Standards and quality in English primary schools over time: the national evidence

Abstract

This survey concentrates on changes in standards and quality in English primary schools. ‘Standards’ are taken to mean the levels attained rather than the levels which are set as expected. ‘Quality’ is taken to mean a judgment about the level attained against an implicit or explicit view of what is appropriate. Levels of academic attainment (mathematics and reading) form the mainstay of work which has been carried out, and of this review, but seven separate areas are set out which form a complete structure for monitoring, of which academic attainment is just one part. Generally, mathematics and reading standards have remained fairly constant for some time although both have risen recently. Reading has risen very slightly and mathematics has risen moderately. A plea is made for a more thorough evaluation of education initiatives and their impact on standards, and for linked cost benefit analyses.