Rose Review

Rose Review
Name	Rose Review
Formation	2009
Founder	Sir Bob Rose
Purpose	Review of literacy and phonics teaching in primary schools
Region served	England
Parent organization	Department for Education (England)

Rose Review

The Rose Review was an influential 2009 independent review commissioned by the Department for Education (England) to examine teaching of early reading and phonics in English primary schools, led by Sir Bob Rose and reporting to Gordon Brown, Ed Balls and later Michael Gove. It interlinked debates involving Ofsted, National Curriculum, UCL Institute of Education, and practitioner groups such as the National Union of Teachers and the Association of Teachers and Lecturers.

Background and purpose

The review was prompted by concerns arising from assessments like the KS1 tests, research by the Education Endowment Foundation, and reports from Ofsted and the National Foundation for Educational Research about variable attainment in early reading across regions such as Greater London, West Midlands, and North East England. Influences included international comparisons such as Programme for International Student Assessment and advisory work from academics at University of Sheffield, University of Exeter, University of Oxford, University of Cambridge, University of London, and policy units within 10 Downing Street. Stakeholders included unions (National Union of Teachers, Association of Teachers and Lecturers), professional bodies (British Educational Research Association), charities (National Literacy Trust, Save the Children), and inspectors (Ofsted).

Review process and methodology

The review combined evidence from randomized trials and quasi-experimental studies from institutions such as the Department for Education, Education Endowment Foundation, Economic and Social Research Council, National Foundation for Educational Research, Institute of Education, UCL, University of York Centre for Reviews and Dissemination and international sources including National Reading Panel (United States), Australian Curriculum, Assessment and Reporting Authority, New Zealand Ministry of Education and researchers from University of Melbourne. It drew on classroom observations in primary settings across trusts including Academies Programme, data from local authorities like Leeds City Council and Manchester City Council, and inputs from subject associations such as the National Association for the Teaching of English and the Association for Language Learning. Methodology involved systematic review techniques used by Cochrane Collaboration-style centres, review of phonics programmes (e.g. synthetic phonics approaches trialled alongside commercial schemes), and consultation with teacher training providers including Institute of Education, UCL and Norwich University of the Arts.

Key findings and recommendations

The review concluded that systematic approaches to early reading, particularly synthetic phonics, improved outcomes for pupils in academies, maintained schools, and faith schools including those in the Roman Catholic Church in England and Wales and Church of England sector. It recommended adoption of high-quality systematic phonics in reception and key stage 1, strengthened assessment aligned with the Phonic Screening Check later enacted, improved initial teacher training involving providers such as Teach First, University of Birmingham, University of Manchester, and enhanced continuing professional development delivered by organisations like the National College for Teaching and Leadership. The report advocated clearer leadership in schools including headteachers affiliated with National Association of Head Teachers and governance by academy sponsors such as Ark Schools and Harris Federation.

Implementation and policy impact

Following publication, elements influenced policy under Conservative administrations and the Coalition government, with implementation via the Department for Education (England), inspection changes at Ofsted, curriculum revisions to the National Curriculum, and teacher standards revised by the Teaching Agency and later the National College for Teaching and Leadership. The Phonics Screening Check was introduced and adopted by primary schools across local authorities such as Birmingham City Council, Bristol City Council, and Tower Hamlets. Textbook publishers and commercial providers including Pearson plc, Oxford University Press, and Scholastic Corporation adjusted resources; classroom practice was influenced in multi-academy trusts such as United Learning and Academies Enterprise Trust.

Criticism and reception

Reception varied: supporters included the National Literacy Trust, many headteachers and proponents affiliated with Institute of Education, UCL research, while critics included academics from University of Edinburgh, University of Warwick, University of Lancaster, and campaigners within the National Union of Teachers and groups such as Campaign for Real Education. Criticisms targeted perceived narrowness compared with whole-language approaches advocated by some researchers at University of York and practitioners linked to Creative Partnerships, concerns raised in submissions to parliamentary committees and by MPs including members of the Education Select Committee. Debates engaged journals and outlets like British Educational Research Journal, Times Educational Supplement, and newspapers including The Guardian, The Daily Telegraph, and The Independent.

Legacy and subsequent developments

The review influenced subsequent government initiatives, research funding by the Economic and Social Research Council, trial programmes supported by the Education Endowment Foundation, and teacher training reforms in institutions such as University of Nottingham and University of Sussex. It shaped inspection priorities at Ofsted and curriculum guidance from the Department for Education (England), informed practices in pupil referral units and alternative provision overseen by local authorities, and continued to be cited in debates involving organisations like Nesta, RSA (Royal Society for the encouragement of Arts, Manufactures and Commerce), and charities including Barnardo's and Coram. Ongoing discussion connects the review to literacy policy in devolved administrations such as Scottish Government and Welsh Government and international interest from agencies including UNICEF and the OECD.

Category:Education in England