Writing abilities are trailing behind other key skills, such as maths and reading, according to data published by the Department for Education (DFE).

Nearly one in five seven year-olds, around 104,700 pupils, are failing to reach Level 2 – the standard expected of the age group – in writing.

Around one in six, 84,000 youngsters, are not reaching this level in reading and over one in 10 – 58,700 pupils – are not achieving it in maths.

Boys are still lagging behind girls in every area after two years of school, with almost a quarter not reaching Level 2 in writing and nearly a fifth having trouble with reading.

Teacher assessments show that the numbers of pupils reaching Level 2 in writing, maths, science and speaking and listening has stalled, while the proportions reaching the required reading level have risen slightly.

Today's statistics are based on assessments by teachers in England's primary schools, which include results from tests.

They show that overall:

:: 87% of pupils reached Level 2 in speaking and listening, the same as 2009;

:: 85% reached this level in reading – up one percentage point from last year;

:: 81% reached the level in writing, the same as 2009;

:: 89% made the level in maths, the same as last year;

:: 89% achieved Level 2 in science, the same as 2009.

The gender gap is starkest in writing results – 24% of boys failed to reached the expected standard, compared to 13% of girls.

Schools Minister Nick Gibb said that in spite of the hard work of teachers and pupils, there are still too many youngsters not reaching the expected level in the basics.

''These results also show an unacceptable attainment gap between local authorities where we know there are a high proportion of children on Free School Meals, and richer areas,'' he said.

''Tackling educational inequality is our top priority, and our pupil premium will provide support for the poorest pupils in our schools.''

Mr Gibb said the Government was committed to giving primaries more freedom to boost standards.

''A solid foundation in reading, writing, maths and science in the early years of education is crucial to a child's success in later life,'' he added.

Russell Hobby, general secretary designate of the National Association of Head Teachers, said: ''Parents of Key Stage 1 aged pupils will benefit from receiving information about their child that is based on continuous assessment by a highly skilled professional.

''Test data will have been used to inform that assessment, but what parents want isn't simply data on how well their child performed in a single test, but a reliable account of their overall ability in any given area.

''Ministers need to recognise that national testing regimes are not the only game in town and see from today's data that a teacher assessment based system is not only possible but is preferable for parents, pupils and educationalists.''