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A report from the Office for Standards in Education (Ofsted) launched on 15 December 2004 (Reading for purpose and pleasure - an evaluation of reading in primary schools) highlights the variation in performance between schools in similar socio-economic circumstances, even though reading standards have risen significantly since the introduction of the National Literacy Strategy (NLS).
Inspectors found that many children do not read for pleasure even when they are strong readers. They found that this reluctance to read was seldom being tackled by schools. In ineffective schools, teachers' inconsistent knowledge of the broad use of reading strategies is a major barrier to success. The report notes the strong link between head teachers who play an active role in teaching reading, and who put reading at the heart of the school's work, and success in raising attainment. Parental support is vital to ensuring children progress in their reading. The best schools have programmes that specifically involve parents in reading with their children and make every effort to support those parents, who are unable to read with their children, through setting up after school programmes and involving the local business community. Inspectors found that the most effective schools were honest about their problems. Ineffective schools tended to blame others for their problems, including parents and the intake of children in their catchment area.
The report makes recommendations and can be viewed on the Ofsted website