The table shows the percentages of children with seven different educational problems in two primary schools in 2005 and 2015.
Overall, School A had higher percentages of children with educational problems than School B in both years. However, the figures for School A decreased in all categories over the 10-year period, while most of the figures for School B increased slightly.
In 2005, the highest percentage in School A was for following instructions, at 42%. This was followed by concentration in lessons (40%) and both listening skills and verbal expression of ideas (35%). The lowest figure was for reading ability, at 22%. In comparison, School B had much lower percentages, with the highest being 15% for concentration in lessons and the lowest only 5% for spelling.
By 2015, the percentages in School A had fallen in every area. Reading ability became the most common problem at 23%, while following instructions and concentration in lessons both dropped to 18%. Listening skills and verbal expression of ideas also decreased to 20% and 21%, respectively. In contrast, School B saw small increases in most categories. For example, spelling rose from 5% to 10%, following instructions increased from 6% to 12%, and reading ability went up slightly from 8% to 9%. Despite these increases, School B still had lower percentages than School A in all seven educational problems.