Primary teachers hired to teach Glasgow secondary pupils to read

In response to the increasing number of secondary school students in Glasgow who struggle with basic reading skills, primary school teachers have been recruited to provide targeted literacy support in high schools. These educators conduct intensive catch-up sessions specifically designed for first-year secondary pupils lacking fundamental literacy. John McGhee, Glasgow’s education director, has described addressing this issue as a “moral imperative,” emphasizing the critical nature of equipping young people with essential reading abilities.

At St Andrew’s High School, Katrina Crickett applies the systematic synthetic phonics approach to help pupils develop their reading skills rapidly. She noted the severity of the problem: some students enter high school unable to read, possessing reading ages comparable to those of five or six-year-olds, unable to decode basic words. Crickett’s smaller class sizes, with a maximum of 15 students, allow her to provide focused support, building both literacy and confidence. She explained, “It’s actually quite disheartening when they come to me because they have so much passion and so much knowledge, but they just don’t have the confidence to show that.”

Despite recent data indicating that literacy achievements across Scotland have reached record highs, a significant portion of children still face literacy challenges. Approximately 25% of primary school-aged children struggle to meet basic literacy standards. Glasgow’s figures reveal that only 68% of P1, P4, and P7 pupils are attaining expected literacy levels, placing the city among the lowest in the country. John McGhee highlighted the urgency of the situation, reflecting on his experience as a headteacher and affirming the high target that all Glasgow pupils should have a minimum reading age of about nine-and-a-half by the time they leave primary school. He stated, “There is no way, as a moral imperative, that we should have young people leaving school not able to read.”

Scotland’s performance in the latest Pisa international education assessment showed mixed results. While science scores improved compared to previous cycles, reading and mathematics scores dropped slightly. The reading score in 2025, at 488 points, is below earlier results but still above the OECD average of 463. However, this continues a long-term decline in reading performance since the study began in 2000. The Scottish government noted the changes from 2022 were not statistically significant, though the overall downward trend in reading remains a concern. Differences in performance linked to socio-economic background persisted, although the gap showed signs of narrowing, particularly in reading. These findings add context to ongoing efforts within Scotland to raise literacy standards and ensure all students receive the support needed to succeed academically

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