Ofsted’s English report builds on its English research review published back in 2022 and includes findings from 50 schools across the country. The research reviews collated evidence about high-quality education in each subject. The subject reports reflect on what inspectors found happening in schools, set against the background of this evidence.
There are common themes emerging from the subject reports (eight have been published so far). One is the importance of establishing firm foundations or “building blocks” before attempting more complex tasks. In the case of English, the report states that pupils are being expected to complete complex written tasks before they are confident in the knowledge and skills that they need for these.
The main driver behind this issue appears to be teaching to the test, particularly in the later primary years. With summative tests pending, teachers are feeling the pressure for their pupils to produce portfolios of work at a complex level but are asking them to do this when the foundations are still not firmly established.
Reading
The thumbs are up for teaching systematic synthetic phonics. Primary schools are teaching them consistently and pupils have access to the recommended, decodable books. There is some criticism of reception and key stage 1 teaching for not sufficiently addressing the needs of those who struggle with phonics from the beginning.
Despite the apparent success of the year 1 phonics screening check and the teaching strategies being used, the fact remains that one in four pupils still move to secondary school without having met the expected standard in the key stage 2 national reading test. There is a marked improvement, according to the report, in the teaching of reading but the move to fluency and comprehension is less well-developed.
There is criticism of schools choosing texts to read in English that support other curriculum subjects rather than being chosen for their value as English literature. Schools are asked to choose texts for study based on their literary merit. The report states: “Texts for study in English are mostly chosen based on availability, current affair topics, or the interests of pupils or staff. This often leads to a fragmented approach to the curriculum.”
The term “prosody” is introduced as patterns of stress and intonation rather than grammar, punctuation or vocabulary. Teachers should model reading aloud and pupils are encouraged to re-read familiar texts to develop fluency.
When it comes to selecting books from the library, schools are criticised for banding books according to their considered reading level: “This approach sometimes limits pupils’ own reading habits and may not inspire them to read widely and often,” the report warns.
Other initiatives designed to develop a culture of reading are criticised for not always being strategic. For example, story time, in spite of being recognised as valuable, is sometimes lost because of competing priorities particularly in the years beyond reception and key stage 1. Playscripts and poetry are neglected, too, inspectors said.
Writing
Spelling and handwriting (transcription) are not taught sufficiently or practised early enough in primary schools and dictation is rarely used. The report suggests that if children are not confident in the mechanics then this will detract from producing a well-crafted piece of writing at a later stage.
Teaching letter formation in phonics lessons means that pupils don’t have sufficient opportunity to practise forming letters with the same starting point and direction. There is insufficient emphasis given to pupils learning how to hold a pencil.
The report adds: “Schools do not always consider how pupils will continue to learn handwriting beyond phonics lessons.”
Grammar, punctuation and spelling are taught explicitly but not sufficiently practised in a variety of different contexts. Scaffolding and editing are frequently used but, the report suggests, these should be “gradually removed as pupils become more fluent towards independent practice”.
There is insufficient emphasis on oral composition, such as story-telling, and SEND pupils too often copy from the board or from teaching assistants without fully grasping what they are writing or reading.
Speaking
The report states: “In all schools, the curriculum for spoken language is considered in far less detail than the curriculum for reading and writing. It is viewed as a pedagogy rather than also being an object of study in itself.”
The impression is given that spoken language should also be taught in a linear fashion and broken down into components. Spoken language is not necessarily planned for in the same way as other aspects of English.
The report adds: “Most primary and secondary schools do not have an explicit curriculum for developing spoken language.”
Weakness in speaking is more likely to be attributed by teachers to lack of confidence rather than pupils not being taught the conventions. There is no reference in this report to the teaching of drama in primary school.
School systems
On a positive note the report indicates that in every school visited “English subject leaders feel supported in their roles”. However, there are shortcomings in relation to training for primary teachers: “Beyond phonics, there is little training for primary teachers to build their professional knowledge about English literature and language.”
In many schools it is reported that there is a lack of training and support to meet the national curriculum requirements with teachers being unclear how to sequence the spoken language curriculum. In key stage 2 teachers are often not trained in phonics: “This means that they are unable to use phonics strategies in key stage 2 English lessons to help pupils embed their knowledge of word reading and transcription.”
Recommendations for primary
Curriculum
- Make sure that the national curriculum requirements for spoken language are translated into practice.
- Make sure that the basics of reading, writing and spoken language are correctly taught before pupils move onto more complex tasks.
- Plan a reading curriculum that builds fluency and does not only teach to the test.
- Encourage pupils to establish a reading habit.
- Make sure those entering key stage 2 who can’t read fluently can catch up quickly. Including addressing specific gaps.
- Provide practice in transcription skills for those who need it.
- Pupils in reception and key stage 1 to continue to have daily phonics teaching.
- Make sure that staff know how to continue to develop pupils’ reading fluency once they can decode.
- Ensure training for key stage 2 staff in systematic synthetic phonics.
- Choose texts to study in English based on literary merit.
Assessment
- Ensure that statutory tests do not disproportionately influence decisions about the curriculum and pedagogy.
- Make better use of formative assessment.
School systems
- Ensure teachers have high-quality CPD in English literature and language with time to develop subject knowledge beyond exam specifications.
- Ensure that teachers understand what pupils need to learn to be successful in English and how to teach and assess this.
Final thoughts
This report advocates a structured teaching of English across all its elements. Overall, there is criticism of aspects of English being taught without there being sufficient understanding of what underpins that particular skill. The report conclusions and recommendations are drawn from a relatively small number of schools. It is also important to note that Ofsted warns against using the report conclusions as a tick list. However, subject leaders should be aware of the recommendations and reflect on the main messages in relation to their own school’s practice.
- Suzanne O’Connell is a freelance education writer and a former primary school headteacher. Read her previous articles for Headteacher Update via www.headteacher-update.com/authors/suzanne-oconnell
Headteacher Update Summer Term Edition 2024
This article first appeared in Headteacher Update's Summer Term Edition 2024. This edition was sent free of charge to UK primary schools in May 2024. A free-to-access digital edition is also available via www.headteacher-update.com/content/downloads
Further information & resources
- Ofsted: Telling the story: The English education subject report, 2024: https://tinyurl.com/3x67b533
- Ofsted: Access all of Ofsted’s research reviews and the subject reports published so far: http://tinyurl.com/2htdndfz