Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment her Department has made of trends in the standard of writing in (a) primary schools, (b) secondary schools and (c) universities since 2015.

High and rising school standards are at the heart of the government’s mission to break down barriers to opportunity and give every child the best life chances. The government has established an independent Curriculum and Assessment Review which will seek to deliver, amongst other things, an excellent foundation in core subjects of reading, writing and maths. The review group will publish an interim report early in 2025 setting out their interim findings and confirming the key areas for further work. The final review with recommendations will be published in autumn 2025. In the meantime, the department will continue to consider how to best support writing standards at all ages.

At the end of the academic year in which children turn five, which is usually reception year, each child’s level of development must be assessed against the 17 early learning goals set out in the early years foundation stage (EYFS) statutory framework. In the 2022/23 academic year, just 71% of children met the expected level of development in writing. The EYFS reforms were introduced in September 2021. As part of those reforms, the EYFS Profile was significantly revised. It is therefore not possible to directly compare assessment outcomes with earlier years.

In 2024, the key stage 2 national curriculum assessments in England showed that 72% of pupils met the expected standard in writing. The method of assessing writing changed in 2017/18, when 78% of pupils met the expected standard, therefore 2024 results are not directly comparable to 2015. In 2015, 87% of pupils achieved a level 4 or above in the writing teacher assessment.

The English language GCSE aims to provide all students with robust foundations in reading and good written English, and with the language and literary skills which are required for further study and work. While 50% of this GCSE assesses writing, the results do not directly reflect changes in the standard of writing over time, due to the way GCSEs are graded using comparable outcomes. In 2024, 61.6% of pupils entering the exam achieved a grade 4 or above. GCSEs were reformed for teaching in schools from September 2015 onwards, with first examinations in summer 2017, when 70.8% of pupils achieved a grade 4 or above.

The government takes very seriously the need for high academic standards in higher education (HE), as does the Office for Students (OfS), the independent regulator of HE in England. HE providers are autonomous organisations, responsible for ensuring the standards of students' work. However, the OfS explored the standard of writing in a sample of providers in its 2021 report 'Assessment practices in English higher education providers: Spelling, punctuation and grammar', which sets out the OfS’s view that students should be assessed on spelling, punctuation and grammar in order to maintain quality and protect standards.

As part of the OfS's ‘B4 Registration’ condition, HE providers must establish academic regulations that are designed to ensure the effective assessment of technical proficiency in the English language in a manner which appropriately reflects the level and content of the applicable HE course.