Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 23 June 2023 to Question 189737 Primary Education: Boys, whether her Department has produced research on interventions at Key Stage 1 and 2 that have closed attainment gaps in (a) literacy and (b) phonics between boys and girls.

The Government is committed to continuing to raise literacy standards for all pupils, regardless of gender. English is fundamental to education and provides the skills and knowledge pupils need to communicate with others, both in school and in the wider world. Language in the early years is also associated with long-term employment outcomes. Children with poor vocabulary at age five are more than twice as likely to be unemployed at age 34 as children with good vocabulary, according to research which is available at: https://eresearch.qmu.ac.uk/bitstream/handle/20.500.12289/1057/eResearch_1057.pdf?sequence=1.

By ensuring high quality systematic synthetic phonics teaching, the Government wants to improve literacy levels to give all children a solid base upon which to build as they progress through school, and help children to develop the habit of reading widely and often, for both pleasure and information.

The Education Endowment Foundation (EEF) and the Sutton Trust are, together, the Government-designated What Works Centre for Education. The EEF has carried out a comprehensive review of robust studies on the effects of phonics. They found that phonics is more effective on average than other approaches for early reading, when embedded in a rich literacy environment. Phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading, with an average impact of an additional four months’ progress.

Since 2010, the Government has accelerated the effective teaching of phonics, by placing it at the heart of the curriculum and introducing the annual phonics screening check in 2012 for pupils at the end of Year 1.

The recent publication of the international literacy study, Progress in International Reading Literacy Study (PIRLS) 2021, showed England was among the top scoring countries, coming fourth out of the 43 countries that tested children of the same age. The performance of England’s pupils in PIRLS 2021 remained stable after significant improvements in 2011 and 2016. As well as the overall success, both the gender gap and the gap between the highest and lowest achievers have continued to narrow, driven in the long term by the improvement of the scores of boys and the lowest attainers. Researchers have found that the Phonics Screening Checks (PSC) score was the most significant predictor of PIRLS performance.

In 2018, the Department also launched the £60 million English Hubs Programme to improve the teaching of reading, with a focus on phonics, early language development and reading for pleasure. The English Hubs have delivered intensive support to 1,700 schools to date. Departmental analysis shows that partner schools supported by the English Hubs Programme outperformed other schools by around seven percentage points in their PSC.