Elizabeth Nonweiler has written to Education Minister Lynne Neagle saying Wales’ literacy panel has achieved next to nothing in a year of work
Education expert, Elizabeth Nonweiler, has quit the Welsh Government’s £8.2m literacy panel, calling it “not fit for purpose”(Image: PA)
An expert has quit the Welsh Government’s £8.2m literacy panel saying it’s “not fit for purpose”. Elizabeth Nonweiler has written to Education Minister Lynne Neagle saying the panel has achieved next to nothing in a year of work.
Failings are now built into Wales’ new literacy programme because of disagreements on how best to teach children to read, Elizabeth Nonweiler, who is also chair of the respected Reading Reform Foundation, claimed. Her resignation and criticisms follow warnings about literacy standards from the Chief Inspector for Schools.
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Literacy expert Elizabeth Nonweiler (Image: LinkedIn)
Publishing her resignation from the panel in a letter to the minister online Ms Nonweiler told Lynne Neagle she is sharing her criticisms publicly “because it affects every child learning to read, every teacher and every parent who depends on a strong start”.
The expert called on the minister to scrap the current literacy panel and scheme. She said that after a year of meetings it is “clear that the panel cannot deliver what Wales needs”.
The no holds barred letter continues: “Literacy is the foundation of every child’s future. Without it, doors close – educationally, socially, economically.
“On 5 November 2024, you said: “Improving literacy is central to our mission to raise standards and ensure every child in Wales has the best start in life.” I agree. But I must tell you plainly: that mission will fail unless your current plans change.”
The dispute centres on the synthetic phonics method to teach children to read, which Ms Nonweiler says she supports, as does the minister. But not all the expert panel agree, she adds.
Synthetic phonics is a method of teaching children to decode words by blending sounds.
Ms Nonweiler, whose professional profile describes her as an expert in this method as well as experienced teacher specialising in teaching the foundations of literacy, has helped to implement initiatives for state-maintained schools in England.
She said synthetic phonics is a method is backed by decades of research and has proven success in classrooms worldwide.
But she warned that several members of Wales’ panel include people who have published work critical of synthetic phonics and claimed none of those leading it has ever taught young children to read.
Responding to her resignation Welsh Conservative shadow cabinet secretary for education, Natasha Asghar MS, said she had long criticised the Welsh Government’s refusal to ban the discredited “cueing” method of teaching children to read. Cueing encourages pupils to guess words from pictures or context, or memorise them by sight.
Ms Asghar said she has repeatedly called for the “cueing” method to be scrapped in Welsh schools and replaced with “phonics” as the evidence-based approach that teaches children the sounds letters represent and how to blend them into words.
She said this method has been credited with helping England rise sharply in international literacy rankings since 2010.
Responding to Ms Nonweiler’s criticisms and resignation, a Welsh Government spokesperson said: “We support the systematic teaching of phonics. The role of the respected experts on the panel is to advise us on the latest evidence on literacy, so we can provide schools with the most effective guidance and support to teach reading.
“We have confidence in the panel, including Elizabeth’s contribution, and the Cabinet Secretary for Education will be reaching out to her to discuss further.
“The CAL:ON Cymru project includes specific support for the systematic teaching of phonics and will further enable schools to identify and support those learners in need of additional support.
“The project includes approaches that have been tested by research and evidence and expands a successful pilot, in which 330 schools have implemented reading interventions. The work of all our grant partners will be evaluated.
“We are working closely with the panel to consider further support for schools that is evidence based and supports reading in both Welsh and English.”
Here is Elizabeth Nonweiler’s letter to Lynne Neagle in full:
“Dear Cabinet Secretary,
“This letter is addressed to you in your role as Cabinet Secretary for Education, but I am sharing it publicly because it affects every child learning to read, every teacher, and every parent whose child depends on a strong start. The decisions made now will shape lives for years to come.
“Literacy is the foundation of every child’s future. Without it, doors close – educationally, socially, economically. On 5 November 2024, you said: “Improving literacy is central to our mission to raise standards and ensure every child in Wales has the best start in life.” I agree. But I must tell you plainly: that mission will fail unless your current plans change.
“I write as Chair of the Reading Reform Foundation and as someone deeply committed to evidence-based literacy education. Although I do not live in Wales, I have been honoured to serve on the Welsh Government’s Expert Literacy Panel. After a year of meetings, however, it is clear that the panel cannot deliver what Wales needs. That is why I am stepping down. I do so with regret, but also with resolve. It is my duty to speak publicly.
“On 2 July 2024, you rightly stated: “I want to be absolutely clear that synthetic phonics is the method we expect schools to use to teach children to read.” Synthetic phonics – teaching children to decode words by blending sounds – is backed by decades of research and proven success in classrooms worldwide. I know of no reliable evidence that shows other methods work better for teaching word reading, nor that combining them with synthetic phonics works better. Comprehension is crucial too, but children cannot understand what they read if they cannot read the words.
“Unfortunately, the panel has failed to agree on clear principles. The documents we have been asked to review have been unclear, ambiguous, and needlessly wordy. Now you have announced that a new £8.2 million national school programme for literacy will take account of the work of the Expert Literacy Panel and is to be led by several members of this panel, including those who have published work critical of synthetic phonics and others who have avoided mentioning it altogether. The overlap in personnel and philosophy means the weaknesses of the panel are now embedded in this new project. None of those leading it has ever taught young children to read.
“A programme and resources will be offered free to schools, funded by taxpayers, but they will not be fit for purpose. I urge you to disband the current panel and scrap this new project. Instead of imposing a flawed solution, convene a group of experts with direct experience in successfully teaching young children to read. Let them define the principles of systematic synthetic phonics. Then offer matched funding so that schools can choose from the many proven programmes already available that follow these principles.
“Wales has the opportunity to follow the lead of countries like New Zealand, which has recently adopted synthetic phonics as the foundation for teaching reading, and has already seen remarkable success. But this will only succeed if decisions are guided by evidence, clarity, and a commitment to what works.”