Boys lag behind in reading and writing
3:23pm Tuesday 4th September 2007 in Where I Live By Neeta Dutta
The borough's seven-year-olds have improved marginally in the three Rs but the gap between boys and girls continues to widen, according to new results.
While 86 per cent of girls tested at Key Stage 1 reached Level 2 or above in reading, only 76 per cent of boys managed the same.
In writing, 81 per cent of girls gained a Level 2, the expected level for seven-year-olds, compared to 72 per cent of boys.
However, in maths boys fared slightly better, with 89 per cent reaching the required level, compared to 88 per cent of girls.
Overall Haringey pupils have improved slightly across the board, with the exception of science where 86 per cent achieved Level 2 or above both last year and this year.
In maths there was a 1 per cent increase, from 87 per cent last year to 88 per cent this year, while the percentage reaching the required standard in writing rose from 74 per cent to 76 per cent.
However, pupils are continuing to perform below the national average. In science, 86 per cent of Haringey children achieved Level 2 or above this year compared to 89 per cent nationally.
Councillor Gail Engert, Lib Dem children and young people spokeswoman, said: "The lack of progress this year is a worrying sign of a stall in improvement at Key Stage 1.
"Most worrying is the continual increase in the gap in performance by boys compared to girls. The government needs to urgently address the poor writing skills among boys."
A spokesman for Haringey Council said that the difference between boys and girls was a national issue and not one restricted to the borough.
Councillor Liz Santry, cabinet member for children and young people, said: "Our schools continue to make excellent progress at Key Stage 1. "This is an important guide for how pupils will progress so it's very welcome news and shows the good work going on in our schools."
The figures are based on teacher assessments conducted when children are seven years old, with Level 2 being the required standard of achievement.
