Education Minister has responded to the publication
of 2024–25 End of Key Stage Assessment outcomes, highlighting the
urgent need for a renewed focus on literacy and numeracy across
Northern Ireland's schools.
The data, published by CCEA, shows that 28% of pupils at the end
of primary school are not achieving at the expected levels in
literacy and numeracy.
Acknowledging the assessment data outcomes, Education Minister
said: “The data,
published by CCEA, shows that nearly three in 10 pupils are not
achieving at the expected levels in literacy and numeracy by the
end of primary school. This is a significant concern,
particularly as these foundational skills are essential for
pupils' future learning, wellbeing and life opportunities. It is
also a stark reminder of the challenges we face and it highlights
the urgent need for a renewed focus on literacy and numeracy
across our schools.”
Recognising the impact of the COVID-19 pandemic on this cohort of
pupils, many of whom were in P2 when schools first closed in
2020, the Minister continued: “The COVID-19 pandemic
meant many children missed several months of school and this
disruption to education is likely to leave a long legacy,
particularly for younger children and those from the most
disadvantaged background. It is therefore important that outcomes
in reading and writing assessments continue to be
monitored.
“Teachers have given us a clear and important message. We
must act decisively to change the trajectory. That is why I will
shortly be publishing new literacy guidance for schools supported
by a targeted programme of teacher professional
learning."
Emphasising that these measures are part of a broader plan continued: “These
initial steps form part of a wider strategy to raise standards in
literacy and numeracy and to review the Northern Ireland
curriculum more broadly. The forthcoming literacy and numeracy
strategies will outline a range of evidence-based actions
designed to support teachers in the classroom.
“I want to thank the schools and teachers who
participated at a significant level in this important data
collection. Their contributions have given us a clearer
understanding of where our education system stands following the
challenges of recent years.”
Further detailed analysis of the data, including breakdowns by
Free School Meal Entitlement and Newcomer status, will be
published by CCEA in November.
Notes to Editors:
1. Currently there are three key points in compulsory schooling,
where the nature of assessment is stipulated by legislation:
- the end of Key Stage 1 (age 8);
- the end of Key Stage 2 (age 11); and
- the end of Key Stage 3 (age 14).
2. Teachers assessed pupils in Years 4, 7 and 10 were assessed in
Communication and Using Mathematics using the Levels of
Progression. Assessment of Communication was in the area of
reading and Using Mathematics for the area of number only
3. End of Key Stage data can be accessed at - https://ccea.org.uk/examiner-centre-support/statutory-assessment-reports-and-statistics
4. The level of school participation reporting pupil outcomes for
2024-25 is higher than the percentages previously recorded
pre-pandemic. 40% for primary (316 of 781) schools and 49% of
post-primary (94 of 190) have returned levels to date.
5. The Department has agreed “expected levels” which most
children and young people are expected to be able to reach at
these three key points in their education: age 8 (level 2); age
11 (level 4); and age 14 (level 5).
6. The key headline data is as follow:
- Key Stage 1: 82% of the pupils were assessed to be at
or above level 2 (the expected level for most children) in
Communication.
- Key Stage 1: 84% were assessed to be at or above level 2 (the
expected level for most children).
- At Key Stage 2: 72% of the pupils were assessed to be at or
above level 4 I (the expected level) in Communication.
- At Key Stage 2: 72% were assessed to be at or above level 4
in Using Mathematics.
- At Key Stage 3: 74% of the pupils were assessed to be at or
above level 5 in Communication.
- At Key Stage 3: 76% of the pupils were assessed to be at or
above level 5 (the expected level) in Communication.
