Education Minister Erica Stanford says the Government’s mandating of structured literacy is transforming the reading achievement of new entrants nationwide.
Since Term 1, structured literacy and the new English curriculum is being taught in all primary schools. Alongside this, new entrants have been tested after 20 weeks at school through a phonics check to see how their reading is tracking.
Term 3 phonics data taken at 20 weeks at school shows:
- 58% of students were at or above expectations, up from 36% in Term 1;
- 43% of students exceeded expectations in Term 3, more than double the Term 1 rate.
“New phonics data shows a significant boost in reading success right across the country. Our relentless focus on teaching the basics brilliantly is delivering. We followed the science, data and evidence, and in less than a year we are growing more confident readers and reversing the decades of decline in student achievement,” Ms Stanford says.
“I want parents to know that we are ambitious for your children. We want them to be confident readers. That’s why we took bold action to mandate structured literacy, and it’s working.”
The increase in achievement has resulted in a reduction in the number of students that need targeted support, dropping from 52 in Term 1 to 33% in Term 3.
“This is crucial, evidence shows the younger children master learning to read, the more likely they are to succeed at school.”
Māori students performing at or above what’s expected have increased from 25% to 43% in just two terms. Tamariki needing additional support fell from 62 to 47% over the same short period. These results are a significant step in raising Māori achievement and closing the equity gap, said the Minister.
In high equity (low-decile) schools, children meeting expected levels has gone up from 18% to 35%, and Pacific students, from 27% up to 43%.
“This is an incredible improvement in reading scores in less than half a year and reflects the brilliant work teachers are doing. These results are evident our structured literacy reforms work for everyone, all schools, all ethnicities, all deciles. Raising reading achievement right from the first year of school gives our young people the best chance of success at school,” Ms Stanford says.
