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.
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
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.