It includes an examination of the text of 21 strategies, policies and initiatives from various educational and policy organisations including DfE and Ofsted, noting key themes including confusion over the intended focus of literacy improvement in terms of pupils and a lack of clarity around what is meant by ‘disadvantage’.
The report made ten recommendations, three of which were specific to schools:
Ensure that SEND and literacy strategies work harmoniously, with a particular focus on how learners, who may never reach ‘mandated’ standards in literacy, are supported.
Consider how funding could be used to boost the number of specialists across a cluster of schools.
Increase targeted sharing of effective practice in relation to literacy between for example, SENCos, faculty and subject leaders across curricula and educational settings.
The governing board must use its best endeavours to secure that the special educational provision called for by the pupil’s or student’s special educational needs is made.