indeed, London schools, despite being ‘inner city’ schools, are gaining a reputation in England for nationally high standards and some commentators attribute this to the rise in standards particularly in primary schools. Many primary headteachers would attribute their rise in standards to getting the foundations of literacy right by ensuring high-quality Systematic Synthetic Phonics provision within enriched language and literature settings.

The conference was very well-received and attendees included people from America, Spain, Ireland, Scotland and Australia.

Most of the talks were filmed and will be added to this blog posting as the footage becomes available.

Debbie Hepplewhite gave the opening talk, ‘Does it really matter if teachers do not share a common understanding about phonics and reading instruction?’ Having watched the talk via youtube, a number of ‘tweeters’ recommended this video for INSET (In-service training) suggesting that ‘all teachers’ would benefit from watching it!

Debbie’s PowerPoint – click here

Next, Anne Glennie talked about the lack of ambition and lack of phonics training in Scotland with her talk, ‘The Attainment Gap? What about the Teaching Gap?’ – and this is despite the fact that England and other countries internationally paid heed to the Clackmannanshire research (Johnston and Watson) conducted in Scottish schools.

Following Anne was Josie Mingay with her talk, ‘Phonics in the Secondary Classroom’. This talk generated a great deal of interest and Josie had more questions from the audience than anyone else. Clearly we still have weak literacy in many of our secondary schools – and this is surely why ALL teachers need to be trained in reading and spelling instruction, not just infant and primary teachers. In any event, a ‘beginner’ for whom English is a ‘new’ language, isn’t necessarily a five year old.

Sam Bailey was appointed headteacher of a struggling school with results well below national expectations. The theme of her talk was, ‘Transforming the life chances of our children – simple methods, great results’.She described in detail the rapid improvements with the adoption of Systematic Synthetic Phonics programmes (Oxford Reading Tree Floppy’s Phonics Sounds and Letters and Phonics International) in a climate of support, expectation, challenge, and rigour.

Gordon Askew brought his wealth of knowledge and experience to bear for his excellent talk, ‘Assessment, including the Phonics Screening Check and assessing reading at the end of Key Stage One’. To be honest, his talk was not what one might have expected and it turned out to be quite inspirational considering the topic!

Marj Newbury is a retired Early Years teacher with 37 years experience, She has also delivered synthetic phonics training extensively in schools both in the UK and worldwide – including as guest lecturer in her local universities. Marj’s talk, ‘Teacher Training’ not only described her work, but also voiced her concern about changes to the way we are training teachers in England.

Angela Westington HMI CV (Her Majesty’s Inspector) was invited to talk about her very important Ofsted report, ‘How a sample of schools in Stoke-on-Trent teach pupils to read’. Angela has considerable experience of leading and participating in national surveys and what is so important about Angela’s report is the clear description of strong phonics and reading practice and weak practice. Angela was not filmed but her ‘Stoke-on-Trent’ report is a must read and you can find it via the link below:

Stoke-on-Trent report – click here

Finally, the RRF was very appreciative that Nick Gibb, Minister of State for School Reform, rounded off the conference with his final ministerial speech prior to the general election in the UK, Nick Gibb has been at the forefront at looking closely at the findings of international research to inform reading instruction and championing changes in the statutory National Curriculum to incorporate Systematic Synthetic Phonics. The theme of his talk was, ‘The Importance of Phonics’:

Nick Gibb’s speech – click here

 

Reading Between the Lines

Recent comments from First Minister Nicola Sturgeon, suggest that national testing might be about to return to Scotland. I do support our forward-thinking curriculum, but I also feel there are bits of it where we could do better. We cannot ignore the uncomfortable truth that, when it comes to literacy, we are in a worse place now than we were two years ago. Pointing the finger of blame at secondary teachers is not only entirely unfair, but it is missing the point. We are all teachers of literacy, but when children are unable to access the language and learning of their curriculum at secondary school, it is ludicrous to expect subject specialists to have the time – or knowledge – required to teach children how to read, write and spell properly.

‘Learning to read’ should be sorted out early on in primary; enabling children to go forward as confident readers who can then ‘read to learn’. We talk so much about the attainment gap, but fail to realise that it is manifested in low literacy levels. We need to ensure that all of our learners, but especially the most disadvantaged, are equipped with the necessary literacy skills to achieve success at primary school and beyond. Until we tackle the persistent underachievement in reading in primary school, the gap will not go away. It will grow, becoming a black hole at secondary level that swallows our least able learners as they try to compete in the uneven playing fields of our classrooms.

Is testing the answer? I’d argue that it would certainly help. I am not advocating a return to the 5-14 style of assessment, nor am I suggesting that we should implement high-stakes testing, such as the SATs, that cause such stress in England.  However, I do believe that we could adopt their Phonics Screening Check, which is a simple, light-touch assessment, administered by the class teacher in Primary 2.  This identifies children who are at risk of literacy failure by assessing their knowledge of the essential letter/sound correspondences, as well as the skill of being able to apply this knowledge through blending and reading words. Use of this test would also provide us with data and a benchmark to see how we are doing in those crucial early stages. Since the introduction of the screening check in England, the number of children passing it has been rising steadily. Last year 74% of Year 1(P2) pupils met the expected standard of phonic decoding, compared with 69% in 2013 and 58% in 2012. I like to think that if we introduced the same test here in Scotland, our children’s scores would compare favourably. However, given the recent SSLN results, I’m not brave enough to make a bet.

Anne Glennie is a literacy consultant and a founding member of IFERI (International Foundation for Effective Reading Instruction)

As published in TES Scotland, Friday 12th June 2015, No.2423

For more information about IFERI and the Phonics Screening Check click here