This document describes the data included in the ‘A level and other 16 to 18 results: 2024/25’ accredited official statistics release underlying data files. The statistical publication complements the 16-18 school and college performance tables. This data is released under the terms of the Open Government License (opens in new tab) and is intended to meet at least 3 stars for Open Data (opens in new tab).
The publication methodology, available on the publication report, should be referenced alongside this data. It provides information on the data sources, their coverage and quality as well as explaining methodology used in producing the data.
Coverage
This release provides information on A level and other 16-18 results in:
Students who have completed their 16-18 phase of education
Students who have entered an approved qualification in the reporting year
The information is based on data collected via awarding organisations, the school census, and the Individualised Learner Record.
File formats and conventions
Rounding
This dataset has not had rounding applied.
Suppression is applied to protect the disclosure of personal information or characteristics.
Conventions
The following conventions are used throughout the underlying data.
Symbol
Usage
Example
z
When an observation is not applicable
No data for males at an all female school
x
When data is unavailable for other reasons
Data for an indicator is not collected in a certain region
c
Confidential data
Data has been suppressed
Data files
All data files associated with this releases are listed below with guidance on their content. To download any of these files, please visit our data catalogue.
Attainment and other performance measures - time series
Filename
aggregated_attainment_timeseries_201625.csv
Geographic levels
National
Time period
2015/16 to 2024/25
Content
Attainment timeseries data for all students and by disadvantaged status.
Variable names and descriptions for Attainment and other performance measures - time series
Variable names and descriptions for this file are provided below:
Variable name
Variable description
aps_per_entry_acad
APS per academic entry
aps_per_entry_agen
APS per applied general entry
aps_per_entry_alev
APS per A level entry
aps_per_entry_grade_acad
Average academic result
aps_per_entry_grade_agen
Average applied general result
aps_per_entry_grade_alev
Average A level result
aps_per_entry_grade_technicalcertificate
Average technical certificate result
aps_per_entry_grade_tlev
Average tech level result
aps_per_entry_technicalcertificate
APS per technical certificate entry
aps_per_entry_tlev
APS per tech level entry
characteristic_value
Characteristic
number_of_students_acad
Number of academic students
number_of_students_agen
Number of applied general students
number_of_students_alev
Number of A level students
number_of_students_level3
Number of level 3 students
number_of_students_potential
Number of students at end of 16-18 study
number_of_students_technicalcertificate
Number of technical certificate students
number_of_students_tlev
Number of tech level students
Footnotes for Attainment and other performance measures - time series
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Attainment by student characteristics. Student characteristics include sex, ethnicity, disadvantage status, free school meal provision, first language, special educational needs (SEN) provision, and KS4 prior attainment.
Variable names and descriptions for Attainment and other performance measures - student characteristics
Variable names and descriptions for this file are provided below:
% level 3 vocational students (excluding tech levels) who entered applied general
pc_level3_vocational_students_entered_tech_levels
% level 3 vocational students (excluding applied generals) who entered tech levels
Footnotes for Attainment and other performance measures - student characteristics
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
Covers students at the end of advanced level study who were entered for at least one A level, applied single A level, applied double A level or combined A/AS level during 16-18 study, excluding critical thinking and general studies. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
Covers students at the end of advanced level study who were entered for at least one A level, excluding critical thinking and general studies. Excludes those students who have entered only applied A levels or applied AS levels. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
A level facilitating subjects are: biology, chemistry, physics, maths, further maths, geography, history, English literature, modern and classical languages.
A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (opens in new tab).
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
% level 3 vocational students (excluding tech levels) who entered applied general
pc_level3_vocational_students_entered_tech_levels
% level 3 vocational students (excluding applied generals) who entered tech levels
Footnotes for Attainment and other performance measures - institution type and sex
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Covers students at the end of advanced level study who were entered for at least one A level, applied single A level, applied double A level or combined A/AS level during 16-18 study, excluding critical thinking and general studies. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
Covers students at the end of advanced level study who were entered for at least one A level, excluding critical thinking and general studies. Excludes those students who have entered only applied A levels or applied AS levels. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
A level facilitating subjects are: biology, chemistry, physics, maths, further maths, geography, history, English literature, modern and classical languages.
A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (opens in new tab).
Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Attainment by region or local authority and student characteristics. Student characteristics include sex, ethnicity, disadvantage status, free school meal provision, first language, special educational needs (SEN) provision, and KS4 prior attainment.
Variable names and descriptions for Attainment and other performance measures - region and student characteristics
Variable names and descriptions for this file are provided below:
% level 3 vocational students (excluding tech levels) who entered applied general
pc_level3_vocational_students_entered_tech_levels
% level 3 vocational students (excluding applied generals) who entered tech levels
Footnotes for Attainment and other performance measures - region and student characteristics
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
Covers students at the end of advanced level study who were entered for at least one A level, applied single A level, applied double A level or combined A/AS level during 16-18 study, excluding critical thinking and general studies. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
Covers students at the end of advanced level study who were entered for at least one A level, excluding critical thinking and general studies. Excludes those students who have entered only applied A levels or applied AS levels. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
A level facilitating subjects are: biology, chemistry, physics, maths, further maths, geography, history, English literature, modern and classical languages.
A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (opens in new tab).
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Attainment by a combination of disadvantage status and other student characteristics. Other student characteristics include sex, ethnicity, first language, special educational needs (SEN) provision, and KS4 prior attainment.
