Research School Network: Navigating the Ofsted English Subject Report Recommendations What should schools do next?

Navigating the Ofsted English Subject Report Recommendations

What should schools do next?

by Great Heights Research School: West Yorkshire
on the

At the beginning of the month, Ofsted published their report Telling the story: the English education subject report’. In this report, they evaluate the common strengths and weaknesses of English that they have seen in schools across the country. They recommend ways for school and subject leaders to further improve their English curriculum. The report builds on the English research review, published in 2022 and includes findings from primary schools and secondary schools, including evidence from Reception classes and sixth forms.

There is a wealth of evidence and supporting resources that schools can utilise to support with the development of provision. Outlined below are some of the key recommendations put forward by Ofsted with signposting to useful resources.

The report produced by Ofsted can be found here:

Telling the story: the English education subject report – GOV.UK (

make sure that the national curriculum requirements for spoken language are translated into practice, so that pupils learn how to become competent speakers. This should include opportunities to teach the conventions of spoken language, for example how to present, to debate and to explain their thinking’

Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review – Keeley L. Dobinson, Julie E. Dockrell, 2021 (

Oral language interventions | EEF (

Executive Summary-Oracy APPG final report.pdf

The-Oracy-Framework-2021.pdf (

Ep 16: High quality talk | Evidence into Action (

plan a reading curriculum that over time builds pupils’ reading fluency, linguistic knowledge and knowledge of the world, and that does not limit them to responding to exam-style questions’

Reading_trends_2023.pdf (

EEF-KS2-lit-Reading-comprehension-house.pdf (

Rethinking how to promote reading comprehension EJ1322088.pdf (

Ep 4: Exploring the complexities of reading comprehension | Evidence into Action (

help those pupils who enter key stages 2 or 3 unable to read fluently to catch up quickly. This includes making sure that teaching addresses specific gaps in pupils’ phonics knowledge or provides additional practice for pupils who have accurate knowledge, but still read too slowly to absorb information effectively’

Reading_Fluency_Glossary_1.0.pdf (

Reading-Fluency_Misconceptions‑1.0.pdf (

Reading_Fluency_Resource_1.0.pdf (

KS2-Lit-Readers-theatre.pdf (

EEF blog: Shining a spotlight on reading fluency | EEF (

Contact jmellor@​teamworkstsa.​org to discuss our Fixing Fluency approach

More from the Great Heights Research School: West Yorkshire

Show all news

This website collects a number of cookies from its users for improving your overall experience of the site.Read more