Primary Teacher

Phonics - Have your say 

Have your say in the NASUWT Phonics Facebook group

NASUWT members have given a resounding no to plans by the Coalition Government to restrict the methods used to teach pupils to read.

Ministers have announced plans to allow primary teachers to use only systematic synthetic phonics with their pupils, claiming that this has been ‘proven’ to be the most effective method for teaching reading skills.

The NASUWT is seriously alarmed at the proposals, believing that while phonics is an important strategy in the arsenal of teaching methods, teachers must be allowed to exercise their own professional expertise in deciding what is best for their students.

Furthermore, the Union is completely opposed to the planned introduction of a reading test for all pupils at the end of Key Stage 1, and the publication of the results in a performance table.

In order to gauge the views of members on this important issue, the Union undertook an online survey of members on its website. The results clearly underlined the Union’s view that adopting such a narrowly prescriptive and judgemental approach would be detrimental to the work of teachers and the education of pupils, with nearly half of respondents opposing the introduction of a test and over two thirds against the narrow focus on phonics in any such assessment.

Members also clearly share the NASUWT’s deep concern that about any test results being used as a way of judging or grading teachers’ performance, with over three quarters of respondents agreeing that this was a worry for them. With continual statements from Ministers about ‘tackling teacher underperformance’ and the threat of national pay frameworks being dismantled in favour of performance-related pay, the NASUWT believes the profession has much to fear.

Introducing a test is also a backdoor way of forcing schools to comply with its phonics policy, as those which resist will then fall foul of the accountability regime.

The Government describes systematic synthetic phonics as the ‘proven’ best method of teaching early reading. However, the true picture, as with many of the ‘facts’ it uses justify its decisions are decidedly less clear cut.

The Government points to a study of the use of the phonics technique in Clackmannanshire in Scotland over the past few years to reinforce its belief that a phonics-only method is best. However, there is clear evidence that the contribution of phonics to pupils’ overall progress is mixed, with even those responsible for the Clackmannanshire approach clear that it is not a silver bullet to tackle under achievement.

Ministers have also failed to mention that the issue of systematic synthetic phonics was examined by Sir Jim Rose in 2006 and the curriculum subsequently amended to reflect his view. He argued that while synthetic phonics is important, teachers’ professional judgements must have a key role to play in deciding when and how synthetic phonics should be deployed. This commitment to consultation and thorough examination of independent evidence evident during the previous curriculum review is sadly and characteristically lacking in the Coalition’s sledgehammer approach, the NASUWT believes.

The Coalition claims that changes are needed to tackle major under achievement in reading in schools. While the Union agrees that it is important that work continues to raise standards, it believes such claims are neither true nor fair to the thousands of hard-working primary teachers. Standards in English have gone up remarkably in primary schools since 1995, when only 49% of pupils reached the Level 4 standard, to today when approximately 80% do so.

The NASUWT contends that these plans are little more than another attempt by the Government to deliberately malign the profession in order to justify its mission of driving down pay and conditions and giving state education over to private providers.

Working for Primary School Teachers

• NASUWT: Working for Primary School Teachers (PDF - 85KB)
• Search for jobs in the primary sector (new window)

The NASUWT works at school, local and national level to ensure that the interests of primary members are represented effectively and that their particular needs and concerns are reflected in the development of its policy its advice and guidance.

While teachers working in all sectors of the education system across the United Kingdom face many similar challenges and concerns, the NASUWT recognises that primary teachers can face particular issues, often related to the relatively small size of the schools within which they work and the current model of generalist primary teaching as the principal means of curriculum organisation and delivery.

Tackling the workload of primary teachers and ensuring that their professional status is protected and enhanced remain key priorities for the NASUWT.

England and Wales

In England and Wales, the contractual changes heralded by the National Agreement, Raising Standards and Tackling Workload, and the workforce remodelling agenda have particular resonance in the primary sector as they are creating the opportunities for new and more effective ways of working in primary schools that enhance teachers’ working conditions and also ensure that primary teachers can concentrate on their core responsibilities for teaching and learning. 

In light of the significant demands placed on the primary system by policy initiatives related to the Every Child Matters agenda and curriculum reform among others, the need for the Union to continue its work in this area have never been more important.

Scotland and Northern Ireland

The concerns of primary teachers in Scotland and Northern Ireland are no less pressing and while they reflect the particular circumstances and context of the education systems in each nation, the need to drive down primary teacher workload and remodel the school workforce remain equally as urgent.

• 'Delivery of education must not be compromised' says the NASUWT
• ‘New Scottish class sizes don’t go far enough’ says the NASUWT
• 'Scottish Class Size Review Provides The Opportunity For Across The Board Change' Says The NASUWT
• Drop in teacher numbers 'deeply worrying'
• Scottish education cuts 'last thing teachers or pupils need' says the NASUWT
• NASUWT calls for 'flawed' pay system to be reformed
• NASUWT comments on Scottish draft budget
• Scottish councils not carrying out government policy says the NASUWT

Links to the NASUWT’s most recent policy and guidance materials focused on the primary sector can be found on this page. These materials highlight the Union’s position as the leading trade union for primary teachers as they all reflect and address the direct experiences and concerns of its members. 

It is only through the active participation of members that the Union’s vital work on behalf of primary teachers can be sustained. By taking advantage of the many opportunities to get involved in the work of the NASUWT, primary members will ensure that their Union can continue to protect and advance their interests and those of their colleagues.