Variable names and descriptions for Attainment and other performance measures - student characteristics and disadvantage status
Variable names and descriptions for this file are provided below:
% level 3 vocational students (excluding tech levels) who entered applied general
pc_level3_vocational_students_entered_tech_levels
% level 3 vocational students (excluding applied generals) who entered tech levels
Footnotes for Attainment and other performance measures - student characteristics and disadvantage status
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
Covers students at the end of advanced level study who were entered for at least one A level, applied single A level, applied double A level or combined A/AS level during 16-18 study, excluding critical thinking and general studies. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
Covers students at the end of advanced level study who were entered for at least one A level, excluding critical thinking and general studies. Excludes those students who have entered only applied A levels or applied AS levels. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
A level facilitating subjects are: biology, chemistry, physics, maths, further maths, geography, history, English literature, modern and classical languages.
A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (opens in new tab).
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
% level 3 vocational students (excluding tech levels) who entered applied general
pc_level3_vocational_students_entered_tech_levels
% level 3 vocational students (excluding applied generals) who entered tech levels
sen
Characteristic sen
sex
Characteristic sex
Footnotes for Attainment and other performance measures - disadvantage status, ethnicity, SEN status and sex
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
Covers students at the end of advanced level study who were entered for at least one A level, applied single A level, applied double A level or combined A/AS level during 16-18 study, excluding critical thinking and general studies. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
Covers students at the end of advanced level study who were entered for at least one A level, excluding critical thinking and general studies. Excludes those students who have entered only applied A levels or applied AS levels. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
A level facilitating subjects are: biology, chemistry, physics, maths, further maths, geography, history, English literature, modern and classical languages.
A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (opens in new tab).
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
% level 3 vocational students (excluding tech levels) who entered applied general
pc_level3_vocational_students_entered_tech_levels
% level 3 vocational students (excluding applied generals) who entered tech levels
rurality_name
Rurality
Footnotes for Attainment and other performance measures - rurality
Covers students at the end of advanced level study who were entered for at least one A level, applied single A level, applied double A level or combined A/AS level during 16-18 study, excluding critical thinking and general studies. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
Covers students at the end of advanced level study who were entered for at least one A level, excluding critical thinking and general studies. Excludes those students who have entered only applied A levels or applied AS levels. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
A level facilitating subjects are: biology, chemistry, physics, maths, further maths, geography, history, English literature, modern and classical languages.
A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (opens in new tab).
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
% level 3 vocational students (excluding tech levels) who entered applied general
pc_level3_vocational_students_entered_tech_levels
% level 3 vocational students (excluding applied generals) who entered tech levels
Footnotes for Attainment and other performance measures - local authority district
Covers students at the end of advanced level study who were entered for at least one A level, applied single A level, applied double A level or combined A/AS level during 16-18 study, excluding critical thinking and general studies. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
Covers students at the end of advanced level study who were entered for at least one A level, excluding critical thinking and general studies. Excludes those students who have entered only applied A levels or applied AS levels. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
A level facilitating subjects are: biology, chemistry, physics, maths, further maths, geography, history, English literature, modern and classical languages.
A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (opens in new tab).
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
% level 3 vocational students (excluding tech levels) who entered applied general
pc_level3_vocational_students_entered_tech_levels
% level 3 vocational students (excluding applied generals) who entered tech levels
Footnotes for Attainment and other performance measures - parliamentary constituency
Covers students at the end of advanced level study who were entered for at least one A level, applied single A level, applied double A level or combined A/AS level during 16-18 study, excluding critical thinking and general studies. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
Covers students at the end of advanced level study who were entered for at least one A level, excluding critical thinking and general studies. Excludes those students who have entered only applied A levels or applied AS levels. This measure only includes A level students who have entered less than a total of size 1 in other academic, applied general and tech level qualifications.
A level facilitating subjects are: biology, chemistry, physics, maths, further maths, geography, history, English literature, modern and classical languages.
A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (opens in new tab).
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Attainment and other performance measures - disadvantage status as a percentage of cohort
Filename
aa_by_disadvantage_proportions_long_202125.csv
Geographic levels
National
Time period
2020/21 to 2024/25
Content
Disadvantage status as a percentage of each exam cohort.
Variable names and descriptions for Attainment and other performance measures - disadvantage status as a percentage of cohort
Variable names and descriptions for this file are provided below:
Variable name
Variable description
cohort
Cohort
disadvantage_status
Disadvantage status
student_number
Number of students
student_proportion
Proportion of students
Footnotes for Attainment and other performance measures - disadvantage status as a percentage of cohort
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Attainment and other performance measures - ethnicity as a percentage of cohort
Filename
aa_by_ethnicity_proportions_long_202125.csv
Geographic levels
National
Time period
2020/21 to 2024/25
Content
Ethnicity as a percentage of each exam cohort.
Variable names and descriptions for Attainment and other performance measures - ethnicity as a percentage of cohort
Variable names and descriptions for this file are provided below:
Variable name
Variable description
cohort
Cohort
ethnicity_major
Ethnicity
student_number
Number of students
student_proportion
Proportion of students
Footnotes for Attainment and other performance measures - ethnicity as a percentage of cohort
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Attainment and other performance measures - prior attainment as a percentage of cohort
Filename
aa_by_priorattainment_proportions_long_202125.csv
Geographic levels
National
Time period
2020/21 to 2024/25
Content
Prior attainment at Key Stage 4 as a percentage of each exam cohort.
Variable names and descriptions for Attainment and other performance measures - prior attainment as a percentage of cohort
Variable names and descriptions for this file are provided below:
Variable name
Variable description
cohort
Cohort
prior_attainment
Prior attainment
student_number
Number of students
student_proportion
Proportion of students
Footnotes for Attainment and other performance measures - prior attainment as a percentage of cohort
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Attainment and other performance measures - SEN provision as a percentage of cohort
Filename
aa_by_sen_proportions_long_202125.csv
Geographic levels
National
Time period
2020/21 to 2024/25
Content
SEN provision as a percentage of each exam cohort.
