This online conference will look at the future for literacy and numeracy education in England, from the early years through to Key Stage 3.

With the Secretary of State recently confirming that the Government remains committed to implementing the aims of the 2022 Schools White Paper which do not require legislation, policymakers and stakeholders will discuss the target of 90% of primary school children achieving expected standards in reading, writing and maths by 2030, and what will be needed for it to be met.

The discussion also comes with:
• the Prime Minister setting an ambition for every young person in England to study maths until the age of 18
• the DfE continuing its rollout of education catch-up programmes following the pandemic - including Maths and English hubs, the Nuffield Early Language Intervention for pupils in reception, and the Early Years Education Recovery Programme.

Delegates will assess current standards in numeracy and literacy, and whether existing support packages are sufficient, or if further measures are required to aid education providers in moving toward the Government’s 2030 attainment goals.

Further sessions discuss best practice in embedding early intervention strategies in the classroom, and opportunities to streamline current progression routes and improve support for children transitioning across the key stages.

Keynote sessions will be with Jonathan Douglas, Chief Executive, National Literacy Trust; Professor Becky Francis CBE, Chief Executive, Education Endowment Foundation; and Dr Ems Lord, Director, NRICH; and Research Fellow, University of Cambridge.

Sessions in the agenda focus on:
• literacy and numeracy education in England: progress - priorities - moving towards long-term teaching and learning goals
• early years provision: standards - balancing literacy and numeracy targets with broader child development goals - opportunities for professional development and training for staff
• the primary curriculum: system capacity for catch-up programmes - impact on students and teaching staff - evaluating effective teaching methods - supporting transitions to KS3
• KS3: instilling quality and standards into the curriculum, teaching and learning - implementation of extra-curricular support - best practice in preparing children for progression to GCSE
• tackling inequalities: implementing evidence-based approaches - closing the attainment gap
• additional support: the impact of Maths and English hubs so far - support package implementation - improving resources for parents and carers to support learning at home
• policy: priorities for literacy and numeracy education and progressing towards 2030 targets.

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