WHY don't some teachers teach pure phonics? And what impact does it have on how teachers are viewed?

[TeenPlusTwenties]

As seen on this board by a current thread (which I decided not to hijack) and another one this week on AIBU, there still seems to be a chunk of current teachers not attempting to teach decoding via phonics but preferring mixed methods (phonics, plus whole words, plus guessing).

Do you think the fact so many teachers are failing to teach phonics properly impacts on how the profession as a whole is viewed?

If the main thing that parents of young children understand is important (reading) is not being taught in the way deemed most effective from research, that is also mandated in the NC, doesn't that undermine trust and respect massively?

I'm trying to think of a good analogy, but in medicine there is NICE which looks at data on effectiveness of medicines and then says what can / can't be used.

Is this because teachers are so overworked they don't read the research? Or are primary teachers not maths-literate enough to understand data, and so prefer their own sample-of-one instead?

Do parents end up 'not trusting' teachers because they can see such a blatant example of not following good practice /not knowing what they are doing

"The problem is that in many schools, these other methods are introduced in a 'just in case' way, " why would you teach any child the methods employed by struggling readers? The five percent don't need to guess from context or pictures or learn words as wholes!

However, the results of the first set of Ofsted inspections under the new framework has revelled that most primaries inspected had deeply embedded phonics teaching

Even just the first two reports I clicked on don't fit this description - you're talking out of your arse, bellesausage.

In the last 20+ years we've not had any children fail to learn to read. Those that arrive from other schools often require additional explicit phonics instruction as do those with complex SEN.

To what extent do regional accents affect successful phonics teaching?

Not at all. They're just points of interest along the way. For example, most Y2s in my school think it's hilarious that class, grass, path, etc are Y2 common exception words (that just means words from the NC list that are made up of words that are commonly misspelt) because they're very simple in a northern accent - down south they would be slightly trickier. But only slightly.

@FunkySnidge The correct thing to do is to teach to the accent of the children in your class. There’s no such thing as a correct or incorrect regional accent for phonics. It’s only an issue if the teacher is of a different accent but they should teach to the accent of the local area.

As a matter of interest what interventions do you use for learners in Upper KS2/ KS3 upwards who have had high quality phonics teaching and hours of phonics intervention throughout primary school and are still reading and understanding texts at well below expected levels?
My DS has only just entered KS2 and his school would say he'd had high quality phonics and hours of intervention and was reading below age expectations. The EP and two class teachers were mad for teaching him to recognise words.
This is because the first class teacher thought she knew high quality phonics when she saw it but actually was handing out look and say books, and the EP was obsessed with phonics not being the only route to reading. (I told the LEA that EP wasn't allowed to see DS).
The other teacher thought he couldn't decode at all but on hearing he passed his Y1 phonics screening she agreed with my assessment which was that he wasn't taught well enough or given enough practice to remember in the long term.

https://news.stanford.edu/2015/05/28/reading-brain-phonics-052815/