Data set from Key stage 1 and phonics screening check attainment

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.


Data set details

Theme
School and college outcomes and performance
Publication
Key stage 1 and phonics screening check attainment
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

Table showing first 5 rows, from underlying data
time_periodtime_identifiergeographic_levelcountry_codecountry_nameversionbreakdown_topicbreakdownschool_typegenderno_schoolst_readta_eligible_pupilst_readta_met_expected_standardt_readta_met_higher_standardt_readta_working_towards_expected_standardt_readta_pre_key_stage_standard_1t_readta_pre_key_stage_standard_2t_readta_pre_key_stage_standard_3t_readta_pre_key_stage_standard_4t_readta_foundations_of_expected_standardt_readta_engagement_model_or_below_pre_key_stage_standardst_readta_below_interim_pre_key_stage_standardst_readta_absentt_readta_disappliedt_writta_eligible_pupilst_writta_met_expected_standardt_writta_met_higher_standardt_writta_working_towards_expected_standardt_writta_pre_key_stage_standard_1t_writta_pre_key_stage_standard_2t_writta_pre_key_stage_standard_3t_writta_pre_key_stage_standard_4t_writta_foundations_of_expected_standardt_writta_engagement_model_or_below_pre_key_stage_standardst_writta_below_interim_pre_key_stage_standardst_writta_absentt_writta_disappliedt_matta_eligible_pupilst_matta_met_expected_standardt_matta_met_higher_standardt_matta_working_towards_expected_standardt_matta_pre_key_stage_standard_1t_matta_pre_key_stage_standard_2t_matta_pre_key_stage_standard_3t_matta_pre_key_stage_standard_4t_matta_foundations_of_expected_standardt_matta_engagement_model_or_below_pre_key_stage_standardst_matta_below_interim_pre_key_stage_standardst_matta_absentt_matta_disappliedt_scita_eligible_pupilst_scita_met_expected_standardt_scita_not_met_expected_standardt_scita_absentt_scita_disappliedpt_readta_met_expected_standardpt_readta_met_higher_standardpt_readta_working_towards_expected_standardpt_readta_pre_key_stage_standard_1pt_readta_pre_key_stage_standard_2pt_readta_pre_key_stage_standard_3pt_readta_pre_key_stage_standard_4pt_readta_foundations_of_expected_standardpt_readta_engagement_model_or_below_pre_key_stage_standardspt_readta_below_interim_pre_key_stage_standardspt_readta_absentpt_readta_disappliedpt_writta_met_expected_standardpt_writta_met_higher_standardpt_writta_working_towards_expected_standardpt_writta_pre_key_stage_standard_1pt_writta_pre_key_stage_standard_2pt_writta_pre_key_stage_standard_3pt_writta_pre_key_stage_standard_4pt_writta_foundations_of_expected_standardpt_writta_engagement_model_or_below_pre_key_stage_standardspt_writta_below_interim_pre_key_stage_standardspt_writta_absentpt_writta_disappliedpt_matta_met_expected_standardpt_matta_met_higher_standardpt_matta_working_towards_expected_standardpt_matta_pre_key_stage_standard_1pt_matta_pre_key_stage_standard_2pt_matta_pre_key_stage_standard_3pt_matta_pre_key_stage_standard_4pt_matta_foundations_of_expected_standardpt_matta_engagement_model_or_below_pre_key_stage_standardspt_matta_below_interim_pre_key_stage_standardspt_matta_absentpt_matta_disappliedpt_scita_met_expected_standardpt_scita_not_met_expected_standardpt_scita_absentpt_scita_disapplied
201516Academic yearNationalE92000001EnglandFinalSchool typeTotalAll schoolsTotalxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx74xxxxxxxxxxx65xxxxxxxxxxx73xxxxxxxxxxx82xxx
201617Academic yearNationalE92000001EnglandFinalSchool typeTotalAll schoolsTotalxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx76xxxxxxxxxxx68xxxxxxxxxxx75xxxxxxxxxxx83xxx
201718Academic yearNationalE92000001EnglandFinalSchool typeTotalAll schoolsTotalxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx75xxxxxxxxxxx70xxxxxxxxxxx76xxxxxxxxxxx83xxx
201819Academic yearNationalE92000001EnglandFinalSchool cohort size1 to 15 pupilsState-funded mainstream schoolsBoys20781114980182575226347111269363z38z15251114969741241320367130283412z42z1424111498348267621482338152363z36z1625111499368173318307223200123z0z006311291134z0z007524190013z0z00841600
201819Academic yearNationalE92000001EnglandFinalSchool cohort size1 to 15 pupilsState-funded mainstream schoolsGirls2088109128674332817372456148232z16z187109128235208021742961154221z14z186109128255210621931727117270z10z17610912946314231977930160112z0z007519200112z0z007619200012z0z00871300

Variables in this data set

Table showing first 5 of 88 variables
Variable nameVariable description
breakdownSchool characteristics
genderGender
no_schoolsNumber of schools
pt_matta_absentPercentage of pupils absent in maths TA
pt_matta_below_interim_pre_key_stage_standardsPercentage of pupils working below the interim pre-key stage standards in maths TA

Footnotes

  1. 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.
  2. 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.
  3. Other Christian Faith includes schools of mixed denomination or other Christian beliefs (e.g. Greek Orthodox).
  4. 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.
  5. 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.
  6. 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.
  7. Mainstream LA maintained schools includes community schools, voluntary aided schools, voluntary controlled schools and foundation schools.
  8. State-funded special schools includes community special schools, foundation special schools, special sponsor-led academies, special converter academies and special free schools.
  9. Alternative Provision includes pupil referral units, academy alternative provision and free school alternative provision.
  10. 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.
  11. 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.
  12. State-funded mainstream schools includes mainstream maintained schools, mainstream academies and mainstream free schools. Excludes special schools and alternative provision.
  13. Includes pupils working at the expected standard and pupils working at the higher standard.
  14. 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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