Data set from Key stage 4 performance

KS4 degree of rurality of school location data

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Data set details

Theme
School and college outcomes and performance
Publication
Key stage 4 performance
Release
Academic year 2019/20
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
  • Degree of rurality - school location
Time period
2019/20

Data set preview

Table showing first 5 rows, from underlying data
time_periodtime_identifiergeographic_levelcountry_codecountry_nameregion_coderegion_nameru11ind_school_locationversiont_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 yearNationalE92000001England1 Urban - Major conurbationRevised141120523010388609.3850.61990439710382250.614603571.29252145.1915724.824.464811623.46772033
201920Academic yearNationalE92000001England2 Urban - minor conurbationRevised13620426978073.1347.91975196.7956246.81376867.469543484052.644.11351617.2502724.6
201920Academic yearNationalE92000001England3 Urban - City and townRevised190926808613354470.4749.826045797.213213949.318996970.99851336.71161147.624.335391920.17514728
201920Academic yearNationalE92000001England4 Rural - Town and fringeRevised374517522647418.251.25096398.52657951.43851074.41935937.4230648.764.461053220.41501629
201920Academic yearNationalE92000001England5 Rural - VillageRevised828650442723.2551.2846397.8445451.5642174.2331538.338832.424.49188121.7259930

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
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)
pt_ebacc_e_ptq_eePercentage number of pupils entering the English Baccalaureate

Footnotes

  1. Some zero percentages may represent small numbers due to rounding.
  2. 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.
  3. 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.
  4. 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.
  5. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  6. : = When data is unavailable for other reasons
  7. 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.
  8. z = When an observation is not applicable
  9. 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.
  10. Includes entries and achievements by these pupils in previous academic years.
  11. 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.
  12. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  13. 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.
  14. 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 
  15. 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.
  16. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  17. The rural-urban classification of postcodes for 2020 are based on the 2011 classification of output areas released in August 2013. Census output areas forming settlements with populations of over 10,000 are defined as urban. The urban domain is further sub-divided into three broad morphological types based on the predominant settlement component. The remainder are defined as one of three rural types.
  18. 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.
  19. 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.
  20. 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.
  21. 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.

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