Having attended training days and perused marking criteria, I was confident the mythical gap between reading and writing at key stage 2 would, at last, reduce or disappear.
I was, therefore, amazed at our writing test results. Scrutiny of the texts showed incomprehensible marking, with poor scripts getting the same marks as those displaying accuracy and mature use of language. We returned all our English papers for re-marking. At least three other schools in the area have returned most or all of their scripts.
It is obvious that children have not suddenly got worse at writing, or relatively better at reading. The marking or the structure of the tests must be wrong.
L Boztas 18 Alma Road Reigate Surrey
