Primary phase
The last few months have seen some noteworthy developments in the guidance around the teaching of reading in the primary phase.
Phonics validation
Most practitioners have been aware of the phonics validation process which has been taking place since the summer term. Systematic Synthetic Phonics (SSP) has long been recognised as the most effective way of teaching primary age children to read. In April 2021, the DFE published a list of core criteria which Systematic Synthetic Programmes should meet in order to be validated by an independent panel of evaluators. The core criteria can be found here.
At key points during the coming year, the updated list of validated SSP programmes will be published.
Current validated programmes are:
There is no statutory requirement for schools to choose one of the SSP programmes on the validated list. However, validation status indicates that a programme has been self-assessed by its publisher and judged by a small panel with relevant expertise and that both consider it to meet all of the Department for Education (DfE) criteria for an effective systematic synthetic phonics programme.
The reading framework
In July 2021, the DfE published a guidance and review document which explored the teaching of reading at primary level - the reading framework - teaching the foundations of literacy.
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The document aims to highlight key research in this area, stress the importance of fidelity to a SSP programme, support schools to evaluate the effectiveness of their early reading practices, support practitioners working with older pupils who may require additional support and aid schools to work successfully with parents.
The document draws essential parallels between reading and future academic success, and the ability an engaged reader has, to overcome their background. It looks at the key role that language comprehension plays in reading success as well as decoding and phonics skills.
It also talks about the importance of frequent, high quality back and forth interactions, the part that the ‘book corner’ plays in developing a love of reading, how SSP programmes can be used to allow all children to keep up with the pace and rigour of phonics teaching, how leadership of reading and phonics can be strengthened and how reading skills and knowledge can be simply and effectively assessed. The audit model allows schools to reflect on each aspect of their reading provision in turn and deepen knowledge and improve practice.
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