Responding to the Rose Review: Schools’ Approaches to the Sy

This OfSTED paper reports on the findings of a survey of schools’ responses to the Rose Review of the teaching of early reading and subsequent guidance from the Primary National Strategy on the systematic teaching of phonic knowledge and skills to children in the Foundation Stage and Key Stage 1. The survey aims to ascertain the extent to which a sample of schools understand and are acting upon the key concept of ‘fidelity to the programme’, identified in the Rose Review as an essential aspect of successful phonics teaching. Folder: Leadership Briefings Issue 3.06 (30)

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