Education Minister Paul Givan has welcomed the release of Northern Ireland's first literacy and numeracy assessment outcomes in over two decades, saying the findings underscore the need to prioritise core skills and accelerate reform.

Run by CCEA, the assessments covered more than 12,000 pupils in Years 4, 7 and 10 across a representative sample of 358 schools. For the first time, pupils in these cohorts took the same externally marked tests under common conditions, establishing a robust baseline against which future progress can be measured.

While many children performed well, the results highlight significant concerns: almost three in ten pupils are not meeting the expected standard in literacy and numeracy by the end of primary school, and nearly one-third are below the expected level in numeracy by the end of Key Stage 3.

Commenting on the results, Paul Givan said: "These findings reinforce evidence from recent teacher assessments and international studies and provide an important and honest picture of where we are as an education system. They provide a clear warning that Northern Ireland faces significant challenges in literacy and numeracy and that sustained action is required.

"The results show clearly that too many children are leaving primary school without the literacy and numeracy skills they need to thrive. Literacy and numeracy are not simply two subjects among many. They are the foundation upon which all learning is built and the gateway to future success in education, employment and life. The most successful education systems in the world maintain a relentless focus on these foundations. We must do the same.

"Education must remain a priority across government and the results show why continued reform through the TransformED programme is essential. Improving outcomes will not be achieved through short-term initiatives. It requires sustained investment, evidence-informed reform and a willingness to focus on what has the greatest impact on children's learning." Published figures show that in English literacy, 20.4% of pupils were below the expected level at Key Stage 1, 27.0% at Key Stage 2 and 27.9% at Key Stage 3. In numeracy, 22.0% were below the expected level at Key Stage 1, 26.9% at Key Stage 2 and 32.2% at Key Stage 3.

The data also reveal a stark and widening disadvantage gap. More than 40% of pupils entitled to Free School Meals are below the expected standard in literacy and numeracy by the end of primary school, and over half are below the expected standard in numeracy by the end of Key Stage 3.

Paul Givan stressed that improving literacy and numeracy has benefits far beyond exam results. He continued: "Strong literacy and numeracy underpin educational success, employability, attendance, behaviour and inclusion. They are among the most powerful tools we have to improve outcomes for disadvantaged children and young people with special educational needs.

"When children can access learning successfully, they are more likely to engage in school, attend regularly and develop the confidence they need to succeed."

The Minister concluded with a call for collective action: "Our teachers, school leaders and support staff work tirelessly in increasingly challenging circumstances. I am asking everyone to unite behind a simple ambition: that every child leaves school literate, numerate and ready to thrive. If we are serious about improving opportunity, social mobility and economic prosperity, then literacy and numeracy must be our shared priority. The evidence is clear. The challenge is real. The time to act is now."

The 2025/26 statutory end of Key Stage assessment outcomes can be found at: ccea.org.uk/statutory-assessment-reports-and-statistics

Further information is available in the Written Ministerial Statement: www.education-ni.gov.uk/publications/written-ministerial-statement-publication-key-stage-assessment-outcomes