Data set from Key stage 4 destination measures

Key stage 4 national level destinations

Not the latest data

Published 19 November 2020

Last updated 19 November 2020

National level destinations data for students leaving key stage 4 for different characteristic groups, provider types, and qualification levels.

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Data set details

• Theme: Destination of pupils and students
• Publication: Key stage 4 destination measures
• Release: Academic year 2018/19
• Geographic levels: National
• Indicators:
  • Activity not captured
  • Advanced and Higher apprenticeships (level 3 and above)
  • Alternative provision
• Filters:
  • Data type
  • Institution group
  • Student characteristics
• Time period: 2010/11 to 2018/19

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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	institution_group	institution_type	characteristic_group	characteristic	data_type	version	inst_count	cohort	overall	education	fe	ssf	sfc	other_edu	ind	appru	special	spi	edu_combo	he	appren	appl3	appl2	all_work	all_notsust	notsust	notsust_beneet	only_beneet	all_unknown	unknown_id	unknown
201516	Academic year	National	E92000001	England	State-funded mainstream schools	Total	Disadvantage Status and Ethnicity Major	Not Disadvantaged Any other ethnic group	Number of pupils	Revised	z	4075	3844	3766	984	2190	547	45	z	z	z	z	z	z	38	z	z	40	129	z	z	z	102	z	z
201213	Academic year	National	E92000001	England	State-funded mainstream & special schools	Total	Disadvantage Status and Ethnicity Major	Disadvantaged Asian or Asian British	Number of pupils	Revised	z	16147	14712	14413	4738	6272	3130	278	z	z	z	z	z	z	162	z	z	137	1114	z	z	z	321	z	z
201314	Academic year	National	E92000001	England	State-funded mainstream & special schools	Total	Disadvantage Status and Ethnicity Major	Disadvantaged Asian or Asian British	Number of pupils	Revised	z	17160	15850	15531	4853	7093	3286	301	z	z	z	z	z	z	195	z	z	124	972	z	z	z	338	z	z
201415	Academic year	National	E92000001	England	State-funded mainstream & special schools	Total	Disadvantage Status and Ethnicity Major	Not Disadvantaged Mixed Dual background	Number of pupils	Revised	z	13624	13080	12533	3572	6756	1969	243	z	z	z	z	z	z	344	z	z	203	453	z	z	z	91	z	z
201213	Academic year	National	E92000001	England	State-funded mainstream & special schools	Total	Disadvantage Status and Ethnicity Major	Not Disadvantaged Black or Black British	Number of pupils	Revised	z	13254	12599	12371	3313	6462	2432	168	z	z	z	z	z	z	181	z	z	47	452	z	z	z	203	z	z

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Variables in this data set

Table showing first 5 of 28 variables

Variable name	Variable description
all_notsust	Not recorded as a sustained destination
all_unknown	Activity not captured
all_work	Sustained employment destination
appl2	Intermediate apprenticeships (level 2)
appl3	Advanced and Higher apprenticeships (level 3 and above)

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Footnotes

1. Selective schools admit pupils wholly or mainly with reference to ability. These schools are formally designated as grammar schools.
2. Social, Emotional and Mental Health (SEMH) was added as a new type of need in 2014/15; the previous type of need Behaviour, Emotional and Social Difficulties has been removed although it is not expected that SEMH will be a direct replacement.
3. Local authority maintained mainstream schools include community schools, voluntary aided schools, voluntary controlled schools and foundation schools.
4. Other education destinations include independent schools, specialist post-16 institutions, special schools and education combination destination.
5. Since September 2013, general further education colleges and sixth-form colleges have been able to directly enrol 14- to 16-year-olds. Excludes city technology colleges.
6. At the end of key stage 4 pupils are expected to achieve 'good passes' at grade 5 or above in both English and maths GCSEs or selected equivalents. The figures for student achievement of grade 4 or above in both English and maths are shown alongside this measure for transparency and comparability. This measure is chosen because passes in English and maths will continue to be assessed in future years and because passes in these subjects tie closely to conditions for post-16 funding and accountability. Prior to the introduction of the reformed 9 to 1 GCSEs in English and maths in 2016/17, a 'good pass' was classed as an A*-C grade.
7. State-funded schools include local authority maintained schools, academies, free schools, city technology colleges, further education colleges with provision for 14- to 16-year-olds, state-funded special schools and non-maintained special schools.
8. Includes state-funded special schools (community special schools, foundation special schools, special sponsored academies, special converter academies, and special free schools) and non-maintained special schools.
9. Includes pupils for whom free school meal eligibility, pupil premium eligibility, or special educational need (SEN) provision could not be determined.
10. Following special educational needs and disability (SEND) reforms in 2014/15, SEN pupils are categorised as 'SEN with a statement or Education, health and care (EHC) plan' and 'SEN support'. SEN support replaces school action and school action plus (grouped as SEN without a statement up to and including 2013/14). It was expected that all transfers to this category take place during the 2014/15 academic year but some legacy categories remain in subsequent cohorts. More detailed information on the reforms can be found here: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
11. Includes 'not known but believed to be other than English'. Pupils are included if their main language is other than English regardless of fluency in English.
12. Disadvantaged pupils include pupils known to be eligible for free school meals (FSM) in any spring, autumn, summer, alternative provision or pupil referral unit census from year 6 to year 11 or that are looked after children for at least one day or are adopted from care.
13. Key stage 2 assessments are taken in year 6 at the end of primary school. To be at the expected level pupils must have reached level 4 or above in all three areas and to be considered above the expected standard pupils to have achieved level 5 or 6 in all three areas. Due to a boycott of standardised testing in 2010, a higher proportion of 2015 leavers has no prior attainment recorded.
14. Sixth-form colleges that have become academies are counted as further education destination. Any large increases in further education destinations seen in the 2017/18 and 2018/19 destination years are likely due to this. See methodology for details.
15. Includes pupils for whom ethnicity or first language was not obtained, refused or could not be determined.
16. Includes state-funded mainstream schools, state-funded and non-maintained special schools, and alternative provision.
17. Includes all non-selective schools that are not in highly selective areas, including those in areas with some selection.
18. Includes state place funded alternative provision (Pupil Referral Units, AP academies, AP free schools, and hospital schools) and other alternative provision (education funded by the local authority outside of state place funded schools, including independent schools, non-maintained special schools, and providers that do not meet the criteria for registration as a school).
19. State place funded alternative provision includes pupil referral units, AP academies, AP free schools and hospital schools.
20. State-funded mainstream schools include community schools, voluntary aided schools, voluntary controlled schools, foundation schools, academies, free schools, city technology colleges and further education colleges with provision for 14- to 16-year-olds.
21. Includes all non-selective schools in local authorities with a high level of selection (where 25% or more of state-funded secondary places are in state-funded selective schools). These local authorities are Bexley, Buckinghamshire, Kent, Lincolnshire, Medway, Poole, Slough, Southend-on-Sea, Sutton, Torbay, Trafford and Wirral. See the Quality and methodology information document for more details.
22. Other alternative provision includes education funded by the local authority outside of state place funded schools, including independent schools, non-maintained special schools, and providers who do not meet the criteria for registration as a school.
23. There are now fewer local authority maintained schools and more academies and free schools than at the start of the 2016 to 2017 academic year (when these school types are reported). In the case of some groups of schools, such as University Technical Colleges (UTCs), this means the picture of the sector given in these statistics only includes some of the first schools of this type to open and is based on a relatively small number of schools, many of which only had students joining for the last year of key stage 4 study.

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