A REPORT into the performances of Darlington’s schools has revealed that children are achieving above national averages across a range of education markers.

Figures released by the Department for Education (DfE) show that students have improved Key Stage performances from 2014 to 2016 in the town’s academies, free schools and authority-maintained schools.

However, girls outperformed boys across all aspects of learning in primary school and Early Years education in 2016 to buck a previous trend of boys being the higher achievers in 2014.

Within the report, Darlington’s Key Stage 1 attainment is above the national averages across all subjects of reading, writing, mathematics and science for children aged between five and seven-years-old.

Key Stage 2 performances for primary schoolchildren aged between seven and 11-year-old were also higher than average national standards in all subjects except writing, which match national expectations.

Darlington Borough Council’s Children and Young People Scrutiny Committee members heard the statistics for the town’s children during a Town Hall meeting earlier this week.

Committee members also heard that students with education, health and care plans (EHCP) fall up to 54.9 per cent behind their classmates in Darlington primary schools.

Key Stage 2 pupils receiving special educational needs (SEN) support were also up to 36.7 per cent behind their peers with the largest gaps in grammar, punctuation, spelling, and writing.

The Darlington Borough Council report that includes the DfE figures states: “The report this year includes analysis on narrowing the attainment gaps.

“From the Early Years to the end of Key Stage 2, girls outperform boys in all subjects.

“The attainment gap between pupils with special educational needs and or disability (SEND) with education, health and care plans compared to other pupils is wide.”

The council report adds: “Despite the overall positive headline performance figures for Darlington across all Key Stages, these figures mask attainment and progress gaps for gender and for vulnerable groups such as pupils with special educational needs and or disability.”