Data set from Key stage 4 performance

KS4 local authority data

Not the latest data

Published 26 November 2020

Last updated 26 November 2020

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Data set details

• Theme: School and college outcomes and performance
• Publication: Key stage 4 performance
• Release: Academic year 2019/20
• Geographic levels: Local authority, National, Regional
• Indicators:
  • Average Attainment 8 score of all pupils
  • Average Attainment 8 score per pupil in Ebacc subjects
  • Average Attainment 8 score per pupil in English
• Filters:
  • Gender
• Time period: 2019/20

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Data set preview

Table showing first 5 rows, from underlying data

time_period	time_identifier	geographic_level	country_code	country_name	region_code	region_name	old_la_code	new_la_code	la_name	version	school_characteristic	breakdown	characteristic_gender	characteristic_admission_type	characteristic_religious_denomination	t_schools	t_pupils	t_att8	avg_att8	t_entbasics	pt_entbasics	t_l2basics_95	pt_l2basics_95	t_l2basics_94	pt_l2basics_94	t_ebacc_e_ptq_ee	pt_ebacc_e_ptq_ee	t_ebacc_95	pt_ebacc_95	t_ebacc_94	pt_ebacc_94	t_ebaccaps	avg_ebaccaps	t_entry_1	pt_entry_1	t_anypass	pt_anypass	t_ebaceng_e	pt_ebaceng_e	t_ebacmat_e	pt_ebacmat_e	t_ebac2sci_e	pt_ebac2sci_e	t_ebachum_e	pt_ebachum_e	t_ebaclan_e	pt_ebaclan_e	t_ebaceng_95	pt_ebaceng_95	t_ebacmat_95	pt_ebacmat_95	t_ebac2sci_95	pt_ebac2sci_95	t_ebachum_95	pt_ebachum_95	t_ebaclan_95	pt_ebaclan_95	t_ebaceng_94	pt_ebaceng_94	t_ebacmat_94	pt_ebacmat_94	t_ebac2sci_94	pt_ebac2sci_94	t_ebachum_94	pt_ebachum_94	t_ebaclan_94	pt_ebaclan_94	t_ebptseng_ll	avg_ebptseng_ll	t_ebptsmat	avg_ebptsmat	t_ebptssci	avg_ebptssci	t_ebptshum	avg_ebptshum	t_ebptslan	avg_ebptslan	t_att8_eng	avg_att8_eng	t_att8_mat	avg_att8_mat	t_att8_ebac	avg_att8_ebac	t_att8_open	avg_att8_open	t_att8_open_g	avg_att8_open_g	t_att8_open_ng	avg_att8_open_ng	t_ebac_fill	avg_ebac_fill	t_open_fill	avg_open_fill
201920	Academic year	National	E92000001	England						Revised	State-funded schools (LA)	Total	Girls	Total	Total	3710	275406	14615476.4	53.1	269940	98	148923	54.1	206550	75	125847	45.7	71993	26.1	98720	35.8	1279862.89	4.65	271548	98.6	271320	98.5	267582	97.2	270473	98.2	266662	96.8	230009	83.5	146194	53.1	199288	72.4	157099	57	148524	55.7	141980	61.7	101928	69.7	238763	86.7	211544	76.8	199559	74.8	176680	76.8	125496	85.8	1537820.78	5.58	1350504	4.9	1374573.5	4.99	1214064	4.41	827659.45	3.01	3084028.56	11.2	2701008	9.8	4204079.59	15.3	4626360.25	16.8	3845343.75	14	781016.5	2.8	787997	2.9	793223	2.9
201920	Academic year	National	E92000001	England						Revised	State-funded schools (LA)	Total	Boys	Total	Total	3769	286588	13579883.66	47.4	276243	96.4	131494	45.9	193795	67.6	97667	34.1	47473	16.6	68988	24.1	1184012.54	4.13	279040	97.4	278576	97.2	272023	94.9	277526	96.8	271537	94.7	229167	80	112923	39.4	158298	55.2	157228	54.9	138729	51.1	123006	53.7	65729	58.2	214631	74.9	211545	73.8	191108	70.4	160959	70.2	86962	77	1353093.13	4.72	1376282.38	4.8	1344202.42	4.69	1106335	3.86	579975.1	2.02	2717710.26	9.5	2752564.76	9.6	4020021.48	14	4089587.16	14.3	3306676.41	11.5	782910.75	2.7	798270	2.8	801643	2.8
201920	Academic year	National	E92000001	England						Revised	State-funded schools (LA)	Total	Total	Total	Total	3987	561994	28195360.06	50.2	546183	97.2	280417	49.9	400345	71.2	223514	39.8	119466	21.3	167708	29.8	2463875.43	4.38	550588	98	549896	97.8	539605	96	547999	97.5	538199	95.8	459176	81.7	259117	46.1	357586	63.6	314327	55.9	287253	53.4	264986	57.7	167657	64.7	453394	80.7	423089	75.3	390667	72.6	337639	73.5	212458	82	2890913.91	5.14	2726786.38	4.85	2718775.92	4.84	2320399	4.13	1407634.55	2.5	5801738.82	10.3	5453572.76	9.7	8224101.07	14.6	8715947.41	15.5	7152020.16	12.7	1563927.25	2.8	1586267	2.8	1594866	2.8
201920	Academic year	Regional	E92000001	England	E12000001	North East				Revised	State-funded schools (LA)	Total	Total	Total	Total	196	26395	1277470	48.4	25357	96.1	12478	47.3	18094	68.6	8566	32.5	4646	17.6	6634	25.1	108913.6	4.13	25717	97.4	25687	97.3	25179	95.4	25449	96.4	25063	95	21556	81.7	9860	37.4	16125	61.1	14115	53.5	12311	49.1	11932	55.4	6087	61.7	20845	79	19155	72.6	17549	70	15552	72.1	7998	81.1	131782	4.99	122474.75	4.64	120880.5	4.58	106335	4.03	51130.75	1.94	264509	10	244949.5	9.3	362781.25	13.7	405230.25	15.4	289351	11	115879.25	4.4	73485	2.8	74003	2.8
201920	Academic year	Regional	E92000001	England	E12000001	North East				Revised	State-funded schools (LA)	Total	Girls	Total	Total	188	12914	661859.75	51.3	12553	97.2	6626	51.3	9303	72	4892	37.9	2881	22.3	3957	30.6	56492.27	4.37	12689	98.3	12679	98.2	12529	97	12576	97.4	12473	96.6	10805	83.7	5664	43.9	8965	69.4	7033	54.5	6370	51.1	6302	58.3	3834	67.7	10928	84.6	9582	74.2	8924	71.5	8049	74.5	4831	85.3	69893	5.41	60831.75	4.71	61162.5	4.74	55166	4.27	30740	2.38	140108	10.8	121663.5	9.4	185133.5	14.3	214954.75	16.6	154910	12	60044.75	4.6	36639	2.8	36935	2.9

