4.3.1 English

4.3.1 English

Progress in International Reading Literacy Study68 (2016) highlights the very strong performance of Irish pupils in English reading

Of the 50 countries that participated in Progress in International Reading Literacy Study (PIRLS) in 2016, Ireland was among the top-performing ones. It is also encouraging to note that no other European Union (EU) or Organisation for Economic Co-operation and Development (OECD) country achieved a score in PIRLS that was significantly higher than Ireland’s score, and that only one other country (Singapore) outperformed Ireland in the new online reading assessment: ePIRLS. Other positive findings include the fact that Irish pupils’ overall reading achievement score improved since the previous cycle of the study (2011) and that the number of pupils in Ireland with only basic reading skills had dropped significantly. In addition, the gender gap in Ireland was smaller than the gap internationally, and it had narrowed significantly since 2011.

PIRLS 2016 found that, on average, and in almost every country, pupils who liked reading very much had higher average reading achievement than those who only somewhat liked reading and, in particular, those pupils who reported they did not like reading had the lowest average reading achievement. Irish pupils’ reading attitudes were very similar to the average findings across all participating countries with slightly more (46%) reporting that they liked reading in comparison to the average (43%), and 15% reporting that they did not like reading, slightly below the international average (16%).

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Findings from inspections on the quality of learning in literacy were generally positive, but there was potential to improve the attainment and experiences of pupils

Overall attainment of learning objectives in English lessons was deemed to be good or very good during announced inspections in 81% of primary schools and special schools; there was scope for development in almost a fifth (19%) of English lessons that were observed.

Pupils’ levels of enjoyment and motivation in English lessons were found to be good or very good in 86% of the English lessons observed during announced inspections. On the other hand, in over a fifth (22%) of the English lessons observed during unannounced inspections, inspectors noted the potential for

68 PIRLS is an international comparative assessment that measures student learning in reading at fourth grade. It has been administered every five years since 2001. In 2016, an assessment of online reading, ‘ePIRLS’, was administered for the first time.

teachers to improve pupils’ engagement with the learning task provided. A key message from inspections was that pupils should be provided with consistent opportunities to build on their language learning, and to develop their skills and enjoyment in using language effectively. Inspection findings also highlighted the importance of pupils being taught reading skills using texts that are at their instructional level.

Implementation of the National Literacy and Numeracy Strategy impacted very positively on pupils’ reading skills

The interim review of the implementation of the National Literacy and Numeracy Strategy in 2016 found that many of the targets for reading achievement among primary pupils that had been set in the strategy had been met in a little over half of the strategy’s lifetime. In order to maintain focus to 2020, new targets were set including a target that 50% of sixth class pupils would perform at the highest levels in reading by 2020. In addition, to close the gap identified between schools with the highest concentrations of disadvantage and other schools, discrete new targets for pupils in Delivering Equality of Opportunity in Schools (DEIS) schools were set. These targets were linked directly to the Delivering Equality of Opportunity in Schools (DEIS) Plan 2017. They included a target that, by 2020, 27% of pupils in sixth class would be reading at, or above, the highest levels in English. The COVID-19 pandemic and the resultant closure of schools meant that the National Assessments of Mathematics and English Reading (NAMER), which had been scheduled in 2020, were postponed to May 2021 so, at the time of writing, data was not available to monitor this target.

Systematic planning at whole-school level is important in supporting the development of pupils’ writing skills across a range of genres

Inspection findings, during the period to which this report refers, indicate that where a systematic and incremental whole-school approach to writing is followed, it supports pupils to develop writing skills progressively across a range of genres. The provision of constructive feedback and the enabling of pupils to revise their draft texts contributed significantly to the quality of published texts and was a feature of effective practice observed. Other features of good practice observed by inspectors included the enabling of pupils to engage in experiences such as shared writing and the Write a Book Project.

However, in some instances, insufficient systematic planning hindered the incremental approach required for teaching the writing process, or limited the writing genres with which the pupils engaged in primary schools and special schools. Inspection findings also indicated that insufficient use was made of digital technology to facilitate both the revision and editing stages of the writing process.

Co-curricular and cross-curricular activities are supportive of pupils’ literacy learning. Extra-curricular activities have the potential to support pupils’ learning and wellbeing beyond the curriculum

During the period to which this report refers, inspection findings highlighted the very powerful contribution that cross-curricular activities can make to pupils’ overall language development. Many inspection reports commented positively on pupils’ engagement with co-curricular 69 or cross-curricular activities70 that supported literacy. Inspectors also commended the development of classroom and school libraries. Such an emphasis on the promotion of reading for pleasure supports research findings on the significant benefits of reading for pupils’ overall literacy proficiency. In addition, inspectors found that the provision of extra-curricular71 activities by schools was useful in supporting pupils’ wellbeing, learning and skill development beyond the scope of the curriculum.

Because of the potential of co-curricular and cross curricular activities to enhance pupils’ learning experiences and develop their skills, there is a need to look more systematically at how such broader activities are supported or provided for pupils. The Draft Primary Curriculum Framework (2020) proposes a

69 Co-curricular activities in the most part are provided by teachers, but are often supported by appropriately vetted external tutors working under the direction of the class teacher. They take place within the normal school day and typically incur no additional cost to the parents/guardians of pupils. 70 Cross-curricular activities involve the development of skills and concepts across a range of subject areas under the same general theme. They take place within the normal school day as part of the integrated learning experiences and opportunities provided by teachers for pupils. 71 Extra-curricular activities are generally provided by teachers or appropriately vetted external tutors from the local community outside of classroom time (for example at lunch-time, after school or in school holiday periods) and are delivered to enhance learning in areas outside of the formal curriculum. These activities include, but are not limited to, sporting, musical, artistic and technology-based programmes.

learning outcomes-based approach to teaching and learning. This has the potential to support teachers in designing useful co-curricular activities to support pupils’ learning experiences. In addition, the framework proposes that subject areas become more integrated, especially for younger pupils, thus enhancing the range of opportunities for cross-curricular activities. The Department’s Curriculum and Assessment Policy Unit and the Inspectorate are currently examining the area of extra-curricular activities with a view to developing guidance for schools to support them in their provision in this regard.

There is greater recognition by teachers of the role of playful learning in approaches to literacy in primary schools and special schools

Whole-school evaluation (WSE) reports in primary schools for the September 2016 to December 2020 period indicate that teachers recognised the importance of engagement with Aistear and the potential of playful pedagogies to influence the experiences of children in infant classes in literacy. Teachers of junior classes in special schools were also found to recognise the value of playful learning.

Key successes observed in curriculum evaluations in English included the positive impact of the use of Aistear on the development of pupils’ literacy skills. Where best practice was noted, Aistear was used purposefully to embed the Primary Language Curriculum/Curaclam Teanga na Bunscoile (PLC/CTB) by providing opportunities for pupils to extend their vocabulary, and to use and transfer new language content and skills in a variety of meaningfully rich contexts. While the overall picture is positive, there is scope for further development of the use of Aistear and playful pedagogies in order to develop language and early literacy skills, and to progress learning.