There has been little improvement in literacy and numeracy among primary school children, the latest test results have indicated.

Figures released on Tuesday revealed there has been no change in the number of seven-year-olds reaching basic levels in reading and maths, but a fall of five percentage points in writing skills.

Forum Response: Association of Teachers and LecturersGwen Evans, deputy general secretary at ATL, said: "The failure to reach the targets rests squarely with the government. Targets motivate only if they are realistic - and these were unduly aspirational.

"The results are no surprise. Clearly the government saw problems with target setting coming and that is the reason why they have encouraged primary schools to set their own targets from now on. The government must realise that any further rises will only be achieved by finding the money for a reduction in class sizes, an issue that they have avoided addressing. The problems of target setting have come home to roost.

"ATL welcomes the improvement at Key Stage Three and praises both pupils and teachers for achieving this.

"What needs to happen now is a shifting of balance from the current drudgery of testing to the excitement of learning."

Forum Response: National Union of Teachers

Doug McAvoy, general secretary of the NUT, said: "The mind numbing annual ritual of publication of the National Curriculum test results provides little information on the educational achievement of our children. Real achievement by schools and local education authorities are obscured by pointless debates over whether arbitrary government targets have been achieved.

"It was inevitable that a plateau would be reached and that improvement in test results would not continue forever. The government should have recognised that reality before it plucked its targets out of the sky and imposed them on schools.

"Publication of the test results is part of a tired and pernicious system of targets, tests and performance tables which under-values the achievements of young people, undermines the curriculum and creates stress for both and pupils and teachers.

"Parents and teachers are better informed of pupils' strengths and weaknesses by teacher assessment. That assessment provides valuable information rather than a simple label that tells no one very much.

"It is high time the government cleared away the damaging machinery of performance tables it inherited from the Conservatives and invested in assessment of pupils achievement which supports rather than damages learning."