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Primary Education

Volume 468: debated on Thursday 6 December 2007

To ask the Secretary of State for Children, Schools and Families what the levels of numeracy and literacy were among primary school leavers in each London borough on the latest date for which figures are available. (169230)

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. The information in the table gives the percentages of 11-year-olds achieving these levels in 2007 based on provisional data. The figures for 1998 and the national averages are also shown for comparison. Inner and Outer London boroughs are listed separately.

Percentage of pupils achieving Level 4 or above in the Key Stage 2 tests by local authority (LA), in the London Government office region (GOR)

1998

2007 (Provisional)

English

Mathematics

English

Mathematics

London GOR

64

56

79

76

City of London

89

85

96

96

Inner London boroughs

57

50

77

73

Camden

62

58

78

76

Hackney

52

47

73

66

Hammersmith and Fulham

61

54

81

77

Haringey

56

49

75

72

Islington

58

51

76

74

Kensington and Chelsea

69

58

86

82

Lambeth

56

48

77

71

Lewisham

59

52

76

73

Newham

51

45

74

72

Southwark

54

46

76

71

Tower Hamlets

51

45

79

77

Wandsworth

64

56

79

77

Westminster

69

62

81

76

Outer London boroughs

67

60

80

77

Barking and Dagenham

60

54

77

76

Barnet

73

66

84

81

Bexley

68

59

84

78

Brent

64

60

78

74

Bromley

73

66

84

78

Croydon

66

57

80

74

Ealing

66

57

78

76

Enfield

66

56

77

74

Greenwich

52

48

72

71

Harrow

74

65

80

77

Havering

71

65

84

81

Hillingdon

68

64

81

77

Hounslow

63

57

78

76

Kingston upon Thames

73

67

83

81

Merton

66

53

79

77

Redbridge

70

61

83

80

Richmond upon Thames

79

74

88

84

Sutton

68

61

84

82

Waltham Forest

60

51

75

74

England (maintained schools)

64

58

80

77

To ask the Secretary of State for Children, Schools and Families if he will make a statement on the implementation of the Rose Review recommendations in primary schools. (169933)

We have accepted all of the Rose Review's recommendations and have paid particular attention to the recommendation that phonics should be taught as the prime approach to learning to read. We have renewed the primary framework for teaching literacy to reflect this. To further support teachers and practitioners in implementing this key change, and in line with the Review's recommendations, we have worked with Jim Rose to produce a high quality phonics teaching programme, Letters and Sounds. As an alternative for schools that instead wish to use a commercial phonics programme, we have published guidance on a set of criteria which define the key features of an effective phonics teaching programme and which build directly on the Review's recommendations.

We have taken steps to ensure that local authorities have the capacity and expertise to support schools in developing effective phonics teaching. The Communication, Language and Literacy Development (CLLD) programme, specifically developed to implement the Review's recommendations, builds greater quality and capacity in the teaching of early literacy through developing work on speaking and listening; strengthening leadership and management of early literacy; and supporting all schools with phonics and early reading. The CLLD programme has provided training in early reading for every local authority and has funded additional consultants to lead this work in 50 targeted authorities.

We are also working with local authorities and the Training and Development Agency to ensure that newly qualified practitioners are equipped with the necessary skills to implement the Rose Review recommendations.