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Variables in this data set

Table showing first 5 of 79 variables

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_att8_ebac	Average Attainment 8 score per pupil in Ebacc subjects
avg_att8_eng	Average Attainment 8 score per pupil in English
avg_att8_mat	Average Attainment 8 score per pupil in Mathematics
avg_att8_open	Average score per pupil from open Attainment 8 slots

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Footnotes

1. Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
2. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
3. In 2019, two new local authorities were created from a merger of others. Bournemouth, Christchurch and Poole was created on 1 April 2019 from areas that were previously administered by the unitary authorities of Bournemouth and Poole, and the district of Christchurch. Dorset was created on 1 April 2019 from the districts of Weymouth and Portland, West Dorset, North Dorset, Purbeck and East Dorset. 2019 data is not comparable to previous years.
4. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
5. City of London does not have any state-funded secondary schools, therefore there are no entries present in the data for this local authority.
6. c = From 2018 revised data, suppression due to low numbers was not applied unless deemed necessary. Previous years' data remains suppressed. For 2020, where a geographical area contains only one school (for example Isles of Scilly) the data for that area has been suppressed. This is in line with the announcement that school level data would not be published using the summer 2020 exam grades awarded.
7. Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020 
8. A Progress 8 score of 1.0 means pupils in the group make on average approximately a grade more Progress than the national average; a score of -0.5 means they make on average approximately half a grade less Progress than average. Progress 8 scores should be interpreted alongside the associated confidence intervals. If the lower bound of the confidence interval is greater than zero, it can be interpreted as meaning that the group achieves greater than average Progress compared to pupils in mainstream schools nationally and that this is statistically significant. If the upper bound is negative, this means that the group achieves lower than average Progress compared to pupils in mainstream schools nationally and that this is statistically significant.
9. Attainment 8 and Progress 8 are part of the secondary accountability system that was implemented for all schools from 2016. Attainment 8 measures pupils’ Attainment across 8 qualifications including maths, English, three ebacc qualifications and three further GCSE or non-GCSE qualifications. From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This helped to minimise fluctuations in the average Attainment 8 scores following the phased introduction of 9-1 reformed GCSEs. These differences should be considered when comparing Attainment 8 scores between 2016-2019. In 2020, the majority of Attainment 8 scores are based on qualifications that were awarded via centre assessment grades rather than exams, so they are likely to be higher due to this and are not comparable to previous years.
10. From 2013/14 EBacc sciences includes computer science. From 2018 GCSEs in core, additional and further additional science are no longer eligible to count. Sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
11. Progress 8 data is not being published using 2019/20 data because of the cancellation of GCSE exams. Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 for pupils in similar prior Attainment groups) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress for 2020.
12. z = When an observation is not applicable
13. EBacc average point score (Ebacc APS) was introduced as a headline measure in 2018 and replaced the previous threshold 'EBacc Attainment' measure. EBacc APS measures pupils’ point scores across the five pillars of the EBacc. This ensures the Attainment of all pupils is recognised, not just those at particular grade boundaries, encouraging schools to enter pupils of all abilities, and support them to achieve their full potential. Threshold measures are included for completeness and are reported as a percentage of pupils at the end of key stage 4. The two threshold measures are: i) proportion of pupils achieving grade 5/C or above, ii) proportion of pupils achieving a grade 4/C or above respectively.
14. Includes entries and achievements by these pupils in previous academic years.
15. Some zero percentages may represent small numbers due to rounding.
16. State-funded schools include academies, free schools, city technology colleges, further education colleges with provision for 14- to 16-year-olds and state-funded special schools. They exclude independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
17. The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
18. Local authority, region and the total (state-funded sector) figures cover achievements in state-funded schools only. They do not include pupils recently arrived from overseas and so will not match with state-funded figures in the national tables. 'England' includes all pupils from state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
19. : = When data is unavailable for other reasons
20. In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.
21. Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.
22. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
23. EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.
24. The open element contains the three highest point scores in any three other subjects, including English language or literature (if not counted in the English slot), further GCSE qualifications (including English Baccalaureate subjects) or any other non-GCSE qualifications on the DfE approved list.
25. Average number of slots filled that contains U grades or other qualifications scoring 0 points are counted as a non-filled slot.

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