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Sats figures show reading standards drop for 11-year-olds English and Maths standards rise, despite 16% of primary school leavers failing to reach expected reading level
Description:
The gap is growing between the proportion of children with a sub-standard reading age and one that is ahead of their years, Sats figures revealed today.
The proportion of children leaving primary school in England with a reading age appropriate to their age group has slipped, statistics released by the Department for Education show.
Scores from national tests sat by hundreds of thousands of 11-year-olds this summer, known as Sats, show 16% of 11-year-olds did not reach level four – the standard expected of them – in reading, compared to 14% last year.
It is the second year running that the proportion of children achieving level four in reading has dropped. The last time 16% of 11-year-olds did not reach level four was 2007.
However, the proportion of 11-year-olds able to read to a higher standard than is expected of their age group – level five – has risen by four percentage points to 51%.
In English tests overall, 81% of children obtained level four – a one percentage point rise on last year. In maths, 80% did, compared to 79% last year. This is a dramatic improvement on 1997, when just 63% reached the expected level in English, and 62% did so in maths.
For the first time in six years, the same proportion of girls as boys reached the standard expected of them in maths. Some 80% of boys and girls reached level four in maths.
However, the gender gap appears to have widened for the most able in English. The proportion of girls who obtained level five – a standard higher than that expected of their age group – is 40%, while it is just 26% for boys.
This is a gap of 14 percentage points, compared to 12 percentage points last year.
In maths, more boys reached level five than girls – 37% compared with 32%, but the gap has not widened on last year.
Just over a quarter of pupils are not achieving the standard expected of them in both English and maths – 26%. However, this is an improvement on the 28% last year and 31% five years ago. The proportion who failed to grasp the finer points of the three Rs – reading, writing and maths – has dropped to 35%, compared to 38% last year and 43% five years ago.
Some 23% of pupils achieved level five in both English and maths, compared to 20% last year and 18% five years ago.
The standard of writing has improved by three percentage points this year with 71% achieving level four.
"The figures are the results of 450,000 11-year-olds. Normally 600,000 pupils would have sat the tests, but a quarter of schools boycotted the tests this summer."
They object to the way they force them to "teach to the test" and complain that they are used to compile "meaningless" league tables of schools.
The National Union of Teachers and the National Association of Head Teachers balloted their members ahead of the boycott. The unions have campaigned for ministers to abolish the tests and replace them with teachers' assessments of their pupils' abilities. This year, the government has published teachers' assessments as well as the test scores for each school.
But the schools minister, Nick Gibb, defended the tests and confirmed that they would stay.
"Externally-validated tests give parents and professionals valuable information to gauge the standards of our primary schools and their pupils and play a vital role in accountability," he said.
"We know the tests can be better, and we will be discussing with all parties how to improve the effectiveness, accuracy and rigour of the tests. Proper tests help us identify the great schools, often in disadvantaged areas, which get superb results for all children," he said. "We can all learn from the best practice these tests help identify."
Vernon Coaker, Labour's shadow schools minister, said about 100,000 more children were starting secondary school secure in the basics compared to 1997, but said he was concerned that the work Labour had done to drive further improvement would stop. "We may see standards going backwards in the years ahead," he warned.
Dylan William, professor of educational assessment at the Institute of
Education, University of London, said the figures showed teachers were
continuing to improve the progress made by children who find reading
easy, but were not making enough progress with the 20% who struggle to
read.
The coalition government is keen to push the teaching of reading
through synthetic phonics. This method first teaches pupils the sounds
of letters and eventually builds up to pronouncing the sounds
together.
However, William said phonics could be an "overly prescriptive
approach". Individual support for children who found reading difficult
worked better than phonics, but was expensive, he said. "Phonics is
important in learning to read, but no skilled reader uses phonics. An
overemphasis on phonics will not address the problem. We are just
beginning to discover that reading is one of the most complex skills.
It also requires knowledge of language, speaking and listening
skills."
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