Variable names and descriptions for Attainment and other performance measures - SEN provision as a percentage of cohort
Variable names and descriptions for this file are provided below:
Variable name
Variable description
cohort
Cohort
sen_provision
SEN provision
student_number
Number of students
student_proportion
Proportion of students
Footnotes for Attainment and other performance measures - SEN provision as a percentage of cohort
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
KS4 prior attainment - average KS4 prior attainment by student characteristics
Filename
prior_attainment_by_characteristic_202125.csv
Geographic levels
National
Time period
2020/21 to 2024/25
Content
Average KS4 prior attainment by student characteristics. Student characteristics include sex, ethnicity, disadvantage status, free school meal provision, first language, special educational needs (SEN) provision, and KS4 prior attainment.
Variable names and descriptions for KS4 prior attainment - average KS4 prior attainment by student characteristics
Variable names and descriptions for this file are provided below:
Variable name
Variable description
acad_avg_prior
Average KS4 prior attainment of academic students
agen_avg_prior
Average KS4 prior attainment of applied general students
alev_avg_prior
Average KS4 prior attainment of A level students
characteristic_value
Characteristic
level3_avg_prior
Average KS4 prior attainment of level 3 students
number_of_students_acad
Number of academic students
number_of_students_acad_with_prior
Number of academic students with prior attainment
number_of_students_agen
Number of applied general students
number_of_students_agen_with_prior
Number of applied general students with prior attainment
Number of technical certificate students with prior attainment
number_of_students_tlev
Number of tech level students
number_of_students_tlev_with_prior
Number of tech level students with prior attainment
number_of_students_with_prior
Number of students at end of 16-18 study with prior attainment
potential_student_avg_prior
Average KS4 prior attainment of students at end of 16-18 study
technicalcertificate_avg_prior
Average KS4 prior attainment of technical certificate students
tlev_avg_prior
Average KS4 prior attainment of tech level students
Footnotes for KS4 prior attainment - average KS4 prior attainment by student characteristics
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Number of technical certificate students with prior attainment
number_of_students_tlev
Number of tech level students
number_of_students_tlev_with_prior
Number of tech level students with prior attainment
number_of_students_with_prior
Number of students at end of 16-18 study with prior attainment
potential_student_avg_prior
Average KS4 prior attainment of students at end of 16-18 study
technicalcertificate_avg_prior
Average KS4 prior attainment of technical certificate students
tlev_avg_prior
Average KS4 prior attainment of tech level students
Footnotes for KS4 prior attainment - average KS4 prior attainment by institution type and sex
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Average KS4 prior attainment by region or LA and student characteristics. Student characteristics include sex, ethnicity, disadvantage status, free school meal provision, first language, special educational needs provision, and KS4 prior attainment.
Variable names and descriptions for KS4 prior attainment - average KS4 prior attainment by region and student characteristics
Variable names and descriptions for this file are provided below:
Variable name
Variable description
acad_avg_prior
Average KS4 prior attainment of academic students
agen_avg_prior
Average KS4 prior attainment of applied general students
alev_avg_prior
Average KS4 prior attainment of A level students
characteristic_value
Characteristic
level3_avg_prior
Average KS4 prior attainment of level 3 students
number_of_students_acad
Number of academic students
number_of_students_acad_with_prior
Number of academic students with prior attainment
number_of_students_agen
Number of applied general students
number_of_students_agen_with_prior
Number of applied general students with prior attainment
Number of technical certificate students with prior attainment
number_of_students_tlev
Number of tech level students
number_of_students_tlev_with_prior
Number of tech level students with prior attainment
number_of_students_with_prior
Number of students at end of 16-18 study with prior attainment
potential_student_avg_prior
Average KS4 prior attainment of students at end of 16-18 study
technicalcertificate_avg_prior
Average KS4 prior attainment of technical certificate students
tlev_avg_prior
Average KS4 prior attainment of tech level students
Footnotes for KS4 prior attainment - average KS4 prior attainment by region and student characteristics
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
English and maths progress measures by student characteristics. Student characteristics include sex, ethnicity, disadvantage status, free school meal provision, first language, special educational needs (SEN) provision, and KS4 prior attainment.
Variable names and descriptions for English and Maths - progress by student characteristics
Variable names and descriptions for this file are provided below:
Variable name
Variable description
average_baseline
Average prior attainment points in subject
average_progress
Average progress (points) made in subject
characteristic_value
Characteristic
number_students_inscope
Number of students in scope for the measure
percent_4
Proportion of cohort achieving grade 4 (or equivalent) or above
percent_entering
Proportion of cohort entering an approved qualification
percent_improving
Proportion of cohort improving their point score
percent_lower
Proportion of cohort lowering their point score
percent_non_entry
Proportion of cohort not entering an approved qualification
percent_same
Proportion of cohort with unchanged point score
subject
Subject
Footnotes for English and Maths - progress by student characteristics
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
Prior attainment and progress scores consist of students at the end of 16-18 study who are subject to the 16-19 maths and English Condition of Funding requirements. These are students who did not achieve a 9-4 or equivalent in qualifications which count as prior attainment by the end of key stage 4. For further details, see the guidance on the Condition of Funding (opens in new tab).
English and maths progress measures by institution type and student sex.
