Updated guidance to support teachers and school leaders in maximising the quality of their Key Stage 2 literacy provision has been published today by the Education Endowment Foundation (EEF).

The EEF’s ​‘Improving Literacy in Key Stage 2’ guidance report has been revised in line with the best available research, to provide further insights around how best to approach literacy teaching at this stage of pupils’ schooling. It includes brand new visual models to support practitioners in breaking down the complexity of developing children’s reading and writing skills, whilst also providing further exemplification of how the seven core recommendations can be meaningfully implemented into day-to-day teaching practice.

The recommendations themselves remain consistent with those provided in the previous iteration, published in 2017. These encourage schools to:

1. Develop pupils’ language capabilities
2. Support pupils to develop fluent reading capabilities
3. Teach reading comprehension strategies through modelling and supported practice
4. Teach writing composition strategies through modelling and supported practice
5. Develop pupils’ transcription and sentence construction skills through extensive practice
6. Target teaching and support by accurately assessing pupil needs
7. Use high-quality structured interventions to help pupils who are struggling with their literacy

This guidance is based on evidence underpinning the Teaching and Learning Toolkit, a synthesis of international research developed by the University of Durham with the support of the EEF and the Sutton Trust, as well as other studies and reviews around literacy development and teaching. The report was produced in consultation with expert academics and practitioners.

The updated report offers clear guidance for senior leaders, literacy leads and teachers in all primary settings, so that they can ensure that their approach to literacy teaching aligns with the evidence base.

This guidance is part of a series providing evidence-based advice for improving teaching in key areas for schools, including feedback, professional development and mathematics. The EEF will work with the sector, including through its national Research Schools Network, to build on the recommendations in today’s report with further training, resources and guidance.

Professor Becky Francis, Chief Executive of the Education Endowment Foundation, said: