Education minister Michael Gove has been accused of running the UK's school system with "absolute power but no relevant qualifications".

Writing in the Guardian, London children's author Michael Rosen said the minister's policies has created a system that stops children sharing stories.

He states: "Teachers of the youngest children have been writing to me recently with versions of a story that runs like this: "I teach a year 1 class and at the end of every day, I share a picture book with the children. This week, we had an Ofsted inspection [though sometimes it says 'my headteacher came into my room'] and I was told that sharing stories like this was a waste of time."  

The author explains he finds it hard to fathom why Ofsted inspectors might think that sharing stories with year 1 children can be a bad thing or a waste of classroom time. 

Mr Rosen suggests clashing definitions of the word 'literate' between educators and politicians may be to blame.

He believes the policymakers have been satisfied that literacy can be assessed through pupils reading words out loud, as evident by the tests set for six-year-olds. However, the writer argues reading words out loud gives no indication as to whether or not the reader really understands what they are reading. 

Rather than stopping teachers from sharing stories with children, the education system should in fact, be encouraging any practice that fosters a notion that reading can yield pleasure, satisfaction, interesting feelings and ideas in children.

Mr Rosen points to a recommendation in Ofsted's own report Moving English Forward for every school to develop a policy of "reading for enjoyment for all" but agenda-setters beleives are choosing to ignore this.

If you have experience in a primary teaching job, what do you feel is the best way to develop literacy? Have you been frustrated by a test-driven approach? 

Tell us what you think.