Influencing Policies through Research

In October 2019, a consultation was launched on proposals for changes to the statutory framework for the early years foundation stage in England.
Taking as its starting point a selection of surveys and policy documents before moving to consider views from theorists, writers and young readers, this article seeks to stimulate debate about why reading literature as part of the curriculum still matters.
We are pleased to make UKLA’s response to the consultation on ‘Primary assessment and accountability under the new national curriculum’ available. Our response was informed by members’ views at a consultation meeting on 14th September 2013. Many thanks to all who participated in this process.
This consultation concerns the previous government’s proposals for teacher professional development in England and focuses on: Improving the quality of professional development and learning undertaken by all teachers; and Facilitating the establishment of a new independent professional body for teaching (a “College of Teaching”).
This UKLA project was planned in response to recurring evidence that suggests children in England continue to read less independently and find less pleasure in reading than many of their peers in other countries (Twist et al., 2003; 2007).

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