Last updated: 15 Mar 1999

The Qualifications and Curriculum Authority (QCA) has published new information on the performance of pupils aged 8, 9 and 10.

The report, Making use of optional tests, contains results from a national sample of schools which used QCA's optional tests for pupils in years 3, 4 and 5. It provides a detailed picture of their performance.

The optional tests are designed to help teachers monitor pupils' progress between statutory tests taken at 7 and 11 years-old. They will help schools set their own performance targets and help ensure that the Government's national targets can be met.

The results show that in 1998 the proportion of year 4 pupils in the sample reaching level 3 or above (which puts them on target to achieve level 4 by the time they take key stage 2 tests in year 6) was:

• 68% in reading (up from 67% in 1997);
• 61% in writing (up from 58% in 1997);
• 63% in maths (up from 59% in 1997).

In 1998 the proportion of year 6 pupils reaching level 4 or above the in national tests at the end of key stage 2 was 70%, 52% and 59% respectively.

The results add further weight to the growing concern about boys' underachievement in English, particularly in writing. In year 4, the proportion of girls achieving level 3 and above was 75% in reading and 69% in writing; for boys it was only 61% and 53% respectively. The national targets are for 80% of 11-year-olds to achieve level 4 in English, and 75% to achieve level 4 in maths, by 2002.

The report breaks new ground by publishing measures of pupils' progress against their performance in the statutory tests for 7 year-olds. The report shows that there are large variations in the progress made by children in different schools, but this new information can be used by teachers to compare the progress of their own pupils with the national picture and enable them to set appropriate targets for improvement.

Dr Nick Tate, Chief Executive of QCA, welcomed the report saying: "Teachers have told us that children react well to the optional tests and some even enjoy them. They found the information they provided extremely useful, particularly as it allows them to measure pupils' progress since the end of key stage 1 and compare this to the national data contained in the report. It is no surprise given teachers' commitment to raising standards that an increasing number of schools are using the optional tests, with over 90% of schools saying that they expect to make use them this year.

"Though the results of these tests show that there is some way to go if the Government's national targets are to be met, they also show that in some schools children make substantially better progress. It is essential that all schools provide as well for their children as these schools do. I am particularly concerned at the slow progress made by many 8-year-olds, but I am confident that the Government's Literacy and Numeracy Strategies will support schools in significantly raising standards. The lessons learned from the detailed analysis of these tests should be applied to improve children's level of educational achievement across these crucial junior years."

Notes to Editors

1. The optional year 4 tests were first published in 1997 and the year 3 and 5 tests in1998.
   
2. Evaluation of schools' use of the tests have shown that 77% of schools used year 4 tests in 1997, rising to 89% in 1998. Year 3 tests were used by 79% of schools in 1998 and year 5 tests by 80%. Over 90% of schools have indicated that they will usethe tests this year.
   
3. Results from the national sample of schools are listed below.

Results from the year 3 optional tests, 1998

Results from the year 4 optional tests, 1998

Results from the year 5 optional tests, 1998

The detailed analysis of the answers to individual questions raised a number of issues which need to be addressed to raise standards overall. The report gives examples of errors made by children and then summarises key implications for teachers in helping children to move on.

For further information, please email the Press Office.