What gets measured tends to get done. In primary schools this means a curriculum driven largely by English and maths.
But perhaps assessment needs to help us look below the surface of these headline measures. Why? Consider these research findings:
- Children with poor language at age five are six times less likely to reach the expected standard in literacy at age 11 than those with good language, and 11 times less likely to reach the expected standard in maths.
- Children’s reading ability is dependent on their oral language skills – their vocabulary and language structures. The contribution of spoken language skills to reading is not confined to reading comprehension; it also predicts how easily they will learn phonics.