Reading: For learners, for Wales.
From September 2026, we will have a three-year enhanced focus on reading.
We know that too many learners are not fluent, advanced readers by the time they leave school or further education and want to be part of the solution that breaks this cycle and recognises the need, through our work with all education providers, to prioritise improving the reading skills of all learners in Wales.
We will evaluate what is working well through our inspection work and share our materials to support providers to improve.
By focusing on this priority area collaboratively, we can help break the cycle between low literacy skills and poverty.
FAQs
Research evidence shows that a lack of reading skills can be a main contributor to a life of hardship, and to an intergenerational cycle of poverty. We know that there is excellent practice in teaching reading across all sectors, but not all education providers focus on improving learners’ reading well enough.
We know that too many learners are not fluent, advanced readers by the time they leave school or further education and want to be part of the solution that breaks this cycle and recognises the need, through our work with all education providers, to prioritise improving the reading skills of all learners in Wales.
Estyn recognises that the best teaching and learning in reading can involve a range of methodologies and practices, with phonics as a key building block. Whilst we would expect to see the involvement of phonics-based practice in schools, Estyn does not endorse any one single approach to teaching reading but uses a range of evidence to evaluate each approach with a focus on its impact for the progress of learners.
(Phonics is a key building block, but that Estyn does not endorse a single approach. Estyn)
In our experience, the most effective schools in Wales take a balanced approach to teaching reading. These schools use a range of strategies so that nearly all learners read with fluency and understanding. These schools have a whole-school approach to developing learners’ reading skills and have an established reading culture. When children start school, the best teachers place an emphasis on developing pre-reading skills and then build on this by teaching phonics explicitly and progressively while also ensuring pupils have access to a wide range of books to enjoy and develop their understanding of stories and other texts. Teachers encourage learners to use a range of strategies to develop their knowledge and reading skills as part of this balanced approach. As learners move through the school, teachers support them to acquire advanced reading skills and progress their vocabulary knowledge.
