Data set from Key stage 4 performance

KS4 IDACI decile of pupil residence data

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Data set details

Theme
School and college outcomes and performance
Publication
Key stage 4 performance
Release type
Geographic levels
National, Regional
Indicators
  • Average Attainment 8 score of all pupils
  • Average EBacc APS score per pupil
  • Percentage number of pupils entering the English Baccalaureate
Filters
  • Income Deprivation Affecting Children Indices decile
Time period
2019/20

Data set preview

Table showing first 5 rows, from underlying data
time_periodtime_identifiergeographic_levelcountry_codecountry_nameregion_coderegion_nameidaci_decileversiont_schoolst_pupilst_att8avg_att8t_entbasicspt_entbasicst_l2basics_95pt_l2basics_95t_l2basics_94pt_l2basics_94t_ebacc_e_ptq_eept_ebacc_e_ptq_eet_ebaccapsavg_ebaccapst_ebacc_95pt_ebacc_95t_ebacc_94pt_ebacc_94
201920Academic yearNationalE92000001EnglandTotalRevised398756109428156249.3150.254536197.228007149.939981071.322323639.82460507.924.3911933221.316750829.9
201920Academic yearNationalE92000001England0-10%Revised3032681652899296.5742.56509095.52339534.33849056.52002229.4244445.743.59784311.51261118.5
201920Academic yearNationalE92000001England10-20%Revised3470659682990834.3645.36357596.42634039.94111462.32356035.7257446.713.99909151538323.3
201920Academic yearNationalE92000001England20-30%Revised3614601002817058.4646.95808796.72580542.93919365.22193136.5243452.064.051018416.91504325
201920Academic yearNationalE92000001England30-40%Revised3649583892828490.3348.45658396.92695646.23989768.32211437.9245679.124.211076418.41576427

Variables in this data set

Table showing first 5 of 19 variables
Variable nameVariable description
avg_att8Average Attainment 8 score of all pupils
avg_ebaccapsAverage EBacc APS score per pupil
idaci_decileIncome Deprivation Affecting Children Indices decile
pt_ebacc_94Percentage of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_95Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)

Footnotes

  1. 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.
  2. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  3. 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.
  4. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  5. 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.
  6. 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.
  7. 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.
  8. Includes entries and achievements by these pupils in previous academic years.
  9. : = When data is unavailable for other reasons
  10. 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.
  11. State-funded mainstream schools include local authority maintained mainstream, academies, free schools, city technology colleges and further education colleges with provision for 14 to 16 year-olds. They exclude state-funded special 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.
  12. 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.
  13. IDACI bands are based on 2015 IDACI scores.
  14. Some zero percentages may represent small numbers due to rounding.
  15. 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.
  16. 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 
  17. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  18. 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.
  19. z = When an observation is not applicable
  20. The residency of 900 pupils living in England in 2019/20 is unknown due to missing or invalid postcode information. Pupils not resident in England and pupils with missing or invalid postcode information are excluded from the figures in presented.
  21. Income Deprivation Affecting Children Indices. Each SOA in England is given a score which ranks it between 1 and 32,844, 1 being the most deprived.

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