Early Education in England: the power of politicians over policy and practice

Abstract

In this article, two government education policies for primary schools in England are scrutinised, the Phonics Screening Check and Baseline Assessment, both claimed by ministers to be 'evidence based'. What has become a high-stakes test rather than a diagnostic assessment, the Phonics Screening Check, introduced in 2012, now dominates early years education in England. Pilot studies of Baseline Assessment are under way and the government's intention is to introduce this assessment for all children in state primary schools in 2020. Children are to be assessed shortly after they enter reception class and, it is claimed by ministers, this will enable the children's progress throughout primary school to be monitored. The author summarises her extensive published evidence on both policies and indicates where to locate relevant but neglected research by many others. Reference will also be made to evidence from 18 internationally recognised literacy researchers critiquing synthetic phonics as the only method of teaching reading and the Phonics Screening Check.