Improving Literacy and Numeracy Achievement in Schools

The Comptroller and Auditor General, Kieran Donnelly, today publishes a report on literacy and numeracy achievement in our schools.  Literacy and numeracy skills are essential for modern life – failure to reach a good standard in literacy and numeracy can have serious consequences as it puts at risk the opportunities for children to achieve their full potential.

Mr Donnelly said:  “In 2006, when I last reported on this topic, I found that significant numbers of children were still not reaching established targets.  Since that time, levels of achievement in literacy and numeracy at Key Stage 2 (11 year olds), Key Stage 3 (14 year olds) and GCSE have continued to increase slowly in line with current targets as set out in the Department of Education’s strategy, Count, Read:  Succeed.  In addition, in 2011 two international comparative studies (see Note 1) reported very impressive performances by local primary schools.  

Regardless of how well the majority of pupils perform, however, it is also clear from our findings that unacceptably large numbers of pupils are failing to achieve even minimal levels in literacy and numeracy.  It is vital that our education system does all it can to address underachievement in order to improve the life chances of our young people and to ensure that our economy is well equipped to compete in an increasingly global market place.”

Literacy and Numeracy performance

At the end of primary school (year 7), more than one in six pupils does not achieve the expected standard in literacy (3,876 pupils) and numeracy (3,754 pupils).  By Key Stage 3 (year 10),  more than one in five pupils does not achieve the expected standard in literacy (5,000 pupils) and numeracy (5,500 pupils).  By GCSE, two in five (9,000 pupils) leave full-time education not having achieved the required standard (Note 2) in literacy and numeracy.  

  • Within these overall results, the report also found a number of other significant disparities:
  • The wide gap between the highest and lowest achieving children continues to be challenging with a strong correlation between low levels of academic achievement and free school meal entitlement (an indicator of social deprivation).  Only 31.7% of pupils entitled to free school meals in 2010-11 achieved the expected level at GCSE compared to 65.1% of pupils not entitled to free school meals
  • social deprivation appears to have a greater negative impact on achievement levels in controlled (mainly Protestant) schools than in their maintained (mainly Catholic) counterparts ;
  • outcomes for boys are worse than those for girls at almost all levels.

While the report highlights these significant disparities in achievement across schools in both the primary and post-primary sectors, it also reveals a great deal of high achievement and good practice.  

Building on the experience of successful schools

The report acknowledges the considerable work being undertaken in schools to improve classroom practice and to create learning environments within which pupils will have greater opportunity for success.  It is equally important that teachers themselves can demonstrate proficiency in literacy and numeracy teaching skills and knowledge.

Effective school leadership has a vital role to play in improving the level of attainment in literacy and numeracy and addressing under-performing schools.  The challenge is to get all school leaders doing what the best leaders do already.  Beyond that, the challenge is to develop new approaches to school leadership for the future.

A number of the schools visited place a high priority on diagnosing and addressing individual learning needs and have made decisions to dedicate discretionary resources or seek external assistance to provide targeted support to more vulnerable pupils.

Given the key role played by families in assisting children with literacy and numeracy progression, the report highlights how, in many cases, families have been supported and the home learning environment boosted through partnerships between communities and the education services.  

The report commends the consistent sharing of data by the Department and its use by the schools which were visited as part of the review.  However, there is a risk that data is not always used in a timely and effective way across all schools and sectors.  It is particularly important that the learning needs of pupils are effectively tracked as they move from primary to post-primary phases to ensure that those needs are not lost.

Within the schools visited the report found an obvious zeal to seek out and share good teaching practices from a wide range of sources.  The report highlights the need for ongoing consideration to be given to ways of identifying and sharing practices that are already working to raise levels of literacy and numeracy achievement in schools.   

  • Progress in International Reading Literacy Study (PIRLS) looked at reading achievement among 9-10 year- olds and Trends in International Mathematics and Science Study (TIMSS), is a parallel study of mathematics and science at ages 9-10.
  • Attainment at the level of five or more GCSEs at grade A*-C or equivalent, including GCSEs at A*-C in GCSE English and mathematics, is widely seen as the minimum qualifications required for students to progress to sixth form studies at school; further education; training; or step onto the employment ladder.  
  • The Comptroller and Auditor General is Head of the Northern Ireland Audit Office (the Audit Office). He and the NIAO are totally independent of Government. He certifies the accounts of Government Departments and a range of other public sector bodies. He has statutory authority to report to the Assembly on the economy, efficiency and effectiveness with which departments and public bodies use their resources.
  • Background briefing can be obtained from the Audit Office by contacting Sean McKay, Director (028 9025 1075) or Suzanne Walsh, Audit Manager (028 90254337).