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1 May 2008 : Column 698Wcontinued
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what his most recent estimate is of the proportion of children who completed Key Stage 2 with adequate levels of literacy and numeracy; and if he will make a statement. [201114]
Jim Knight:
Levels of literacy and numeracy in primary school leavers are most commonly measured by the proportions of children gaining National Curriculum level 4 and above in English and mathematics, since these represent the expected national standard. Children who reach Level 3 of the National Curriculum are assessed as having effective skills in English and mathematics and can demonstrate a good standard of reading and mental addition and subtraction. They are able to read a range of texts accurately independently, tackle unfamiliar
words, discuss their mathematical work and begin to explain their thinking. Children achieving Level 4 have access to more complex forms of language and more complex ideas. They develop their own strategies for solving problems and are using these strategies both in working within mathematics and in applying mathematics to practical contexts.
Achievement of the target Level 4 provides children with a solid foundation in learning from which to access the full secondary curriculum79 per cent. of pupils who achieved Level 4 (in a combination of English, Mathematics and Science) at Key Stage 2 in 2002 went on to get five or more good GCSEs in 2007.
The Department's new Public Service Agreements published as part of the Comprehensive Spending
Review in October 2007 have a dual focus on ensuring that pupils reach the levels expected for their age in both English and mathematics (threshold targets) and improving the rates of progress made by pupils from ages 5-16 (new progression targets) with increased attention to achieving faster progress for underachieving groups such as children in care and minority ethnic pupils. The progression targets will be a major factor in helping all pupilsregardless of their background and circumstancesto realise their potential in English and mathematics in particular.
Information on the attainment of pupils in Key Stage 2 English and mathematics tests since 1994-1995 is shown in the following table:
Pupil attainment in Key Stage 2 English tests: | ||||||||||||||
Percentage of pupils at each level | ||||||||||||||
A | T/D | B | N | W( 1) | 1( 1) | 2 | 3 | 4 | 5 | 6( 1) | Total | % at Level 3 or above | % at Level 4 or above | |
Pupil attainment in Key Stage 2 Mathematics tests: | ||||||||||||||
Percentage of pupils at each level | ||||||||||||||
A | T/D | B | N | W( 1) | 1( 1) | 2 | 3 | 4 | 5 | 6( 1) | Total | % at Level 3 or above | % at Level 4 or above | |
(1) Levels Wand 1 were valid in 1995 and 1996 only. Level 6 was valid from 1995 - 2002 only. A represents pupils who were absent. T represents pupils working at the level of the assessment but unable to access the test. D represents pupils disapplied from teacher assessment. B represents pupils who were assessed by teacher assessment only. N represents pupils who took the tests but failed to register a Level. W represents pupils who are "working towards" Level 1 but have not yet achieved the standards needed for Level 1. Note: Data cover all schools entering pupils for KS2 tests. |
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