Click here to see a break down of primary and secondary school reading, writing and maths results from across the country

Tens of thousands of children are failing to master the basics of numeracy and literacy in primary and secondary schools, an audit of standards has revealed.

Data obtained by The Sunday Times shows that levels of attainment among pupils finishing primary school and about to embark on Standard Grade courses fell in about half of local authorities last year.

The picture of chronic failure has angered parents and politicians, who claim that successive administrations have mishandled education policy.

Murdo Fraser, deputy leader of the Scottish Tories, described the findings as “shocking”. He called for head teachers to be given greater power to run schools and restore standards.

Glasgow and Inverclyde are among the worst performing areas, as is Fife.

In more than half of Glasgow’s secondary schools, most S2 pupils fail to reach basic standards in writing, while in one in three of its schools more than half of its S2 pupils do not achieve required levels in reading.

In Aberdeen, a majority of primary seven pupils failed to reach the Scottish government’s recommended level D standard in writing in nearly 40% of schools. In east Ayrshire the figure is nearly a third.

Primary school standards fell in at least one subject (reading, writing or maths) in 11 out of 22 education authorities that provided figures for the past two years and 9 out of 22 at S2 level. In a third of Fife schools, most S2 pupils failed to reach level E standard in maths.

Many education authorities, however, improved in some subjects. Glasgow’s secondary schools saw noticeable improvements, especially in maths, as did the Highlands and Falkirk.

The analysis of standards uses data obtained under freedom of information legislation. The SNP administration, like the previous Lib/Lab coalition, opposes the publication of national league tables. Equivalent data for England is readily available.

It confirms fears that the transition from primary to secondary school damages the prospects of thousands of pupils, with an attainment gap between children aged 12 and 14. In 3% of Glasgow primary schools, 50% of children (or more) fail to meet reading standards. At secondary level this rises to 30%.

The disparity in results is not just within schools in the same council area but within different skills in the same classroom. Most Aberdeenshire S2 pupils achieved level E reading standard, but in 47% of the authority’s secondaries less than half of pupils reached the required grade in writing, compared to 35% the previous year.

Writing skills are a particular weakness across Scotland. In half of Inverclyde secondary schools the majority failed to meet the required standard.

Notable success stories include Stirling, where the number of schools with half (or more) of S2 pupils failing in writing fell from 43% to 29%. Similar improvements were made in reading attainment.

Nonetheless, Fraser described the statistics as dismal. “Far too many youngsters are being failed by the system. The Scottish government has yet to recognise the seriousness of the problem or come up with anything to tackle it. Teaching methods need to be looked at and school heads need more control in their own environment.”

Victor Topping, of the NAS-UWT teaching union, suggested too many inexperienced probationer teachers had taken the place of experienced staff. He called for a greater focus on teaching children the three Rs.

“For children who are struggling, the curriculum is too cluttered,” said Topping. “If children are in difficulty with maths and English skills, is there any point in trying to do other subjects with them?”

Tina Woolnough, chairman of the education campaign group Parents in Partnership, accused ministers of underfunding additional learning support for struggling pupils. She spoke of the human story of lost children behind the statistics.

“We should know what their home life is like, what their diet is like and if they are getting adequate sleep and living normal routines,” she said.

“Childcare is probably lacking for a hard core of failing families and we are not making any headway. Often schools don’t have the resources to tackle these problems, they only have resources for the extreme cases. The rest have to muddle on through.”

The Scottish government said it was focusing on early intervention in schools, including smaller class sizes, to drive up standards.

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