A new reading test for English schools: helpful or harmful?

24 April 2025

The English government is rolling out a new mandatory reading test for all Year 8 pupils – students aged 12 to 13 – in an effort to raise the country’s literacy standards. The central aim is to ensure that every student has the necessary reading ability to succeed both academically and in later life. But is introducing another test the right way to achieve this, and what do the numbers tell us?

While the results from the new reading test won’t appear in national league tables, they will be shared with families and Ofsted (the national schools inspectorate). The aim is that this added scrutiny will push secondary schools to target students at risk of falling behind. However, the real-world impact of such a test depends on more than just oversight – it hinges on how schools use the data, allocate resources, and whether the test meaningfully addresses the root causes behind low reading attainment.

Where are we now? The data behind literacy gaps

Recent figures from the Department for Education’s 2025 Key Stage 2 (KS2) statistics show that 75% of pupils reach the expected reading standard by the end of primary school. Yet, this still leaves one in four pupils entering secondary school without sufficient reading skills – a gap the new Year 8 test aims to address.

But the data points to deeper challenges. Among disadvantaged students, only 47% meet the combined standard in reading, writing, and maths, compared to 69% of non-disadvantaged peers. Disadvantaged pupils are also less likely to be assessed in core subjects, with 14% not sitting all three assessments. Clearly, existing inequities are likely to be exposed – if not widened – when cohorts face another standardized test in Year 8.

Further, long-term figures show that over 5 million adults in England are functionally illiterate, with national economic costs exceeding £80 billion annually due to lost earnings and welfare dependency. These statistics highlight the high stakes for both individuals and the broader economy, and suggest that intervention must be early, sustained, and well-targeted.

Linking testing with action: what the data predicts

Internationally, England performs above average in reading according to PISA, but pandemic-related declines and persistent achievement gaps underscore the urgency of effective intervention.

The Year 8 reading test could shine a brighter spotlight on those most at risk of falling behind once they reach secondary school, especially as basic literacy becomes a gateway to accessing all other subjects. Yet, the test is not a solution in isolation. Key likely consequences include:

Resource Diversion: Schools, especially those serving disadvantaged communities, may be forced to dedicate extra time and funding to test preparation and administration rather than to direct teaching and targeted support.
Highlighting Disparities: The test risks reinforcing existing patterns – disadvantaged students, those with SEN, and summer-born pupils (as shown by the 14 point attainment gap between September- and August-born students) could be systematically underrepresented in the results, especially if scores are not carefully calibrated for age or background.
Increased Pressure on Students: Assessment anxiety and a heightened fear of failure may disproportionately affect those who most need support, resulting in data that reflects stress more than skill gaps.

Without clear plans for what happens after the data is collected, the Year 8 test could end up simply chronicling inequality – mirroring how only 24% of pupils with SEN, and merely 9% with EHCPs, currently meet core academic standards.

Evidence-based strategies and outstanding questions

Research shows that high-quality, evidence-based literacy interventions make the biggest difference, particularly for pupils who start furthest behind. For example, targeted support increased GCSE English grades by up to +0.7 for the lowest initial attainers, and delivered potential lifetime earnings gains in the millions for the relatively small sample studied in the Right to Succeed programme.

These kinds of promising results prompt vital questions for the Year 8 reading test:

Will the new test lead to actionable, tailored interventions for those identified as struggling, or will it simply record disparities?
How will schools be supported – financially and through training – to implement proven strategies without pulling focus from other essential parts of the curriculum?
What measures will be in place to ensure the test is fair for all students, especially summer-born children and those with additional needs?
Can the test’s data be used to direct broader policy and investment into communities most in need, rather than penalizing schools serving disadvantaged populations?
How will progress be measured over time, and how will the impact of the test itself be evaluated?

Likely consequences and the way forward

Introducing the Year 8 reading test could have a positive impact if it directly prompts schools and policymakers to identify and support pupils in need – especially if linked with funding and guidance for implementing effective interventions. Conversely, without such support, there’s a risk that the policy will create extra burdens and anxiety for students and teachers, and further entrench the very disparities it seeks to address.

Ultimately, the central challenge is not just to assess, but to act: making sure every pupil – regardless of background, special educational need, or month of birth – receives the early, robust, and research-backed help they need to thrive as readers and lifelong learners.

The government must clarify how the test will drive real improvement, rather than just generate more data. Until then, the key questions remain: Will the new reading test lead to meaningful action, or will it serve as yet another snapshot of a deeply unequal educational landscape? And most importantly, how do we ensure that every child’s literacy journey is truly supported – from primary school through to the end of secondary?

Here are some suggested external links for parents to stay informed about the new reading test and references for further reading: