After reports last week that the Government is not expected to renew itsmulti-million-pound contract with Capita, which runs NationalStrategies, it was suggested this could mean there will be moreflexibility in the way children are taught to read in primaryschools.
More clarification is expected in the White Paper, but it seems likelythat schools will have more choice about whether they implement aliteracy hour, as an end to centralised national strategies will seehead teachers being able to choose their own advisers to support them onhow to raise standards in literacy and numeracy teaching.
National Strategies is responsible for overseeing the literacy andnumeracy hours, as well as providing resources and training for theEYFS.
Appearing on the BBC's Andrew Marr Show on Sunday, schools secretary EdBalls said the literacy hour had worked 'brilliantly'.
Mr Balls said, 'We have won the argument - everybody knows that literacyand numeracy hours work. Parents want it. Head teachers think it ishugely important.'
But he said it was 'important to evolve' and schools should have morefreedom over their budgets.
The literacy hour has been criticised by early years experts since itsintroduction in 1998 as a 'top-down' approach to early learning.
Early years consultant and president of TACTYC Wendy Scott said shehoped there would be more clarification in the White Paper as it was notyet clear what would happen to the early years aspect of the NationalStrategies or the planned review for the EYFS in 2010.
She said, 'Although many teachers know the prescriptive approach of thestrategies is ineffective, it is rare for any individuals or schools tohave the courage to challenge the target-setting culture because of theway simplistic data are publicised.'
Also expected as part of wider reforms to be revealed in the educationWhite Paper are plans for giving one-to-one lessons to children who arefalling behind in maths and English.
A spokesman for the Department of Children, Schools and Families said,'National Strategies also provide important support in the early years.We will ensure that local authorities continue to receive the supportthey need in this vital area.'
WHAT EDUCATORS SAY
- Margaret Edgington, early years consultant:
'There is too much top-down pressure at the moment from people who donot know the children and families in an area. Above all, we need to seean end to the outcomes duty, with its totally unrealistic targets. Thepressure being put on local authorities, settings and subsequentlychildren by the National Strategies is unacceptable and I hope this willmean an end to it.'
- Pat Broadhead, Professor of Playful Learning, Leeds MetropolitanUniversity:
'I welcome the implications this brings for the curriculum in terms ofreturning decisions about what, when and how to teach these importantareas to teachers. But it seems to make an even greater nonsense of thecontinued emphasis of formal phonics teaching; this one aspect continuesto create overly formal learning experiences in many early yearssettings and reception.'