Enhancing support for primary one: Actions for consideration

The following actions for consideration indicate where a coordinated system level focus could support improved outcomes for primary one learners. They are derived from the broad range of evidence presented in this report. Strategies based on targeted support and enhanced collaboration are likely to be most effective in addressing recent declines in early literacy, numeracy and wider learning. They will require coordinated action and resourcing at multiple layers in the system, from national through regional, to individual establishments and settings. These are:

1. Strengthen early literacy and language development by widening access to structured early language interventions, supporting systematic phonics and early writing approaches and enhancing professional learning on high quality adult–child interaction and vocabulary development. Partnerships with speech and language therapy are critical to this.
2. Enhance early numeracy pedagogy through expanded professional learning on early mathematical development and by encouraging targeted small group interventions for learners requiring additional support.
3. Embed high quality play pedagogy across the early level by supporting consistent implementation of Realising the Ambition, promoting aligned pedagogical approaches between ELC settings and primary one, enabling continuity into primary two where appropriate.
4. Strengthen equity focused early intervention by promoting data driven use of PEF/SEF for learners in quintile one, supporting multi agency approaches to early barriers (including speech, language and wellbeing) and sharing effective LA models nationally.
5. Improve continuity and transitions between ELC and primary one through joint professional learning, shared moderation, collaborative planning and the use of shared assessment information to identify gaps early and tailor support as part of primary one transition planning.
6. Expand rich opportunities for parental engagement and family learning by developing accessible resources (including multilingual materials), strengthening partnerships that support home learning, and targeting support to families who may face barriers to engagement.
7. Deepen support for equity and inclusion by enhancing practitioner training in early speech, language and communication needs, culturally responsive pedagogy, and nurturing and trauma informed approaches across the early level.
8. Strengthen national monitoring and intelligence by tracking the progress of the 2024/25 primary one cohort, using evidence to identify emerging risks, and providing targeted support to local authorities where declines are most evident.