This report by the National Literacy Trust reveals widespread support for boosting literacy skills across all subjects in schools. However, concerns emerged, particularly in secondary schools, regarding the clarity of the processes in place to achieve this goal.
Despite widespread support for the literacy push, the survey also revealed a gap between enthusiasm and execution. While most teachers reported having core provisions like a feedback and marking policy (90%) and a school literacy plan (80%), significant knowledge gaps emerged regarding specific initiatives.
A surprisingly high number of teachers were unsure about several key aspects. Nearly three in five (60%) didn't know if their school had a dedicated literacy governor, suggesting a potential communication gap between leadership and staff. One in five teachers (20%) were unclear on the availability of subject-specific literacy training (CPD). One in three (33%) were unsure about established community links to promote literacy, and one in four (25%) weren't sure about the existence of a school calendar dedicated to reading events. One in four (25%) said their school lacked peer-reading programs, a strategy to enhance student engagement.
These findings raise concerns that some schools may not be effectively translating their literacy goals into concrete practices. While some initiatives might be present but poorly communicated, others might be genuinely missing.
Most worryingly, a quarter of teachers reported a complete absence of community links or subject-specific literacy training, while another 20% said their schools lacked peer reading opportunities.