What is literacy?

Every three years, the Organisation for Economic Co-operation and Development (OECD) runs its Programme for International Student Assessment (PISA), a survey comparing different education systems from around the world. PISA tests the reading, science, mathematics and problem solving skills of 15-year-old pupils.

Over 70 countries took part in the most recent PISA in 2015, including the 35 member countries of the OECD and all four countries of the UK. The UK has climbed from 23rd place in 2012 to 21st place in 2015 for reading scores.

The PISA 2015 report for England found that:

• There has been no is significant change in average reading scores in England since 2006
  
• The OECD average declined slightly in 2015, thus pupils in England performed above the average for the very first time
  
• In only seven countries is the gap between the highest and lowest performing readers greater than in England
  
• Boys in England perform less well in reading than girls by an average of nine months of schooling. This trend also exists in most other countries
  

Another report by the OECD found that England is the only country in the developed world in which adults aged 55-to-65 perform better in literacy and numeracy than those aged 16-to-24. This means that in time, the basic skills of the English labour force could fall further behind those of other countries.

For more information on literacy around the world, visit the OECD and the National Foundation for Educational Research.

In England, the Early Years Foundation Stage (EYFS) framework sets the standards that all providers must meet to ensure that children learn and develop well. It sets out learning requirements in line with the knowledge, skills and understanding that children should have by the time they turn five and start primary school.

There are seven areas of learning and development that must shape educational programmes in early years settings, including areas specific to communication and language (e.g. listening and attention, understanding, speaking) and literacy (e.g. reading, writing).

Teachers assess every child who will be five-years-old on, or before, the start of the new school year by an EYFS profile. The assessments are based on classroom observation and children are not tested. In 2018:

• 71.5% of children achieved a good level of development by the age of five
• 77% of five-year-olds met the minimum standard for reading, 74% for writing, 86% for speaking and 86% for listening
• Fewer children on free school meals met the minimum standards for reading (62% vs 77%), writing (59% vs 74%), speaking (77% vs 86%) and listening (77% vs 86%) compared to their peers

At the end of a child’s first year at primary school in England (Year 1) they will undertake a phonics screening check. This is a short assessment carried out by teachers to check whether or not each child has learnt to decode words using phonics to an appropriate national standard. Children are tested again at the end of Year 2. In 2018:

• 82% of children met the national standard in phonics in Year 1
• 92% of children met the national standard in phonics in Year 2

At the end of Key Stage 1 (Year 2), pupils undertake National Curriculum Tests (formerly SATs) and teacher assessments in English, maths and science. In 2018:

• 75% of children achieved the expected standard in reading
• 70% of children achieved the expected standard in writing

At the end of Key Stage 2 (Year 6), pupils undertake National Curriculum Tests (formerly SATs) and teacher assessments in English, maths and science. In 2019:

• 73% of children achieved the expected standard in reading
• 78% of children achieved the expected standard in writing
• In 2018, fewer children on free school meals achieved the expected standard in reading (60% vs 75%) and writing (63% vs 78%) compared with their peers. Comparative figures for 2019 will be published on 5 September.

Key Stage 3 includes the first three years of a child’s secondary education (Years 7-9). Children and young people’s progress is assessed by their teacher throughout Key Stage 3.

During Key Stage 4 (Years 10 and 11), children begin a two-year programme of study for their GCSEs (General Certificates of Secondary Education). Examinations are taken by most pupils at the end of compulsory school education (Year 11).

There are around 50 different GCSE subjects, alongside 14 vocational GCSEs which have been introduced to replace Part 1 GNVQs (General National Vocational Qualifications).

In 2017, the government introduced a new grading scheme alongside a new GCSE curriculum in England. The new curriculum will be phased in until 2020, at which point all GCSE subjects will be graded from 9 to 1 (with 9 being the highest grade) rather than A*-G. In 2018:

• 64% of students achieved a good grade in English language GCSE or equivalent (grades A*-C or Level 9-4)
• 59% of students achieved good grades in English language and mathematics GCSEs
• In 2017, 64% of students achieved good grades in English language and mathematics GCSEs, compared with just 40% of students eligible for free school meals (Please note: 2018 GCSE results for disadvantaged students are not yet available)