DAC 84/25 – DE – CURRICULUM REFORM – IMPROVING LITERACY IN PRIMARY SCHOOLS

Location

Description

Literacy provision in Northern Ireland primary schools currently varies widely, with no system wide standardised approach to early reading instruction. Although the curriculum provides support and schools implement their own interventions, significant attainment gaps persist, particularly in Communication at Key Stage 2. This research project is designed to address these gaps by evaluating the impact of a structured synthetic phonics programme, Read Write Inc., across a stratified and representative sample of schools. The aim is to generate robust, generalisable evidence to inform the new literacy strategy and curriculum reform. This initiative forms a core component of the Department’s TransformED programme and directly supports the Minister’s priorities for raising literacy outcomes system wide.

Award Detail

CPV Codes

• None found

Legal Justification

The selection of this programme as the basis of research in NI is due to a combination of factors that make it the only viable option for delivering this project to the required specification and within the necessary timeframe: • Specialist nature and proprietary status: RMT is the sole provider of the Read Write Inc. Phonics programme, which is a Department for Education (England) validated Systematic Synthetic Phonics model. The programme’s intellectual property, training model, and assessment tools are exclusively owned and delivered by RMT. No other supplier is authorised to provide access to these materials or deliver the programme with fidelity. • Lack of viable alternatives: While other phonics programmes exist, none offer the same combination of structured pedagogy, embedded assessment, professional development, and implementation support. Read Write Inc. is used in over 8,000 UK primary schools and has been independently evaluated by the Education Endowment Foundation, which found measurable gains in reading, particularly for disadvantaged pupils. The Department has not been able to identify any other provider offering this level of evidence, scale and infrastructure in the current market that can deliver within the required timeline • Urgency of delivery: The Department has committed to developing a new literacy strategy as part of the TransformED programme. This research project is a key action within that strategy and must commence as soon as possible to align with the academic calendar and policy development timelines. Delaying implementation would mean missing the opportunity to generate evidence within the require timescale, which is critical to informing the new literacy strategy and curriculum reform timeline.

Other Information

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