Variable names and descriptions for English and Maths - progress by institution type and sex
Variable names and descriptions for this file are provided below:
Variable name
Variable description
average_baseline
Average prior attainment points in subject
average_progress
Average progress (points) made in subject
characteristic_sex
Sex
establishment_type
Institution
number_students_inscope
Number of students in scope for the measure
percent_4
Proportion of cohort achieving grade 4 (or equivalent) or above
percent_entering
Proportion of cohort entering an approved qualification
percent_improving
Proportion of cohort improving their point score
percent_lower
Proportion of cohort lowering their point score
percent_non_entry
Proportion of cohort not entering an approved qualification
percent_same
Proportion of cohort with unchanged point score
subject
Subject
Footnotes for English and Maths - progress by institution type and sex
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.
Prior attainment and progress scores consist of students at the end of 16-18 study who are subject to the 16-19 maths and English Condition of Funding requirements. These are students who did not achieve a 9-4 or equivalent in qualifications which count as prior attainment by the end of key stage 4. For further details, see the guidance on the Condition of Funding (opens in new tab).
Level 3 Maths - attainment by institution type and sex
Filename
L3_maths_by_institution_sex_202425.csv
Geographic levels
National
Time period
2024/25
Content
Students achieving a L3 maths qualification by institution type and student sex.
Variable names and descriptions for Level 3 Maths - attainment by institution type and sex
Variable names and descriptions for this file are provided below:
Variable name
Variable description
characteristic_sex
Sex
establishment_type
Institution
number_achieved_approved_l3_maths
Number of students achieving a Level 3 maths qualification
number_students_inscope
Number of students in scope
perc_number_achieved_approved_l3_maths
Percent of students achieving a Level 3 maths qualification
Footnotes for Level 3 Maths - attainment by institution type and sex
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.
Entries and passes for below level 3 English and maths, by qualification type and student characteristics. Includes entries for students triggered for inclusion in performance tables, after discounting of exams at the major qualification level.
Variable names and descriptions for English and Maths - below level 3 entries by student characteristics
Variable names and descriptions for this file are provided below:
Variable name
Variable description
characteristic_value
Characteristic
pass_count
Number of passes
perc_pass_count
Proportion of cohort achieving a pass at level
qual_minor
Qualification
student_count
Number of entries
subject
Subject
Footnotes for English and Maths - below level 3 entries by student characteristics
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
Exam entries for students triggered for inclusion in performance tables, after discounting of exams at the major qualification level. Includes pending awards.
Includes international GCSEs (regulated and unregulated) and level 1/level 2 certificates.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
English and Maths - below level 3 entries by institution type
Filename
english_maths_below_L3_by_institution_202125.csv
Geographic levels
National
Time period
2020/21 to 2024/25
Content
Entries and passes for below level 3 English and maths, by qualification type, institution type and student sex. Includes entries for students triggered for inclusion in performance tables, after discounting of exams at the major qualification level.
Variable names and descriptions for English and Maths - below level 3 entries by institution type
Variable names and descriptions for this file are provided below:
Variable name
Variable description
establishment_type
Institution
pass_count
Number of passes
perc_pass_count
Proportion of cohort achieving a pass at level
qual_minor
Qualification
student_count
Number of entries
subject
Subject
Footnotes for English and Maths - below level 3 entries by institution type
Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.
Exam entries for students triggered for inclusion in performance tables, after discounting of exams at the major qualification level. Includes pending awards.
Includes international GCSEs (regulated and unregulated) and level 1/level 2 certificates.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
A level and AS level entries by grade achieved, subject and student characteristics. Includes entries in the current exam year for age 16-18 students. Includes pending awards and the total column includes grade X (no result).
Variable names and descriptions for Entries and Results - A level and AS by subject and student characteristics (single academic year)
Variable names and descriptions for this file are provided below:
Variable name
Variable description
a_grade_achieved
Number at grade A.
astar_grade_achieved
Number at grade A*.
b_grade_achieved
Number at grade B.
c_grade_achieved
Number at grade C.
characteristic_value
Characteristic
d_grade_achieved
Number at grade D.
e_grade_achieved
Number at grade E.
entry_count
Exam entries
perc_astar_a_grade_achieved
Percent achieving grade A* - A
perc_astar_b_grade_achieved
Percent achieving grade A* - B
perc_astar_c_grade_achieved
Percent achieving grade A* - C
perc_astar_d_grade_achieved
Percent achieving grade A* - D
perc_astar_e_grade_achieved
Percent achieving grade A* - E
perc_astar_grade_achieved
Percent achieving grade A*
qualification
Qualification
subject_name
Subject
u_grade_achieved
Number at grade U.
Footnotes for Entries and Results - A level and AS by subject and student characteristics (single academic year)
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
Exam entries are for the current academic year. Includes pending awards and the total column includes grade X (no result). Covers students aged 16, 17 or 18 at the start of the academic year.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
A level and AS level entries by grade achieved, institution type and student sex. Includes entries in the current exam year for age 16-18 students. Includes pending awards and the total column includes grade X (no result).
Variable names and descriptions for Entries and Results - A level and AS by institution type and sex (single academic year)
Variable names and descriptions for this file are provided below:
Variable name
Variable description
a_grade_achieved
Number at grade A.
astar_grade_achieved
Number at grade A*.
b_grade_achieved
Number at grade B.
c_grade_achieved
Number at grade C.
characteristic_sex
Sex
d_grade_achieved
Number at grade D.
e_grade_achieved
Number at grade E.
entry_count
Exam entries
establishment_type
Institution
perc_astar_a_grade_achieved
Percent achieving grade A* - A
perc_astar_b_grade_achieved
Percent achieving grade A* - B
perc_astar_c_grade_achieved
Percent achieving grade A* - C
perc_astar_d_grade_achieved
Percent achieving grade A* - D
perc_astar_e_grade_achieved
Percent achieving grade A* - E
perc_astar_grade_achieved
Percent achieving grade A*
qualification
Qualification
u_grade_achieved
Number at grade U.
