Academic Year 2019/20

Key stage 4 performance

Data guidance

Published

Description

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Coverage

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File formats and conventions

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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.

Key stage 2 to 4 transition matrices EBacc attainment

Filename
key_stage_2_to_4_transition_matrices_2020_ebacc__attainment.csv
Geographic levels
National
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
%_Achieved_Basics_9-4Basics: Percentage of pupils achieving grades 9-4 in English and Maths
%_Achieved_Basics_9-5Basics: Percentage of pupils achieving grades 9-5 in English and Maths
%_Achieved_Ebacc_9-4Ebacc: Percentage of pupils achieving grades 9-4
%_Achieved_Ebacc_9-5Ebacc: Percentage of pupils achieving grades 9-5
%_Basics_9-4_Not_AchievedBasics: Percentage of pupils not achieving grades 9-4 in English and Maths
%_Basics_9-5_Not_AchievedBasics: Percentage of pupils not achieving grades 9-5 in English and Maths
%_Ebacc_9-4_Not_AchievedEbacc: Percentage of pupils not achieving grades 9-4
%_Ebacc_9-5_Not_AchievedEbacc: Percentage of pupils not achieving grades 9-5
%_EnteredPercentage of pupils entered for Ebacc
%_Not_EnteredPercentage of pupils not entered for Ebacc
Achieved_Basics_9-4Basics: Pupils achieving grades 9-4 in English and Maths
Achieved_Basics_9-5Basics: Pupils achieving grades 9-5 in English and Maths
Achieved_Ebacc_9-4Ebacc: Pupils achieving grades 9-4
Achieved_Ebacc_9-5Ebacc: Pupils achieving grades 9-5
Basics_9-4_Not_AchievedBasics: Pupils not achieving grades 9-4 in English and Maths
Basics_9-5_Not_AchievedBasics: Pupils not achieving grades 9-5 in English and Maths
breakdownBreakdown
DisadvantageDisadvantage - Filter by Disadvantage
EALEnglish as an additional language - Filter by English as an additional language
Ebacc_9-4_Not_AchievedEbacc: Pupils not achieving grades 9-4
Ebacc_9-5_Not_AchievedEbacc: Pupils not achieving grades 9-5
Entered_for_EBaccPupils entered for Ebacc
GenderGender of pupils - Filter by Gender of pupils
KS2_PriorKey stage 2 prior attainment group - Filter by Key stage 2 prior attainment group
Not_EnteredPupils not entered for Ebacc
SENSpecial Education Needs - Filter by Special Education Needs

Key stage 2 to 4 transition matrices GCSE combined science

Filename
key_stage_2_to_4_transition_matrices_2020_gcse__combined_science.csv
Geographic levels
National
Time period
2019/20
Content

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Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
%_11Percentage of pupils achieving grade 11
%_21Percentage of pupils achieving grade 21
%_22Percentage of pupils achieving grade 22
%_32Percentage of pupils achieving grade 32
%_33Percentage of pupils achieving grade 33
%_43Percentage of pupils achieving grade 43
%_44Percentage of pupils achieving grade 44
%_54Percentage of pupils achieving grade 54
%_55Percentage of pupils achieving grade 55
%_65Percentage of pupils achieving grade 65
%_66Percentage of pupils achieving grade 66
%_76Percentage of pupils achieving grade 76
%_77Percentage of pupils achieving grade 77
%_87Percentage of pupils achieving grade 87
%_88Percentage of pupils achieving grade 88
%_98Percentage of pupils achieving grade 98
%_99Percentage of pupils achieving grade 99
%_UPercentage of pupils achieving grade U
%_XPercentage of pupils achieving grade X
11Grade 11 achieved
21Grade 21 achieved
22Grade 22 achieved
32Grade 32 achieved
33Grade 33 achieved
43Grade 43 achieved
44Grade 44 achieved
54Grade 54 achieved
55Grade 55 achieved
65Grade 65 achieved
66Grade 66 achieved
76Grade 76 achieved
77Grade 77 achieved
87Grade 87 achieved
88Grade 88 achieved
98Grade 98 achieved
99Grade 99 achieved
All_GradesTotal all grades achieved
breakdownBreakdown
DisadvantageDisadvantage - Filter by Disadvantage
EALEnglish as an additional language - Filter by English as an additional language
GenderGender of pupils - Filter by Gender of pupils
KS2_PriorKey stage 2 prior attainment group - Filter by Key stage 2 prior attainment group
SENSpecial Education Needs - Filter by Special Education Needs
UGrade U achieved
XGrade X achieved

