Key stage 1 attainment by school characteristics
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This file contains data on the attainment of pupils in key stage 1 assessments in England, broken down by school characteristics.
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Data set details
- Theme
- School and college outcomes and performance
- Publication
- Key stage 1 and phonics screening check attainment
- Release
- Academic year 2022/23
- Release type
- Geographic levels
- National
- Indicators
- Number of eligible pupils in maths TA
- Number of eligible pupils in reading TA
- Number of eligible pupils in science TA
- Filters
- Gender
- School characteristics
- Type of school
- Time period
- 2015/16 to 2022/23
Data set preview
time_period | time_identifier | geographic_level | country_code | country_name | version | breakdown_topic | breakdown | school_type | gender | no_schools | t_readta_eligible_pupils | t_readta_met_expected_standard | t_readta_met_higher_standard | t_readta_working_towards_expected_standard | t_readta_pre_key_stage_standard_1 | t_readta_pre_key_stage_standard_2 | t_readta_pre_key_stage_standard_3 | t_readta_pre_key_stage_standard_4 | t_readta_foundations_of_expected_standard | t_readta_engagement_model_or_below_pre_key_stage_standards | t_readta_below_interim_pre_key_stage_standards | t_readta_absent | t_readta_disapplied | t_writta_eligible_pupils | t_writta_met_expected_standard | t_writta_met_higher_standard | t_writta_working_towards_expected_standard | t_writta_pre_key_stage_standard_1 | t_writta_pre_key_stage_standard_2 | t_writta_pre_key_stage_standard_3 | t_writta_pre_key_stage_standard_4 | t_writta_foundations_of_expected_standard | t_writta_engagement_model_or_below_pre_key_stage_standards | t_writta_below_interim_pre_key_stage_standards | t_writta_absent | t_writta_disapplied | t_matta_eligible_pupils | t_matta_met_expected_standard | t_matta_met_higher_standard | t_matta_working_towards_expected_standard | t_matta_pre_key_stage_standard_1 | t_matta_pre_key_stage_standard_2 | t_matta_pre_key_stage_standard_3 | t_matta_pre_key_stage_standard_4 | t_matta_foundations_of_expected_standard | t_matta_engagement_model_or_below_pre_key_stage_standards | t_matta_below_interim_pre_key_stage_standards | t_matta_absent | t_matta_disapplied | t_scita_eligible_pupils | t_scita_met_expected_standard | t_scita_not_met_expected_standard | t_scita_absent | t_scita_disapplied | pt_readta_met_expected_standard | pt_readta_met_higher_standard | pt_readta_working_towards_expected_standard | pt_readta_pre_key_stage_standard_1 | pt_readta_pre_key_stage_standard_2 | pt_readta_pre_key_stage_standard_3 | pt_readta_pre_key_stage_standard_4 | pt_readta_foundations_of_expected_standard | pt_readta_engagement_model_or_below_pre_key_stage_standards | pt_readta_below_interim_pre_key_stage_standards | pt_readta_absent | pt_readta_disapplied | pt_writta_met_expected_standard | pt_writta_met_higher_standard | pt_writta_working_towards_expected_standard | pt_writta_pre_key_stage_standard_1 | pt_writta_pre_key_stage_standard_2 | pt_writta_pre_key_stage_standard_3 | pt_writta_pre_key_stage_standard_4 | pt_writta_foundations_of_expected_standard | pt_writta_engagement_model_or_below_pre_key_stage_standards | pt_writta_below_interim_pre_key_stage_standards | pt_writta_absent | pt_writta_disapplied | pt_matta_met_expected_standard | pt_matta_met_higher_standard | pt_matta_working_towards_expected_standard | pt_matta_pre_key_stage_standard_1 | pt_matta_pre_key_stage_standard_2 | pt_matta_pre_key_stage_standard_3 | pt_matta_pre_key_stage_standard_4 | pt_matta_foundations_of_expected_standard | pt_matta_engagement_model_or_below_pre_key_stage_standards | pt_matta_below_interim_pre_key_stage_standards | pt_matta_absent | pt_matta_disapplied | pt_scita_met_expected_standard | pt_scita_not_met_expected_standard | pt_scita_absent | pt_scita_disapplied |
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201516 | Academic year | National | E92000001 | England | Final | School type | Total | All schools | Total | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | 74 | x | x | x | x | x | x | x | x | x | x | x | 65 | x | x | x | x | x | x | x | x | x | x | x | 73 | x | x | x | x | x | x | x | x | x | x | x | 82 | x | x | x |
201617 | Academic year | National | E92000001 | England | Final | School type | Total | All schools | Total | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | 76 | x | x | x | x | x | x | x | x | x | x | x | 68 | x | x | x | x | x | x | x | x | x | x | x | 75 | x | x | x | x | x | x | x | x | x | x | x | 83 | x | x | x |
201718 | Academic year | National | E92000001 | England | Final | School type | Total | All schools | Total | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | 75 | x | x | x | x | x | x | x | x | x | x | x | 70 | x | x | x | x | x | x | x | x | x | x | x | 76 | x | x | x | x | x | x | x | x | x | x | x | 83 | x | x | x |
