AS always, today's primary school league tables make interesting reading for the parents of young children.

There is a natural tendency to check how your local school is performing.

We publish the tables because they are a matter of public interest and public record, and because they are able to give a year-on-year assessment on how an individual school is progressing.

Our grave reservations remain, however, about using the statistics to compare one school against another.

In no way do the tables evaluate the standards of teaching and the development of children.

In many respects, the conclusion drawn from examining the tables is self-evident. That is that test results from schools in prosperous communities are better than test results from schools in deprived communities.

Taken on face value alone there is little merit in the tables. They overlook the underlying success stories in many schools with a lowly position in the league table. And they can overlook negative aspects of schools which finish at or near the top of the table.

Simple analysis of the raw figures can undermine the genuine achievements of both pupils and teachers at some schools, while at the same time exaggerate the achievements at other schools.

Of greater concern is the importance placed on the tables by both parents and the schools.

Parents need to be reminded that a truly excellent school, one which develops children to the best of their ability, does not automatically get a high league position.

And schools must avoid becoming obsessed by the tables. They must resist any temptation to close the door to children with special needs simply because of the impact they may have on overall test results.

The development and nurture of children of all abilities must remain their priority.