Footnotes for Entries and Results - A level and AS by institution type and sex (single academic year)
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.
Exam entries are for the current academic year. Includes pending awards and the total column includes grade X (no result). Covers students aged 16, 17 or 18 at the start of the academic year.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
A level and AS level entries by grade achieved, subject and region or local authority. Includes entries in the current exam year for age 16-18 students. Includes pending awards and the total column includes grade X (no result).
Variable names and descriptions for Entries and Results - A level and AS by region and subject (single academic year)
Variable names and descriptions for this file are provided below:
Variable name
Variable description
a_grade_achieved
Number at grade A.
astar_grade_achieved
Number at grade A*.
b_grade_achieved
Number at grade B.
c_grade_achieved
Number at grade C.
d_grade_achieved
Number at grade D.
e_grade_achieved
Number at grade E.
entry_count
Exam entries
perc_astar_a_grade_achieved
Percent achieving grade A* - A
perc_astar_b_grade_achieved
Percent achieving grade A* - B
perc_astar_c_grade_achieved
Percent achieving grade A* - C
perc_astar_d_grade_achieved
Percent achieving grade A* - D
perc_astar_e_grade_achieved
Percent achieving grade A* - E
perc_astar_grade_achieved
Percent achieving grade A*
qualification
Qualification
subject_name
Subject
u_grade_achieved
Number at grade U.
Footnotes for Entries and Results - A level and AS by region and subject (single academic year)
Exam entries are for the current academic year. Includes pending awards and the total column includes grade X (no result). Covers students aged 16, 17 or 18 at the start of the academic year.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Vocational qualification entries, by Ofqual subject area and student characteristics. Includes entries in the current exam year for age 16-18 students. Includes pending awards and the total column includes grade X (no result).
Variable names and descriptions for Entries - vocational qualifications by subject and student characteristics (single academic year)
Variable names and descriptions for this file are provided below:
Variable name
Variable description
characteristic_value
Characteristic
entry_count
Exam entries
entry_pass
Exam passes
exam_cohort
Exam cohort
ofqual_tier_2
Ofqual subject area
perc_entry_pass
Percent of exam passes
Footnotes for Entries - vocational qualifications by subject and student characteristics (single academic year)
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
Exam entries are for the current academic year. Includes pending awards and the total column includes grade X (no result). Covers students aged 16, 17 or 18 at the start of the academic year.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
A level student counts by grade achieved, subject and student characteristics. Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams.
Variable names and descriptions for Student counts and Results - A level by subject and student characteristics (end of 16-18 study)
Variable names and descriptions for this file are provided below:
Variable name
Variable description
a_grade_achieved
Number at grade A.
astar_grade_achieved
Number at grade A*.
b_grade_achieved
Number at grade B.
c_grade_achieved
Number at grade C.
characteristic_value
Characteristic
d_grade_achieved
Number at grade D.
e_grade_achieved
Number at grade E.
perc_astar_a_grade_achieved
Percent achieving grade A* - A
perc_astar_b_grade_achieved
Percent achieving grade A* - B
perc_astar_c_grade_achieved
Percent achieving grade A* - C
perc_astar_d_grade_achieved
Percent achieving grade A* - D
perc_astar_e_grade_achieved
Percent achieving grade A* - E
perc_astar_grade_achieved
Percent achieving grade A*
perc_total_students
Percent of students
subject_name
Subject
total_students
Total number of students
u_grade_achieved
Number at grade U.
Footnotes for Student counts and Results - A level by subject and student characteristics (end of 16-18 study)
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams. Includes pending awards.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
A level student counts by grade achieved, institution type and student sex. Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams.
Variable names and descriptions for Student counts and Results - A level by institution type and sex (end of 16-18 study)
Variable names and descriptions for this file are provided below:
Variable name
Variable description
a_grade_achieved
Number at grade A.
astar_grade_achieved
Number at grade A*.
b_grade_achieved
Number at grade B.
c_grade_achieved
Number at grade C.
characteristic_sex
Sex
d_grade_achieved
Number at grade D.
e_grade_achieved
Number at grade E.
establishment_type
Institution
perc_astar_a_grade_achieved
Percent achieving grade A* - A
perc_astar_b_grade_achieved
Percent achieving grade A* - B
perc_astar_c_grade_achieved
Percent achieving grade A* - C
perc_astar_d_grade_achieved
Percent achieving grade A* - D
perc_astar_e_grade_achieved
Percent achieving grade A* - E
perc_astar_grade_achieved
Percent achieving grade A*
total_students
Total number of students
u_grade_achieved
Number at grade U.
Footnotes for Student counts and Results - A level by institution type and sex (end of 16-18 study)
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.
Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams. Includes pending awards.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
A level student counts by grade achieved, subject and region or local authority. Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams.
Variable names and descriptions for Student counts and Results - A level by region and subject (end of 16-18 study)
Variable names and descriptions for this file are provided below:
Variable name
Variable description
a_grade_achieved
Number at grade A.
astar_grade_achieved
Number at grade A*.
b_grade_achieved
Number at grade B.
c_grade_achieved
Number at grade C.
d_grade_achieved
Number at grade D.
e_grade_achieved
Number at grade E.
perc_astar_a_grade_achieved
Percent achieving grade A* - A
perc_astar_b_grade_achieved
Percent achieving grade A* - B
perc_astar_c_grade_achieved
Percent achieving grade A* - C
perc_astar_d_grade_achieved
Percent achieving grade A* - D
perc_astar_e_grade_achieved
Percent achieving grade A* - E
perc_astar_grade_achieved
Percent achieving grade A*
perc_total_students
Percent of students
subject_name
Subject
total_students
Total number of students
u_grade_achieved
Number at grade U.
