Children and young people’s interest and engagement in the literacy and English curriculum

What is working well  

Children and young people are most engaged when the literacy and English curriculum is delivered through meaningful and relevant contexts. Across all sectors, role-play, storytelling, visits to local libraries and community projects spark curiosity and deepen learning. In early years, children enjoy developing their literacy skills through play, mark-making, storytelling and literacy activities integrated into daily routines.

Primary pupils enjoy writing tasks that have a clear purpose and audience, such as writing letters to authors or creating posters. Young people in secondary schools value opportunities to explore contemporary issues through texts and media.  

Digital tools play a significant role in enhancing engagement with the literacy and English curriculum. Children and young people enjoy using digital tools, such as bar matrix codes, interactive whiteboards and assistive technologies. They report that these improve their engagement and enhance their work. Children, including those with literacy-specific difficulties, report that tools like speech-to-text and immersive readers help them access literacy tasks more effectively, boosting confidence and outcomes.  

Children and young people are most engaged when the literacy curriculum is meaningful, offers choice and develops creativity. Activities such as ‘Book of the Week’, creating presentations, using digital tools for quizzes, and outdoor learning are particularly well-received.

Older pupils value opportunities for ‘free writing’. When they are able to choose texts or topics, they report that they are more engaged and feel a stronger sense of ownership. This strengthens their independence and develops increased confidence in their literacy skill development.  

In secondary schools, most young people in the senior phase are aware of the progress they are making through the English curriculum. They engage in learning conversations with their teachers. They feel that these conversations help them identify their next steps for learning.

Across broad general education (BGE), a minority of young people are confident in stating the level at which they are working. In primary schools, children value the feedback they receive from their teachers and, in some schools, from their peers. Children and young people feel that teachers know them well as individuals and that this and the feedback they receive help them improve their work.  

In primary schools, children speak enthusiastically about reading and show genuine enjoyment in reading. They report a love of reading for pleasure and value being able to visit inviting library spaces and engage in regular reading events. They enjoy texts that are relevant, accessible and diverse.  

Many schools offer children and young people opportunities to develop their literacy and English skills through pupil voice groups. Children and young people are engaged and motivated by their involvement in these groups. They show high levels of interest when these groups focus on developing the literacy skills of others. For instance, some schools have reading ambassadors who organise peer-led initiatives and improve library spaces.

Children and young people shared that this is developing a positive reading culture. They also recognise how these groups enhance their own literacy skills. For example, their listening and talking skills are developed through their teamwork and presentations to the wider school community.   

Challenges to address 

Some children and young people feel that aspects of their literacy and English curriculum can be disconnected from their interests. They would welcome more genuine engagement with their teachers in planning the literacy and English curriculum and in influencing how it is delivered, especially in writing activities. While many enjoy structured programmes, they also seek greater opportunities for creativity and individuality in listening and talking, reading and writing. 

In upper primary and secondary schools, children and young people would benefit from clearer connections between the literacy and English curriculum and the skills they are developing for learning, life and work. They need to know that reading builds critical thinking and writing supports communication. This would help children and young people understand the subject’s relevance and encourage greater engagement. 

In primary and secondary schools, teachers should ensure that all children are fully aware of the progress they are making through the literacy and English curriculum. They need to know their next steps and how to progress in their learning.

Feedback to children and young people needs to be high-quality, specific and related to the steps to success. Children would benefit from being fully involved in setting and evaluating their own literacy and English targets. This should allow them to take more responsibility for their learning and help them become more independent and self-motivated.  

All schools and settings should increase opportunities for children to lead school improvements in literacy and English. This should lead to literacy initiatives that are engaging and relevant to children and young people. They can learn from each other and model positive attitudes towards reading and writing.