I have visited the land of letters and been exceptionally jolly when teaching phonics. I have read and written, and even had a long-term relationship with a phonic fairy. Nevertheless I do not consider myself to be a phonics expert.
In semi-retirement, I have had more time to compare and contrast the teaching of phonics in England and in Wales. I have two questions that haunt me:
- Is phonics taught better in England?
- Do we in Wales spend more time ensuring that pupils close the gap, catch up or are boosted, rather than ensuring that they do not ‘fall behind’ in the first place?
Throughout my career I’ve known of many occasions when Welsh educators have looked around the world for inspiration: visits to Sweden, to Canada, to Hungary to learn more about the way they teach and to bring the absolute best back to Wales. However, at times, it seems to me that there is an unspoken law that in Wales we just have to do it differently than in England.
I can’t help but wonder why. Those far more learned than I may refer to deep cultural issues relating to the Welsh being governed by the English, or to the plundering of Welsh natural resources. Perhaps it’s all more simple; small verses big, David verses Goliath.
The feeling may be mutual, as the English may have a reluctance to learn from Wales. Recent tragic events suggest that Ofsted have a great deal to learn from Estyn.
For my latest project, I have swallowed my Welsh pride and engaged with a DFE approved phonics scheme to explore if the English approach to teaching phonics will work in Welsh schools. There will be a number of cultural barriers to overcome and questions to be answered such as:
When does the Welsh mix of schemes and adaptive pedagogy, underpinned with differentiation, make what can been seen as the rigorous, constraining, non-differentiated approach associated with many English schools, become so diluted, that it leads to mediocracy and a lack of ambition?
It’s certainly going to be interesting and I am hopeful that the effort will be rewarded with improved standards for Welsh learners.
The schools fortunate to be selected to participate in this year long study will benefit from:
- The methodology, quality resources and training of a DFE verified phonics scheme that has had impact in English schools.
- Fifty percent discount on subscription
- £1000 matched funding on resources purchased from the scheme
- Training – the scheme comes with excellent online training. There would be additional free training for participating schools which would be delivered flexibly, depending on the needs of the schools taking part.
There will be an impact analysis. We are in the process of designing the pilot study methodology which we will ensure does not place a burden on school staff. The study will require participating schools to provide progress data at set times and to offer views through interview/questionnaires. The pilot study will be supported by a UK university.
My liaison with a phonic fairy has not equipped me to tell others how to teach phonics. However, I find that I am now equipped to assist schools in exploring if there is a way to ensure that our teaching of phonics really does contribute to the development of ambitious capable learners- even if it does come from our closest neighbours!