Footnotes for Student counts and Results - A level by region and subject (end of 16-18 study)
Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams. Includes pending awards.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Vocational qualification student counts, by Ofqual subject area and student characteristics. Includes students triggered for inclusion in performance tables who completed vocational qualifications during 16-18 study, after discounting of exams.
Variable names and descriptions for Student counts - vocational qualifications by subject and student characteristics (end of 16-18 study)
Variable names and descriptions for this file are provided below:
Variable name
Variable description
characteristic_value
Characteristic
exam_cohort
Exam cohort
ofqual_tier_2
Ofqual subject area
perc_student_pass
Percent of students achieving a pass
student_count
Number of students
student_pass
Number of students achieving a pass
Footnotes for Student counts - vocational qualifications by subject and student characteristics (end of 16-18 study)
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
Includes students triggered for inclusion in performance tables who completed a vocational qualification during 16-18 study, after discounting of exams. Includes pending awards.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
A level grade combinations, by student characteristics. Coverage is all students that entered at least 1 A level. Grade outcomes are changed into UCAS points by adding up a student's best 3 A level results (A*=56, A = 48, B = 40, C= 32, D=24, E=16).
Variable names and descriptions for Student counts grade combinations - A level by student characteristics
Variable names and descriptions for this file are provided below:
Variable name
Variable description
01_ucas_168
168+ UCAS Tariff Points (A*A*A* or equivalent/higher)
02_ucas_160
160+ UCAS Tariff Points (A*A*A or equivalent/higher)
03_ucas_152
152+ UCAS Tariff Points (A*AA or equivalent/higher)
04_ucas_144
144+ UCAS Tariff Points (AAA or equivalent/higher)
05_ucas_136
136+ UCAS Tariff Points (AAB or equivalent/higher)
06_ucas_128
128+ UCAS Tariff Points (ABB or equivalent/higher)
07_ucas_120
120+ UCAS Tariff Points (BBB or equivalent/higher)
08_ucas_112
112+ UCAS Tariff Points (BBC or equivalent/higher)
09_ucas_104
104+ UCAS Tariff Points (BCC or equivalent/higher)
10_ucas_96
96+ UCAS Tariff Points (CCC or equivalent/higher)
11_ucas_88
88+ UCAS Tariff Points (CCD or equivalent/higher)
12_ucas_80
80+ UCAS Tariff Points (CDD or equivalent/higher)
13_ucas_72
72+ UCAS Tariff Points (DDD or equivalent/higher)
14_ucas_64
64+ UCAS Tariff Points (DDE or equivalent/higher)
15_ucas_56
56+ UCAS Tariff Points (DEE or equivalent/higher)
16_ucas_48
48+ UCAS Tariff Points (EEE or equivalent/higher)
characteristic_value
Characteristic
student_count
Total number of students
Footnotes for Student counts grade combinations - A level by student characteristics
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study (excluding general studies and critical thinking), after discounting of exams. Includes pending awards.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Number of students entered for combinations of maths and science A levels during 16-18 study, by student characteristics.
Variable names and descriptions for Maths and science - subject combinations by student characteristics
Variable names and descriptions for this file are provided below:
Variable name
Variable description
characteristic_value
Characteristic
num_entered_comb_and_no_other_matsci
Students that entered only chosen 'combination' and no additional Maths/Science subjects
num_entered_matsci_subjects_including_comb
Students that entered chosen 'combination' and any other Maths/Science subjects
perc_entered_comb_and_no_other_matsci
Students that entered only chosen 'combination' and no additional Maths/Science subjects (%)
perc_entered_matsci_subjects_including_comb
Students that entered chosen 'combination' and any other Maths/Science subjects (%)
sub_name_comb
Combination of Maths/Science subject A levels entered
Footnotes for Maths and science - subject combinations by student characteristics
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams. Includes pending awards.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Number of students entered for combinations of maths and science A levels during 16-18 study, by region or local authority and student sex.
Variable names and descriptions for Maths and science - subject combinations by region and sex
Variable names and descriptions for this file are provided below:
Variable name
Variable description
characteristic_sex
Sex
num_entered_comb_and_no_other_matsci
Students that entered only chosen 'combination' and no additional Maths/Science subjects
num_entered_matsci_subjects_including_comb
Students that entered chosen 'combination' and any other Maths/Science subjects
perc_entered_comb_and_no_other_matsci
Students that entered only chosen 'combination' and no additional Maths/Science subjects (%)
perc_entered_matsci_subjects_including_comb
Students that entered chosen 'combination' and any other Maths/Science subjects (%)
sub_name_comb
Combination of Maths/Science subject A levels entered
Footnotes for Maths and science - subject combinations by region and sex
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams. Includes pending awards.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Time-series - A level subject entries and grade by sex
Filename
alevel_timeseries_subject_entries_results.csv
Geographic levels
National
Time period
1995/96 to 2024/25
Content
Underlying data from the 16-18 time series dashboard (single year entries by subject and student sex). These data cover A level entries by students aged 16 to 18 within each academic year from 1995/96.
