What is the research evidence on writing? - Department for Education

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Table 5: Percentage of pupils achieving each level in Key Stage 1 teacher assessments by SEN primary need Key Stage 1 Writing SEN Prov<strong>is</strong>ion Absent D<strong>is</strong>app lied Percentage of pupils achieving: Working tow ards Level 1 1 2C 2B 2A 3 4 Achieving level 2 or above No identified SEN 460,281 0 0 0 6 17 33 26 17 0 93 All SEN pupils 119,125 0 0 12 41 26 15 4 1 0 46 SEN w ithout a statement 108,258 0 0 8 43 28 15 4 1 0 49 School Action 69,986 0 0 4 43 32 16 4 1 x 53 School Action + 38,272 0 0 15 44 21 13 5 2 x 41 SEN w ith a statement 10,867 0 1 57 24 8 6 2 1 0 17 Unclassified 9 2,427 4 3 30 22 15 15 8 3 0 41 All pupils 581,833 0 0 3 14 19 29 21 14 0 83 SEN Primary Need 10 Specific Learning Difficulty 2,922 0 0 18 51 20 8 2 1 0 30 Moderate Learning Difficulty 9,041 0 0 25 53 15 5 1 0 0 22 Severe Learning Difficulty 1,755 x 2 87 9 1 1 0 0 0 2 Profound & Multiple Learning Difficulty 739 x x 89 6 1 1 x 0 0 2 Behaviour, Emotional & Social Difficulties 8,608 0 0 13 39 23 17 6 2 0 48 Speech, Language and Communications Needs 15,862 0 0 19 42 21 13 4 1 x 39 Hearing Impairment 1,076 0 0 12 30 20 22 11 5 0 58 V<strong>is</strong>ual Impairment 657 0 x 11 26 21 27 x 4 0 63 Multi-Sensory Impairment 71 0 0 35 23 21 11 6 4 x 42 Physical D<strong>is</strong>ability 2,143 0 1 23 28 17 17 8 4 0 47 Aut<strong>is</strong>tic Spectrum D<strong>is</strong>order 4,216 0 1 39 28 13 12 6 2 0 33 O<strong>the</strong>r Difficulty/D<strong>is</strong>ability 2,049 0 0 18 37 18 16 6 4 0 44 All SEN primary need pupils 10,11 49,139 0 0 24 40 18 12 4 2 x 36 Source: National Pupil Database 2. 3. Includes Figures for pupils 2008 achieving - 2011 are levels based 1, 2 on (including final data, levels 2012 2C, figures 2B and are 2A), based 3, 4, on those prov<strong>is</strong>ional w ho wdata. ere w orking tow ards level 1, w ho w ere d<strong>is</strong>applied from <strong>the</strong> National Curriculum, w ho w ere significantly absent so that no TA could be made on that pupil or w ho w ere unable to access <strong>the</strong> 4. Includes pupils for w hom ethnicity or first language w as not obtained, refused or could not be determined. 5. Includes 'Not know n but believed to be Engl<strong>is</strong>h'. 6. Includes 'Not know n but believed to be o<strong>the</strong>r than Engl<strong>is</strong>h'. 7. 8. Includes pupils not know eligible n to be for eligible free school for FSM meals in any and Spring for w hom Autumn, free Summer, school meal Alternative eligibility Prov<strong>is</strong>ion w as unclassified or Pupil Referral or could Unit not census be determined. going back to Year 1 (i.e. not including nursery or reception) or are looked after children. Figures are available for 2012 in December. 9. Includes pupils for w hom SEN prov<strong>is</strong>ion could not be determined. 10. Includes pupils at School Action Plus and those pupils w ith a statement of SEN. It does not include pupils at School Action. 11. Includes 24 pupils in 2008 and 1 pupil in 2011 w hose SEN primary need could not be determined. . = Not applicable. Number of eligible pupils 3 1. Absent and D<strong>is</strong>applied are not reported in science main level but are reported as Unable. Science (main level) <strong>is</strong> not d<strong>is</strong>aggregated into Levels 2A, 2B or 2C, but recorded as Level 2 in science. x = Figures not show n in order to protect confidentiality. See <strong>the</strong> section on confidentiality in <strong>the</strong> text for information on data suppression. Percentages have been rounded to nearest w hole number, so may not sum to 100. Reading compared to writing DfE internal analys<strong>is</strong> investigated pupils’ performance in writing in compar<strong>is</strong>on to reading, using <strong>the</strong> 2011 KS1 reading and writing levels of pupils. It also compared <strong>the</strong> results of pupils achieving <strong>the</strong> highest levels in KS1 reading (i.e. level 2A and above) and <strong>the</strong>ir KS1 writing results, by pupil character<strong>is</strong>tics. The analys<strong>is</strong> shows that pupils achieving level A (absent), D (d<strong>is</strong>applied), IN (inapplicable) and W (working towards <strong>the</strong> test level) in writing tend to achieve <strong>the</strong> same in reading. However, <strong>the</strong>re <strong>is</strong> a spread of results from level 1 and above in reading levels achieved compared to writing results. For example, out of <strong>the</strong> pupils achieving a level 2B (<strong>the</strong> expected level) in reading, only 51 per cent achieve <strong>the</strong> same level in writing, with 5 per cent achieving a level 2A, 38 per cent achieving a 35
