The difference between boys' and girls' academic achievement startsearly. From age five, girls score higher in maths, science andEnglish.
The arguments as to why this happens are complex. What seems clear isthat boys are more affected by poor teaching and may also be more likelyto have negative perceptions of school and learning. The lack of maleteachers and role models in primary schools is also likely tocontribute.
Despite sustained progress, the positive results have been slower thanhoped for. And while more affluent parents can pay for additionaltutoring, it is out of the reach for most and may not be the mosteffective way of dealing with the problem.
There are many initiatives trying to find a solution. For example, theGovernment's Raising Boys' Achievement project with the University ofCambridge is working with 60 schools to research the best ways toinspire boys without adversely affecting girls' performance.
The Reading Champions project uses tactics such as peer mentoring andparental involvement to make reading "cool". Herod Parkway SecondarySchool in Swindon was one of the first schools to take part. With thehelp of a literacy co-ordinator, Year 10 boys acted as mentors for agroup of year 7, 8 and 9 boys involved in decision making. They tookpart in a readathon, were given responsibility for how to spend money toimprove the library for boys and developed a corner includingphotographs of male teachers reading and recommending their favouritebooks.
With the rollout of extended schools across the country, theopportunities to develop basic literacy levels are increased. Schoolscan offer out-of-hours support and learning tailored to an individual'sneeds, as well as learning support for parents and childcare.
Schools like Bevendean Primary School in Brighton and Hove are alreadytaking this step. It has been working in partnership with the LocalEducation Authority and other local schools to increase study supportopportunities and community links. As well as the school's ownsuccessful after-school clubs, external organisations use the school asa base to give children the chance to develop their skills in aninformal atmosphere. The school is now planning to extend the range ofservices to include adult learning, advice and health services.
Raising literacy standards is key to children's future development.
Through the classroom, study support, after-school activities and thoseat home, we need to work with all children and families to inspire themto develop the skills that will equip them for the future.