Variable names and descriptions for Time-series - A level subject entries and grade by sex
Variable names and descriptions for this file are provided below:
Variable name
Variable description
characteristic_value
Characteristic
entry_count
Exam entries
perc_astar_a_grade_achieved
Percent achieving grade A* - A
perc_astar_b_grade_achieved
Percent achieving grade A* - B
perc_astar_c_grade_achieved
Percent achieving grade A* - C
perc_astar_d_grade_achieved
Percent achieving grade A* - D
perc_astar_e_grade_achieved
Percent achieving grade A* - E
perc_astar_grade_achieved
Percent achieving grade A*
subject_name
Subject
Footnotes for Time-series - A level subject entries and grade by sex
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Exam entries are for the current academic year. Includes pending awards and the total column includes grade X (no result). Covers students aged 16, 17 or 18 at the start of the academic year.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Underlying data from the 16-18 time series dashboard (average attainment by institution type and student sex). These data include the applied general and tech level cohorts (from 2015/16) and the A level cohort (from 2012/13).
Variable names and descriptions for Time-series - APS per entry by institution type
Variable names and descriptions for this file are provided below:
Variable name
Variable description
aps_per_entry
APS per entry
aps_per_entry_grade
Average result
characteristic_sex
Characteristic
establishment_type
Institution
number_of_students
Number of students
qualification_type
Qualification
Footnotes for Time-series - APS per entry by institution type
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Value added scores by student characteristics. Student characteristics include sex, ethnicity, disadvantage status, free school meal provision, first language, special educational needs (SEN) provision, and KS4 prior attainment.
Variable names and descriptions for Value added - student characteristics
Variable names and descriptions for this file are provided below:
Variable name
Variable description
characteristic_value
Characteristic
exam_cohort
Exam cohort
number_of_entries
Number of entries
value_added
Value added
Footnotes for Value added - student characteristics
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
Value added scores by institution type and student sex.
Variable names and descriptions for Value added - institution type and sex
Variable names and descriptions for this file are provided below:
Variable name
Variable description
characteristic_sex
Sex
establishment_type
Institution
exam_cohort
Exam cohort
number_of_entries
Number of entries
value_added
Value added
Footnotes for Value added - institution type and sex
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
'All state funded schools' includes city technology colleges (CTCs) and state-funded special schools. Figures for these institution types are not shown separately in the table. Excludes pupil referral units (PRUs), alternative provision (AP), hospital schools, non-maintained special schools, independent schools, independent special schools and independent schools approved to take pupils with special educational needs (SEN). These institution types are included in 'All schools'.
Metrics for academic and applied general qualification cohorts, for academies that are in multi-academy trusts, by performance table eligibility, academy type, and student characteristics.
Variable names and descriptions for MAT Attainment and Value Added - Student Characteristics
Variable names and descriptions for this file are provided below:
Variable name
Variable description
academy_type
Academy type
aps_per_entry_acad
APS per academic entry
aps_per_entry_agen
APS per applied general entry
characteristic_value
Characteristic
number_of_entries_acad
Number of entries by academic students
number_of_entries_agen
Number of entries by applied general students
number_of_institutions_acad
Number of institutions with students in the academic cohort
number_of_institutions_agen
Number of institutions with students in the applied general cohort
number_of_students_acad
Number of academic students
number_of_students_agen
Number of applied general students
performance_tables_eligibility
MAT performance tables eligibility
value_added_acad
Value added for academic students
value_added_agen
Value added for applied general students
Footnotes for MAT Attainment and Value Added - Student Characteristics
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
Includes state-funded mainstream academies within multi-academy trusts only. Special schools, pupil referral units, alternative provision academies and alternative provision free schools are not included.
Academies have been associated with the multi-academy trust that they were part of on 14 September at the start of the academic year. Institutions that joined a multi-academy trust during the academic year are not included.
All multi-academy trust institutions include converter academies, sponsored academies, free schools, studio schools, and university technical colleges (UTCs).
Eligible academies include academies in a multi-academy trust that met the inclusion criteria, i.e., a multi-academy trust that contained at least three academies with results at that phase of education/cohort and where those academies have been in the multi-academy trust for at least three academic years. Ineligible academies were either in a multi-academy trust that did not meet the inclusion criteria or were in a multi-academy trust that met the inclusion criteria, but the academy had not been in the multi-academy trust for at least three academic years.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Metrics for academic and applied general qualification cohorts, for academies that are in multi-academy trusts, by performance table eligibility, academy type, and MAT information. MAT information includes years in trust, and MAT size.
Variable names and descriptions for MAT Attainment and Value Added - MAT Properties
Variable names and descriptions for this file are provided below:
Variable name
Variable description
academy_type
Academy type
aps_per_entry_acad
APS per academic entry
aps_per_entry_agen
APS per applied general entry
MAT_info_value
MAT Info
number_of_entries_acad
Number of entries by academic students
number_of_entries_agen
Number of entries by applied general students
number_of_institutions_acad
Number of institutions with students in the academic cohort
number_of_institutions_agen
Number of institutions with students in the applied general cohort
number_of_students_acad
Number of academic students
number_of_students_agen
Number of applied general students
performance_tables_eligibility
MAT performance tables eligibility
value_added_acad
Value added for academic students
value_added_agen
Value added for applied general students
Footnotes for MAT Attainment and Value Added - MAT Properties
Includes state-funded mainstream academies within multi-academy trusts only. Special schools, pupil referral units, alternative provision academies and alternative provision free schools are not included.
Academies have been associated with the multi-academy trust that they were part of on 14 September at the start of the academic year. Institutions that joined a multi-academy trust during the academic year are not included.
All multi-academy trust institutions include converter academies, sponsored academies, free schools, studio schools, and university technical colleges (UTCs).
