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

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.
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