Appendix 1: methodology

During the initial planning stages of the thematic, HM Inspectors (HMI) established stakeholder forums. Through these, the views and opinions of senior leaders, teachers, practitioners, children and young people were sought. HMI used the feedback from these sessions to influence the scope and methodology of the thematic. HMI recruited qualified and experienced colleagues as subject-specialist Associate Assessors (AAs), to support the literacy inspection visits.

Inspectors and AAs visited 51 settings and schools in the ELC, primary, secondary and special sectors during the academic year 2024/25. The settings and schools were selected by HMIE to represent different contexts and demographics. A list of the settings and schools visited can be found in Appendix 2. In addition to the 51 visits, this report draws on broader inspection evidence from the same period.

Literacy and English is one of 8 curricular areas in Scotland’s CfE and covers both experiences and outcomes in listening and talking, reading and writing.  The focus of the inspection visits was to explore the following areas:

• How well the English and literacy curriculum supports progression, relevance and a balance of knowledge and skills
• The quality of teaching in literacy and English in Scotland

Before the inspection visits, we asked headteachers of schools and heads of ELC settings to identify and share existing documents, such as improvement plans, standards and quality reports and literacy and English curriculum information.

During the inspection visits, inspectors and AAs spoke with children and young people, teachers and practitioners. They observed learning experiences, reviewed documentation and discussed approaches to learning and teaching in literacy and English. They shared verbal feedback with relevant staff at the end of each visit. This was followed up with a brief individual report.