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The Phonics Screening Check 2012-2017: an independent enquiry into the views of teachers and parents

The Phonics Screening Check 2012-2017: an independent enquiry into the views of teachers and parents If you are a head teacher of an infant or a primary school in England, a teacher who has assessed children on the Phonics Screening Check or a parent any of whose children have been assessed on the check we hope you will take part in this independent survey. It is important that we achieve a large and representative sample to ensure our evidence has credibility in informing debates at DfE on the effect of current literacy policy in England. Please take part in the survey whether or not you agree with government literacy policy. Professor Margaret M. Clark, Visiting Professor, Newman University in collaboration with Professor Jonathan Glazzard, Leeds Beckett University. The Phonics Screening Check is a statutory assessment administered to all children in Year 1 in state schools in England since 2012. The check consists of 40 words to be read aloud to the teacher (20 real words and 20 pseudo or alien words). Any child who fails to read at least 32 out of 40 words correctly must re-take the check at the end of Year 2. The survey forms are accessed from the following links: Head teachers of infant and primary schools Teachers who have assessed children on the check Parents of children assessed on the check What is the aim of the research? This is an independent research project to inform government policy, evidence-based by the views of teachers and parents. Your participation is entirely voluntary. Your answers will remain anonymous. Our aim in collecting geographical information, and years in teaching, is to enable us to assess how representative a sample we achieve.Should you wish to contribute further to the research either in writing or by an interview please contact us. Why is this survey important? There were no questions about the future of the Phonics Screening Check in the Government consultation in 2017 on Primary assessment in England. It was merely stated that it is a statutory assessment. Thus it appears the government is firmly committed to its continuation. We feel it is time to give teachers and parents a voice through the medium of an independent survey exploring the effect government policy is having on children`s literacy experiences in school, whether the check is value for money and whether it should remain statutory.        

International Festival of Childhood

You can book now for this important event, which runs from 29 June to 2 July 2017. IFOC2017_LEAFLET1[2]

Save The Children Early Years Lobby Day

On 22 February 2017, Joan Norris, a NAPE Council member, attended this important conference in London where she lobbied about the importance of the quality of early years teachers. Photographs and a report of the event can be seen here:


ASPE and NAPE have moved even closer together through our joint sponsorship of the NAPE journal, Primary First. The link was established with issue 17 and strengthens the association’s support for the ASPE journal, Education 3 to 13.  Working together the associations provide professional comment on educational matters of interest and relevance to teachers and parents right across the spectrum from nursery school to university.

The Keycolab European Project

John Coe is directing the UK contribution to the Keycolab Project, a collaborative project concerned with the evaluation of the European Key Competencies for Learning, and the professional development of teachers to enable this to happen effectively. Lynn Hannay and Stuart Swann have been supporting John in this work and taking part int he European Conferences, in Belgium and Finland, and recently in Oxford. Six of our Oxfordshire schools are carrying out the research and helping to develop evaluation profiles. Click the images below to view and print. keycolab-poster about-keycolab keycolab-partners