level 2C and 6 per cent achieving a level 1 in writing. Overall, 44 per cent of pupils achieving level 2B in reading are achieving a lower level in writing. Table 6 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% KS1 Reading Level by KS1 Writing Level A D IN W 1 2C 2B 2A 3 4 KS1 Reading KS1 Writing Level A KS1 Writing Level D KS1 Writing Level IN KS1 Writing Level W KS1 Writing Level 1 KS1 Writing Level 2C KS1 Writing Level 2B KS1 Writing Level 2A KS1 Writing Level 3 KS1 Writing Level 4 The same pattern occurs with pupils achieving level 2A and 3 in reading. More than half of <strong>the</strong>se pupils (who are performing above <strong>the</strong> expected level in reading) are achieving a lower level in writing. Girls are more likely to perform better than boys, with over half of girls achieving level 3 or above in both reading and writing compared to only 38 per cent of boys. FSM and SEN pupils are less likely to perform as well in writing as <strong>the</strong>y do in reading compared to pupils not eligible for FSM and without SEN respectively. Children whose first language was ‘o<strong>the</strong>r than Engl<strong>is</strong>h’ are slightly more likely to perform as well in writing as <strong>the</strong>y do in reading compared to children whose first language was Engl<strong>is</strong>h. The performance of most ethnic groups <strong>is</strong> similar for reading and writing outcomes. Key Stage 2 In 2012, 81 per cent of pupils achieved <strong>the</strong> expected level (level 4 or above) based on writing teacher assessment, compared to 75 per cent of pupils achieving <strong>the</strong> expected level in 2011, based on national tests. Eighty seven per cent of pupils achieved <strong>the</strong> expected level in reading and 84 per cent in ma<strong>the</strong>matics. Some difference between test and teacher assessment results can be expected as <strong>the</strong> outcomes are measured in different ways. Reading and writing teacher assessments are not available prior to 2012, but a compar<strong>is</strong>on of Engl<strong>is</strong>h test and Engl<strong>is</strong>h teacher assessment outcomes since 2007 suggests that <strong>the</strong>y differed by no more than 2 percentage points in any year (DfE, 2012b). Looking at <strong>the</strong> writing results in more detail, <strong>the</strong> gender gap still pers<strong>is</strong>ts, with 76 per cent of boys achieving <strong>the</strong> expected level compared to 87 per cent of girls. The gender gap <strong>is</strong> less pronounced in reading, ma<strong>the</strong>matics and science. 36
Page 1 and 2: Research Report DFE-RR238 W
Page 3 and 4: Table of contents 1. Key findings .
Page 5 and 6: Sentence combining is</stro
Page 7 and 8: - Most pupils agree that writing <s
Page 9 and 10: achievement in writing is</
Page 11 and 12: - Ninety per cent of girls achieved
Page 13 and 14: achievement has the</strong
Page 15 and 16: the effect of cont
Page 17 and 18: and Year 10) made significantly bet
Page 19 and 20: eported in this se
Page 21 and 22: 5.2 Strategies for helping boys wit
Page 23 and 24: that use of some ‘technology-infl
Page 25 and 26: etter job The more I write, <strong
Page 27 and 28: The evidence sugge
Page 29 and 30: DfE (2012c): GCSE and Equivalent Re
Page 31 and 32: Tanner, E. et al (2011) Evaluation
Page 33 and 34: Pre-school attainment Children atte
Page 35: As can be seen from the</st
Page 39 and 40: language was Englis</strong
Page 41 and 42: Table 10 % achieving 60% 50% 40% 30
Page 43 and 44: 10. Annex B: examples of techniques

What is the research evidence on writing? - Department for Education

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