Children and young people’s views of the ethos and environment for learning

Children and young people shared their experiences of learning literacy and English in their schools and settings. They enjoy learning literacy and English through real-life contexts that are relevant and have a real purpose. Children and young people value the positive and supportive environments in which they learn.  

What is working well  

Children and young people express positive views about the ethos and environments in which they learn literacy and English. Across sectors, there is a strong, nurturing ethos that supports children’s learning in literacy and English. Practitioners and teachers establish positive relationships and create spaces where children and young people feel safe, respected and confident to express themselves.  

Most children and young people we spoke to were able to provide examples of how they apply their literacy and English skills through other curricular areas, mainly social subjects and the wider life of the school. Children and young people appreciate when their learning in literacy and English connects naturally across the curriculum. They enjoy learning through real-life contexts and play-based learning, and when they are actively involved in their learning. They feel more connected to the purpose of their learning when they develop and practise literacy and English skills through topics or project work.  

Classrooms and outdoor areas in settings and primary schools are typically well-resourced with books, mark-making tools and visual supports. Children and young people enjoy these literacy-rich environments and can provide examples of how this impacts positively on their learning. 

Challenges to address  

Across schools and settings, there are inconsistencies in how literacy is embedded in different curricular areas. Teachers should ensure that learners understand how they are developing literacy and English skills and how they transfer these skills across the curriculum and into life and work. In secondary schools, young people are not always clear on how their literacy work across their subjects contributes to their overall literacy development.