The publication of the government’s schools white paper, Every child achieving and thriving, on 23 February 2026 presents a significant opportunity to place literacy at the centre of education reform.
The paper outlines an ambitious vision for education in England: raising standards for all, improving early years outcomes, halving the disadvantage attainment gap, increasing attendance and strengthening inclusion.
Literacy must be fundamental to achieving these aims. Reading, writing, speaking and listening underpin every subject, shape children’s sense of belonging and determine whether they can access and succeed across the curriculum.
Literacy as the foundation for success
From early years through to secondary school, evidence consistently shows that children who develop strong literacy skills, as well as a love of reading and writing, are far more likely to achieve and thrive.
However, schools cannot deliver this transformation alone. Place-based approaches, cross-sector partnerships and targeted support for children with SEND are essential to driving system-wide change.
Delivering on the government’s ambitions will require sufficient funding to meet the scale of need. It will also depend on a well-supported education workforce, equipped with the training, time and resources to provide high-quality literacy teaching and early intervention.
When holistic approaches to reading and literacy are central to classrooms, homes and communities, every child has a greater chance of reaching their full potential, regardless of background.
Reform starts in the early years
The white paper rightly recognises that “we are learners from birth” and that early years provision has too often been treated as separate from the wider education system.
What happens in a child’s earliest years is critical to their life chances. Yet too many children still start primary school without the language, communication and literacy skills they need to learn – particularly those in disadvantaged communities.
This early literacy gap has lasting consequences, limiting life chances and carrying significant economic costs. The government’s commitment to improving transitions between early years settings and schools through partnership funding and shared best practice is therefore welcome. Additional funding to help identify and respond to emerging learning needs is also an important step.
The pledge to invest £200 million over three years to ensure every Best Start Family Hub has a dedicated SEND practitioner is encouraging. However, further detail will be important to assess whether this investment matches the scale of need.
Closing the disadvantage gap
Where a child is born continues to shape their educational outcomes. The attainment gap between pupils eligible for free school meals and their peers remains significant at every stage of their education.
If we’re serious about social mobility, tackling literacy inequity must be the first step – and this starts in the early years.
The new target to halve the disadvantage gap at GCSE for children born under this government is both ambitious and important. Its success will depend on early intervention, from a child’s very first years, and how effectively reforms to the national curriculum and literacy strategy align: as standards rise, children must have the knowledge, vocabulary and communication skills to access a more challenging curriculum.
Done well, these reforms could ensure that every child, regardless of circumstance, is equipped with the tools to succeed.
Targeting support where it is needed most
Improving literacy requires a focus on the communities where low literacy and poverty have the greatest impact on children’s and families’ lives. Our data-led, place-based approach enables targeted support where it is most needed and helps embed literacy as a shared community priority – not just a target for schools.
The white paper’s emphasis on place-based reform is promising. Initiatives such as Mission North East and Mission Coastal recognise that geography, community infrastructure and entrenched disadvantage shape outcomes as much as classroom teaching does.
Cross-sector partnerships between schools, Family Hubs, libraries, youth services, community groups, health providers, businesses and more are key to unlocking national ambition at a local level.
As the Secretary of State said yesterday, “policy sets direction, but change happens through partnership”. Further detail on how this new model will operate in practice will be crucial.
Reading unlocks learning
The government’s commitment to introduce a statutory reading assessment for year 8 pupils will aim to strengthen access to the wider curriculum by improving reading skills among those who are struggling.
Further clarity is needed on the funding and support that will be available to schools, and we also encourage policymakers to consider how we can validate teenage reading experiences in schools and explore routes into reading.
Adolescence is a critical stage. Our evidence shows that reading enjoyment and daily reading decline sharply during the teenage years, as young people face increasing academic pressures and competing demands on their time. Yet regular reading in adolescence is linked to stronger cognitive performance, higher wellbeing and greater confidence – benefits that are particularly important as pupils approach high-stakes exams.
This assessment must therefore be more than a measure of attainment. It should be used as an opportunity to equip young people with the skills, motivation and encouragement they need to develop and, crucially, sustain a positive relationship with reading.
Literacy for life
The white paper also recommits to embedding oracy, financial, digital and media literacy within the curriculum, following recommendations from the Curriculum and Assessment Review to better prepare children and young people for life and careers in a rapidly changing world.
Being literate today means more than decoding text. Children and young people must be able to navigate online information, identify misinformation and evaluate credible sources. These skills enable confident participation in education, employment, democracy and a digital society.
If the ambitions set out by this paper are to be realised, literacy must remain at the heart of reform. With sustained investment, aligned policy and strong local partnerships, this moment presents a genuine opportunity to ensure that every child, regardless of background, can achieve and thrive.