Following new revelations from ITV News highlighting confusion and potential bias within Estyn, the Welsh Conservatives have called for urgent action to ensure that reading in Welsh schools is taught using evidence-based methods.
In 2012, Estyn said that reading and writing standards of children in Wales must improve
The investigation found that Estyn officials appeared to defend discredited “cueing” techniques, where children guess words from pictures or context, despite decades of international research showing that systematic phonics is the most effective approach to teaching children to read.
It also emerged that Estyn invited a critic of phonics, Professor Dominic Wyse, to address inspectors, while initially rejecting a request from phonics expert Elizabeth Nonweiler, whose subsequent resignation from the Welsh Government’s literacy panel has further deepened concerns about political interference and mixed messaging in the Labour Welsh Government’s literacy strategy.
Commenting, Welsh Conservative Shadow Cabinet Secretary for Education, Natasha Asghar MS, said:
“These revelations are deeply concerning. It appears that the body responsible for upholding educational standards in Wales may be promoting flawed and damaging teaching methods.
“The evidence is crystal clear, systematic phonics works, the Welsh Government and Estyn must now ensure that all teaching in Welsh schools is based on proven, evidence-led methods rather than ideology.
“The Welsh Conservatives are the only party committed to banning cueing and following the science by introducing phonics as part of our credible plan to improve education and deliver a better future for Wales.”
After government scrutiny, questions turn to Estyn’s role in Wales’ reading debate
Estyn has released numerous reports over the years highlighting significant concerns about reading standards and literacy levels in schools across Wales. Key findings from their reports include:
- Persistent Concerns: Estyn has consistently warned that a significant minority of pupils leave primary school with poor reading abilities, with around 20% considered functionally illiterate.
- Impact of the Pandemic: A 2023 report indicated that the COVID-19 pandemic had a negative impact on children’s reading skills, widening the gap between disadvantaged pupils and their peers.
- Transition from Primary to Secondary: A major issue highlighted is the transition period. While many pupils in primary schools make sound progress, a majority in secondary schools (Years 7-9) do not develop advanced reading and comprehension skills well enough.
- Teaching Methods: There has been ongoing debate and criticism regarding the teaching methods used in Wales. Estyn has advocated a “balanced approach” to reading instruction, but critics argue that the continued use of methods not solely focused on systematic phonics is ineffective and contributing to poorer outcomes compared to other parts of the UK.
- Lack of Challenge: Inspectors have found that in some primary schools, pupils are not given challenging enough opportunities to develop and practice their reading skills. In secondary schools, a lack of depth in the new curriculum has also been a concern.
- Variability in Quality: Reports note a wide variation in the quality of teaching and support for reading across different schools. High-quality teaching was found consistently in only a few schools.
- Library Provision: Estyn has pointed out that school library facilities vary widely, with some libraries being underused or decommissioned, which hinders the development of a reading culture.
In response to these findings, the Welsh Government has implemented various strategies, including a national oracy and reading programme and providing free books to all pupils, to address the concerns raised by the inspectorate.
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