OFSTED have recently released their School Inspection Handbook (EIF) which they describe as ‘Ofsted guidance on inspecting maintained schools and academies in England under the education inspection framework, for use from September 2019′
Below are sections taken from the School Inspection Handbook which reference reading and the teaching of reading (including phonics). They are explicit examples where these are mentioned and are given as a summary, the rest of the document is very useful and contains more information about school inspections, curriculum, teaching etc in general which would also be applied to the teaching of reading. It is important to take the sections below in context of the wider document which is available to view here.
What the new OFSTED school inspection says about reading
On evidence gathering…
Other evidence gathered by inspectors will include… listening to pupils read
page 26
In key stage 1, inspectors need to check that pupils are able to read…
page 42
Inspectors will gather evidence of the impact of the quality of education offered by the school from the following sources: …in primary schools, listening to a range of pupils read
page 48
During all inspections of infant, junior, primary and lower-middle schools, inspectors must focus on how well pupils are taught to read as a main inspection activity. They will pay particular attention to pupils who are reading below age-related expectations (the lowest 20%) to assess how well the school is teaching phonics and supporting all children to become confident, fluent readers.
Inspectors will listen to several low-attaining pupils in Years 1 to 3 read from unseen books appropriate to their stage of progress. They should also draw on information from the school’s policy for teaching reading, phonics assessments, phonics screening check results and lesson observations.
page 87
On curriculum intent..
Sources of evidence specific to curriculum intent: … how the curriculum has been designed and taught so that pupils read at an age-appropriate level.
On curriculum implementation…
from the ‘Good’ and ‘Outstanding’ descriptors.
page 44
Reading is prioritised to allow pupils to access the full curriculum offer.
page 51
A rigorous and sequential approach to the reading curriculum develop pupils’ fluency, confidence and enjoyment in reading. At all stages, reading attainment is assessed and gaps are addressed quickly and effectively for all pupils. Reading books connect closely to the phonics knowledge pupils are taught when they are learning to read.
page 51
The sharp focus on ensuring that younger children gain phonics knowledge and language comprehension necessary to read, and the skills to communicate, gives them the foundations for future learning.
page 51
Teachers ensure that their own speaking, listening, writing and reading of English support pupils in developing their language and vocabulary well.
page 51
On curriculum impact…
from the ‘Good’ and ‘Outstanding’ descriptors
Pupils read widely and often, with fluency and comprehension appropriate to their age. They are able to apply mathematical knowledge, concepts and procedures appropriately for their age.
page 51
On Inadequate schools
The quality of education is likely to be inadequate if any one of the following applies….Pupils cannot communicate, read, write or apply mathematics sufficiently well for their age and are therefore unable to succeed in the next year or stage of education, or in training or employment. (This does not apply for some pupils with SEND.)
page 52
On Early Years
children develop, consolidate and deepen their knowledge, understanding and skills across all the areas of learning in the EYFS. In Reception, staff teach children to read systematically by using synthetic phonics and books that match the children’s phonic knowledge
page 78
staff develop children’s communication and language through singing songs, nursery rhymes and playing games
page 78
staff develop children’s love of reading through reading aloud and telling stories and rhymes
page 78
On curriculum intent in Early Years…
from the ‘Good’ and ‘Outstanding’ descriptors
There is a sharp focus on ensuring that children acquire a wide vocabulary, communicate effectively and, in Reception, secure a knowledge of phonics, which gives them the foundations for future learning, especially in preparation for them to become confident and fluent readers.
page 80
The school’s approach to teaching early reading and synthetic phonics is systematic and ensures that all children learn to read words and simple sentences accurately by the end of Reception.
page 80
On curriculum implementation in Early years..
from the ‘Good’ and ‘Outstanding’ descriptors
Staff are knowledgeable about the areas of learning they teach. They manage the EYFS curriculum and pedagogy in relation to the learning needs of their children. Staff are expert in teaching systematic, synthetic phonics and ensure that children practise their reading from books that match their phonics knowledge.
page 80
Staff read to children in a way that excites and engages them, introducing new ideas, concepts and vocabulary.
page 80
Staff provide information for parents about their children progress, in line with the requirements of the EYFS. They provide information to parents about supporting their child’s learning at home, including detail about the school’s method of teaching reading and how to help their children learn to read.
page 81
On curriculum impact in Early Years…
from the ‘Good’ and ‘Outstanding’ descriptors
Children develop detailed knowledge and skills across the seven areas of learning in an age-appropriate way. Children develop their vocabulary and use it across the EYFS curriculum. By the end of Reception, children use their knowledge of phonics to read accurately and with increasing speed and fluency.
page 81
On Inadequate Early Years provision…
By the end of Reception, children cannot communicate, read or spell phonically decodable words as well as they should
page 82
On a ‘quality of education’ judgement
In reaching an evaluation against the ‘quality of education’ judgement, inspectors will consider whether:
the school is determined that every pupil will learn to read, regardless of their background, needs or abilities. All pupils, including the weakest readers, make sufficient progress to meet or exceed age-related expectations
stories, poems, rhymes and non-fiction are chosen for reading to develop pupils’ vocabulary, language comprehension and love of reading. Pupils are familiar with and enjoy listening to a wide range of stories, poems, rhymes and non-fiction
the school’s phonics programme matches or exceeds the expectations of the national curriculum and the early learning goals. The school has clear expectations of pupils’ phonics progress term-by-term, from Reception to
Year 2
the sequence of reading books shows a cumulative progression in phonics knowledge that is matched closely to the school’s phonics programme. Teachers give pupils sufficient practice in reading and re-reading books that match the grapheme phoneme correspondences they know, both at school and at home
reading, including the teaching of systematic, synthetic phonics, is taught from the beginning of Reception the ongoing assessment of pupils’ phonics progress is sufficiently frequent and detailed to identify any pupil who is falling behind the programme’s pace. If they do fall behind, targeted support is given immediately
the school has developed sufficient expertise in the teaching of phonics and reading.
page 87-88
READ TEACH LEARN THINK 