Eligible academies include academies in a multi-academy trust that met the inclusion criteria, i.e., a multi-academy trust that contained at least three academies with results at that phase of education/cohort and where those academies have been in the multi-academy trust for at least three academic years. Ineligible academies were either in a multi-academy trust that did not meet the inclusion criteria or were in a multi-academy trust that met the inclusion criteria, but the academy had not been in the multi-academy trust for at least three academic years.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Time series retention metrics for all qualification cohorts.
Variable names and descriptions for Retention - cohort time series
Variable names and descriptions for this file are provided below:
Variable name
Variable description
exam_cohort
Cohort
perc_retained
% retained
perc_retained_and_assessed
% retained and assessed
perc_returned_and_retained
% returned and retained for a second year
student_count_year_1
Number of students
student_count_year_2
Number of students in two-year programme
Footnotes for Retention - cohort time series
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Retention metrics by student characteristic. Student characteristics include sex, ethnicity, disadvantage status, free school meal provision, first language, special educational needs (SEN) provision, and KS4 prior attainment.
Variable names and descriptions for Retention - student characteristics
Variable names and descriptions for this file are provided below:
Variable name
Variable description
characteristic_value
Characteristic
exam_cohort
Cohort
perc_retained
% retained
perc_retained_and_assessed
% retained and assessed
perc_returned_and_retained
% returned and retained for a second year
student_count_year_1
Number of students
student_count_year_2
Number of students in two-year programme
Footnotes for Retention - student characteristics
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Retention - student characteristics and disadvantage status
Filename
retention_by_supercharacteristic_202024.csv
Geographic levels
National
Time period
2019/20 to 2023/24
Content
Retention metrics by a combination of disadvantage status and other student characteristics. Other student characteristics include sex, ethnicity, first language, special educational needs (SEN) provision, and KS4 prior attainment.
Variable names and descriptions for Retention - student characteristics and disadvantage status
Variable names and descriptions for this file are provided below:
Variable name
Variable description
characteristic_disadvantage
Characteristic disadvantage
characteristic_value
Characteristic
exam_cohort
Cohort
perc_retained
% retained
perc_retained_and_assessed
% retained and assessed
perc_returned_and_retained
% returned and retained for a second year
student_count_year_1
Number of students
student_count_year_2
Number of students in two-year programme
Footnotes for Retention - student characteristics and disadvantage status
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Disadvantage status is as reported at the end of key stage 4. Analysis involving disadvantage status includes students at state-funded schools and colleges only.
EHC plans and statements of SEN are legal documents which detail the needs of the individual student, and the assistance they are to receive.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Retention metrics by institution type and student sex.
Variable names and descriptions for Retention - institution type and sex
Variable names and descriptions for this file are provided below:
Variable name
Variable description
characteristic_sex
Sex
establishment_type
Institution type
exam_cohort
Cohort
perc_retained
% retained
perc_retained_and_assessed
% retained and assessed
perc_returned_and_retained
% returned and retained for a second year
student_count_year_1
Number of students
student_count_year_2
Number of students in two-year programme
Footnotes for Retention - institution type and sex
Figures for the total number of students may not match the sum of females and males, as not all institutions recorded the sex for every student.
Totals may be less than the sum of separate institution types as students who attend multiple institutions during 16 to 18 study are only included once in aggregations of those institutions.
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Retention by institution type and prior attainment proportion for each exam cohort.
Variable names and descriptions for Retention - institution prior attainment as a percentage of cohort
Variable names and descriptions for this file are provided below:
Variable name
Variable description
establishment_type
Institution type
exam_cohort
Cohort
percentage
Percentage of students
prior_attainment
Prior attainment
retention_in_scope
Number of students
Footnotes for Retention - institution prior attainment as a percentage of cohort
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Variable names and descriptions for Retention - region
Variable names and descriptions for this file are provided below:
Variable name
Variable description
exam_cohort
Cohort
perc_retained
% retained
perc_retained_and_assessed
% retained and assessed
perc_returned_and_retained
% returned and retained for a second year
student_count_year_1
Number of students
student_count_year_2
Number of students in two-year programme
Footnotes for Retention - region
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Variable names and descriptions for Retention - parliamentary constituency
Variable names and descriptions for this file are provided below:
Variable name
Variable description
exam_cohort
Cohort
perc_retained
% retained
perc_retained_and_assessed
% retained and assessed
perc_returned_and_retained
% returned and retained for a second year
student_count_year_1
Number of students
student_count_year_2
Number of students in two-year programme
Footnotes for Retention - parliamentary constituency
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Variable names and descriptions for Retention - local authority district
Variable names and descriptions for this file are provided below:
Variable name
Variable description
exam_cohort
Cohort
perc_retained
% retained
perc_retained_and_assessed
% retained and assessed
perc_returned_and_retained
% returned and retained for a second year
student_count_year_1
Number of students
student_count_year_2
Number of students in two-year programme
Footnotes for Retention - local authority district
A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particularly within the vocational and technical cohorts. A full impact analysis can be found in the methodology document.
Institution performance by cohort and disadvantage status. Cohorts include academic, A level, applied general, tech level, and technical certificate students, as well as those eligible for inclusion in English and maths specific measures.
Variable names and descriptions for Schools and colleges - performance
Variable names and descriptions for this file are provided below:
Variable name
Variable description
aab_percent
% achieving ≥ AAB for a minimum of 2 facilitating subjects
aab_student_count
Number of students entered for ≥ 1 A level
aps_per_entry
APS per entry
aps_per_entry_grade
APS per entry (grade)
aps_per_entry_student_count
Number of students in APS measure
best_three_alevels_aps
APS per 'Best 3' entries
best_three_alevels_grade
APS per 'Best 3' entries (grade)
best_three_alevels_student_count
Number of students entered for ≥ 1 A level or applied A level