Tony Halpin, Education Editor of The Times, explains the meaning behind today's primary school results - and why some teachers are unhappy.

What are Sats?

Standard Attainment Tests were introduced by the last Conservative Government as a way of measuring performance in the Three R's (reading, writing, arithmetic) and science. Written tests are taken at the ages of 7, 11 and 14, which coincide with the end of Key Stages 1, 2 and 3. The results are gauged against a nationally expected level, on a scale going up to 5. Tests, which are marked by external examiners, include comprehension and written questions, working out simple sums or explaining an experiment. Level 4 us the expected standard for 11-year olds.

This Government brought in national targets as part of its drive to raise achievement, particularly in English and maths. Ministers say that by setting goals they can measure how effectively they are driving improvements.

What is the controversy about?

There's no doubt that standards have improved as a result of literacy and numeracy hour, but there is some scepticism over whether standards have risen quite as dramatically as has been reported.

Ministers insist that the results are completely accurate and there's no room for error. Jacqui Smith, the Schools Standards Minister, made a very robust defence of that position today. Others, including the Government's own statistics commission, are saying that the improvements have been overstated.

The other criticism from a lot of schools and teaching unions is that children are being taught to pass tests, rather than fully understand the subjects. This means that when some move into secondary education the insecurities in their knowledge are being exposed and they are not able to cope with the curriculum.

Head teachers are becoming increasingly critical of the targets, saying that they are unattainable and de-motivating.

What do today's results mean?

The encouraging thing for ministers is that the results have got off a plateau. For about four years, English scores in particular barely moved and were stuck, at 75 per cent of pupils reaching the expected level. Although the initial surge in improvement which we saw in the late 1990s has run out of steam, they are now at least gradually edging up.

Ministers are particularly pleased because in maths they have achieved the 2002 target of 75 per cent, albeit three years late. Next year, when the target is raised to 85 per cent they have no chance. A 10 per cent rise in one year would be so extraordinary as to have everyone cry foul.

English is still below the 2002 target of 80 per cent and again, they won't be able to meet that when it goes up to 85 per cent next year.

Does it matter if schools miss the targets?

Nothing will happen if schools miss the targets, there is no specific penalty made against them. However, the Government has focused on the 5,000 primary schools with the lowest results and they are getting intensive assistance with their head teachers being paired up with successful schools for mentoring. Local authorities are also being encouraged to devote more of their resources to the weakest schools.

What with soaring A-levels and GCSEs, I thought children were getting cleverer?

There's quite a bit of evidence that that secondary schools are not really building on the successes of primary schools. We haven't seen the same improvements in the 11 to 14 age bracket as we have seen up to the age of 11 which you expect if these children were really being better prepared with core skills. That's the problem area now .

So why not just lower the targets next year?

The targets are written into the public services agreement with the Treasury and next year, when they miss them, they are going to have swallow it and explain why. Then again, they've had plenty of practice at that - so it shouldn't be too much of a problem.

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