Third of disadvantaged white pupils in England leave primary school without being able to read properly
Summary
New research shows that one-third of disadvantaged white pupils in England leave primary school without strong reading skills needed for secondary school. The study highlights ongoing gaps in reading ability between disadvantaged white children and their peers and stresses the need for early support.Key Facts
- One-third (33%) of disadvantaged white pupils finish primary school reading below the level needed to succeed in secondary school.
- Reading fluency is measured by words read correctly per minute (WCPM), with 90 WCPM considered the benchmark.
- Disadvantaged white pupils read less fluently than non-disadvantaged pupils and disadvantaged pupils from other ethnic groups.
- The gap in reading skills does not improve during primary school years for disadvantaged white children.
- Lack of reading fluency can cause children to struggle with schoolwork, become disengaged, and miss school.
- The research analyzed over a million reading assessments from 231,000 pupils in 1,570 schools between 2023 and 2026.
- Experts say the reading gap starts before school age and suggest early support for families to improve outcomes.
- Education leaders call for national focus on reading fluency starting in early years through secondary school.
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