COVID legacy hits NI schools: Minister acts on literacy & numeracy gaps as 28% of pupils fall behind

Nearly three in 10 pupils in Northern Ireland are not meeting expected standards in literacy and numeracy by the end of primary school, according to the latest 2024-25 End of Key Stage Assessment data published by the Council for the Curriculum, Examinations and Assessment (CCEA).

The concerning figures have prompted Education Minister Paul Givan to announce urgent measures to address the shortfall, including new literacy guidance and a targeted teacher training programme.

The CCEA data highlights a significant challenge within Northern Ireland’s education system, with 28% of pupils at Key Stage 2 (age 11) failing to achieve the expected level 4 in both Communication (reading) and Using Mathematics (number skills).

At Key Stage 1 (age 8), 82% of pupils met the expected level 2 in Communication, and 84% in Using Mathematics.

By Key Stage 3 (age 14), 74% reached the expected level 5 in Communication, and 76% in Using Mathematics.

While these figures reflect a higher participation rate in data collection compared to pre-pandemic levels—40% of primary schools (316 out of 781) and 49% of post-primary schools (94 out of 190)—the results underscore persistent gaps in foundational skills.

Education Minister Paul Givan expressed alarm at the findings, stating:

“The data, published by CCEA, shows that nearly three in 10 pupils are not achieving at the expected levels in literacy and numeracy by the end of primary school.

“This is a significant concern, particularly as these foundational skills are essential for pupils’ future learning, wellbeing and life opportunities.

“It is also a stark reminder of the challenges we face and it highlights the urgent need for a renewed focus on literacy and numeracy across our schools.”

The minister acknowledged the lingering impact of the COVID-19 pandemic, particularly on pupils who were in Primary 2 (P2) when schools first closed in 2020.

“The COVID-19 pandemic meant many children missed several months of school and this disruption to education is likely to leave a long legacy, particularly for younger children and those from the most disadvantaged background,” Givan said.

“It is therefore important that outcomes in reading and writing assessments continue to be monitored.”

In response to the data, Givan announced immediate steps to address the crisis.

“Teachers have given us a clear and important message. We must act decisively to change the trajectory. That is why I will shortly be publishing new literacy guidance for schools supported by a targeted programme of teacher professional learning,” he said.

These measures are part of a broader strategy to raise standards, with forthcoming literacy and numeracy strategies set to outline evidence-based actions to support classroom teaching.

The minister also highlighted the importance of the data collection process, thanking educators for their participation.

“I want to thank the schools and teachers who participated at a significant level in this important data collection. Their contributions have given us a clearer understanding of where our education system stands following the challenges of recent years,” Givan added.

Further analysis of the data, including breakdowns by Free School Meal Entitlement and Newcomer status, is expected to be released by CCEA in November. This additional insight will provide a deeper understanding of how socio-economic factors and other variables are influencing educational outcomes.

The assessment data stems from statutory evaluations at three key points in compulsory schooling: Key Stage 1 (age 8), Key Stage 2 (age 11), and Key Stage 3 (age 14). Teachers assess pupils in Years 4, 7, and 10 using the Levels of Progression, focusing on Communication (reading) and Using Mathematics (number skills).

The Department of Education has set “expected levels” for these stages—level 2 at age 8, level 4 at age 11, and level 5 at age 14—which most pupils are expected to achieve.

The announcement comes as part of a wider review of the Northern Ireland curriculum, with Givan emphasising that the new literacy and numeracy strategies will form a cornerstone of efforts to raise educational standards.

As the education system grapples with the long-term effects of pandemic-related disruptions, the focus on foundational skills is seen as critical to ensuring pupils are equipped for future academic and professional success.

For more details on the End of Key Stage data, visit the CCEA website at https://ccea.org.uk/examiner-centre-support/statutory-assessment-reports-and-statistics.