201819 | Academic year | National | E92000001 | England | Final | School cohort size | 1 to 15 pupils | State-funded mainstream schools | Boys | 2078 | 11149 | 8018 | 2575 | 2263 | 47 | 111 | 269 | 363 | z | 38 | z | 15 | 25 | 11149 | 6974 | 1241 | 3203 | 67 | 130 | 283 | 412 | z | 42 | z | 14 | 24 | 11149 | 8348 | 2676 | 2148 | 23 | 38 | 152 | 363 | z | 36 | z | 16 | 25 | 11149 | 9368 | 1733 | 18 | 30 | 72 | 23 | 20 | 0 | 1 | 2 | 3 | z | 0 | z | 0 | 0 | 63 | 11 | 29 | 1 | 1 | 3 | 4 | z | 0 | z | 0 | 0 | 75 | 24 | 19 | 0 | 0 | 1 | 3 | z | 0 | z | 0 | 0 | 84 | 16 | 0 | 0 |
201819 | Academic year | National | E92000001 | England | Final | School cohort size | 1 to 15 pupils | State-funded mainstream schools | Girls | 2088 | 10912 | 8674 | 3328 | 1737 | 24 | 56 | 148 | 232 | z | 16 | z | 18 | 7 | 10912 | 8235 | 2080 | 2174 | 29 | 61 | 154 | 221 | z | 14 | z | 18 | 6 | 10912 | 8255 | 2106 | 2193 | 17 | 27 | 117 | 270 | z | 10 | z | 17 | 6 | 10912 | 9463 | 1423 | 19 | 7 | 79 | 30 | 16 | 0 | 1 | 1 | 2 | z | 0 | z | 0 | 0 | 75 | 19 | 20 | 0 | 1 | 1 | 2 | z | 0 | z | 0 | 0 | 76 | 19 | 20 | 0 | 0 | 1 | 2 | z | 0 | z | 0 | 0 | 87 | 13 | 0 | 0 |
Variables in this data set
Variable name | Variable description |
---|---|
breakdown | School characteristics |
gender | Gender |
no_schools | Number of schools |
pt_matta_absent | Percentage of pupils absent in maths TA |
pt_matta_below_interim_pre_key_stage_standards | Percentage of pupils working below the interim pre-key stage standards in maths TA |
Footnotes
- Changes made within the 2017/18 writing TA frameworks mean judgements made in 2018 onwards are not directly comparable to those made in previous years.
- Pupils working below the standard of the national curriculum assessments and engaged in subject-specific study. These pupils were assessed using the final pre-key stage 1 standards: https://www.gov.uk/government/publications/pre-key-stage-1-standards. The final pre-key stage 1 standards are comprised of pre-key stage standards 1 to 4 (PK1-4). A breakdown of attainment at each pre-key stage standard is available in the underlying data. Assessments made using the final pre-key stage 1 standards in 2019 are not comparable to those made using the interim standards in 2016-2018.
- Other Christian Faith includes schools of mixed denomination or other Christian beliefs (e.g. Greek Orthodox).
- Includes all pupils at the end of key stage 1 who received a teacher assessment, those who were disapplied, those who were absent and those with maladministration. Excludes pupils with missing teacher assessment.
- Where schools have changed type or phase during the 2022/23 academic year, they are shown here under their type or phase as of 12 September 2022.
- Changes made within the 2018/19 and 2021/22 reading, maths and science TA frameworks mean judgements made in 2019 and 2022 are not directly comparable to those made in previous years.
- Mainstream LA maintained schools includes community schools, voluntary aided schools, voluntary controlled schools and foundation schools.
- State-funded special schools includes community special schools, foundation special schools, special sponsor-led academies, special converter academies and special free schools.
- Alternative Provision includes pupil referral units, academy alternative provision and free school alternative provision.
- Includes all schools with pupils eligible for assessment at key stage 1. Participation by independent schools is voluntary, therefore the ‘All schools’ figures includes results from independent schools that chose to submit data and met the requirements for assessment and moderation.
- Includes any pupils who are disapplied from the national curriculum or whose performance cannot be established, for example because they recently arrived from a different education system, they had a lengthy period of absence or due to maladministration.
- State-funded mainstream schools includes mainstream maintained schools, mainstream academies and mainstream free schools. Excludes special schools and alternative provision.
- Includes pupils working at the expected standard and pupils working at the higher standard.
- Pupils working below the standard of the national curriculum assessments and not engaged in subject-specific study (BLW). These pupils have special educational needs and have been assessed using P Scales. In 2019, pupils were assessed using P scales 1-4. Pupils who would previously have been assessed as P scales 5-8 are now assessed using the final pre-key stage 1 standards. Therefore, 2019 data for pupils with a teacher assessment outcome of 'BLW' are not comparable to previous years.
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