Key stage 2 to 4 transition matrices GCSE subjects graded 9 to 1

Filename
key_stage_2_to_4_transition_matrices_2020_gcse_subjects_graded_9to1.csv
Geographic levels
National
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
%_1Percent of pupils achieving GCSE grade 1
%_2Percent of pupils achieving GCSE grade 2
%_3Percent of pupils achieving GCSE grade 3
%_4Percent of pupils achieving GCSE grade 4
%_5Percent of pupils achieving GCSE grade 5
%_6Percent of pupils achieving GCSE grade 6
%_7Percent of pupils achieving GCSE grade 7
%_8Percent of pupils achieving GCSE grade 8
%_9Percent of pupils achieving GCSE grade 9
%_UPercent of pupils achieving GCSE grade U
1GCSE grade 1 achieved
2GCSE grade 2 achieved
3GCSE grade 3 achieved
4GCSE grade 4 achieved
5GCSE grade 5 achieved
6GCSE grade 6 achieved
7GCSE grade 7 achieved
8GCSE grade 8 achieved
9GCSE grade 9 achieved
All_GradesGCSE all grades achieved
breakdownBreakdown
DisadvantageDisadvantage - Filter by Disadvantage
EALEnglish as an additional language - Filter by English as an additional language
GenderGender of pupils - Filter by Gender of pupils
KS2_PriorKey stage 2 prior attainment group - Filter by Key stage 2 prior attainment group
SENSpecial Education Needs - Filter by Special Education Needs
subjectsGCSE subject entered - Filter by GCSE subject entered
UGCSE grade U achieved
XGCSE grade X achieved

KS4 attainment 8 distribution by local authority district data

Filename
1920_att8_distribution_lad_data.csv
Geographic levels
Local Authority District; National
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
att8_groupingThe percentage grouping of pupils attainment 8 scores
t_pupilsTotal number of pupils at the end of key stage 4

KS4 degree of rurality of pupil residence data

Filename
1920_ruralurban_data.csv
Geographic levels
National; Regional
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

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
pt_entbasicsPercentage of pupils entering English and Mathematics GCSEs
pt_l2basics_94Percentage of pupils achieving grades 4 or above in English and Mathematics GCSEs
pt_l2basics_95Percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs
ru11ind_pupil_residencyDegree of rurality - pupil residency
t_att8Total sum of pupils Attainment 8 scores
t_ebacc_94Total number of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_95Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_e_ptq_eeTotal number of pupils entering the English Baccalaureate
t_ebaccapsTotal EBacc APS score of pupils
t_entbasicsTotal number of pupils entering English and Mathematics GCSEs
t_l2basics_94Total number of pupils achieving grades 4 or above in English and Mathematics GCSEs
t_l2basics_95Total number of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_pupilsTotal number of pupils at the end of key stage 4
t_schoolsTotal number of schools
Footnotes
  1. 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.
  2. 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.
  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. Includes entries and achievements by these pupils in previous academic years.
  5. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  6. Some zero percentages may represent small numbers due to rounding.
  7. z = When an observation is not applicable
  8. : = When data is unavailable for other reasons
  9. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  10. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  11. 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 
  12. 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.
  13. 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.
  14. 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.
  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. 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.
  17. The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
  18. 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.
  19. 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.
  20. 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.

KS4 degree of rurality of school location data

Filename
1920_ruralurbansl_data.csv
Geographic levels
National; Regional
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

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
pt_entbasicsPercentage of pupils entering English and Mathematics GCSEs
pt_l2basics_94Percentage of pupils achieving grades 4 or above in English and Mathematics GCSEs
pt_l2basics_95Percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs
ru11ind_school_locationDegree of rurality - school location
t_att8Total sum of pupils Attainment 8 scores
t_ebacc_94Total number of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_95Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_e_ptq_eeTotal number of pupils entering the English Baccalaureate
t_ebaccapsTotal EBacc APS score of pupils
t_entbasicsTotal number of pupils entering English and Mathematics GCSEs
t_l2basics_94Total number of pupils achieving grades 4 or above in English and Mathematics GCSEs
t_l2basics_95Total number of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_pupilsTotal number of pupils at the end of key stage 4
t_schoolsTotal number of schools
Footnotes
  1. 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.
  2. 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.
  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. Includes entries and achievements by these pupils in previous academic years.
  5. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  6. Some zero percentages may represent small numbers due to rounding.
  7. z = When an observation is not applicable
  8. : = When data is unavailable for other reasons
  9. 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.
  10. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  11. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  12. 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 
  13. 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.
  14. 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.
  15. 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.
  16. 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.
  17. 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.
  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. 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.
  21. Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.

KS4 disadvantage gap index data

Filename
1920_disadvantage_gap_data.csv
Geographic levels
National
Time period
2010/11 to 2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
disadvantaged_attainment_gap_indexDisadvantaged attainment gap index

KS4 GCSE subject alternative provision data

Filename
1920_ap_gcsesubjects_data.csv
Geographic levels
National
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
1The number of exams graded as 1
11The number of exams graded as 11
2The number of exams graded as 2
21The number of exams graded as 21
22The number of exams graded as 22
3The number of exams graded as 3
32The number of exams graded as 32
33The number of exams graded as 33
4The number of exams graded as 4
43The number of exams graded as 43
44The number of exams graded as 44
5The number of exams graded as 5
54The number of exams graded as 54
55The number of exams graded as 55
6The number of exams graded as 6
65The number of exams graded as 65
66The number of exams graded as 66
7The number of exams graded as 7
76The number of exams graded as 76
77The number of exams graded as 77
8The number of exams graded as 8
87The number of exams graded as 87
88The number of exams graded as 88
9The number of exams graded as 9
98The number of exams graded as 98
99The number of exams graded as 99
subjectThe type of subject
total_exam_entriesThe number of entries in to a subject
UThe number of exams which are ungraded or unclassified
XThe number of pupils graded as Grade X, which refers to pupils who were absent or whose results are pending
Footnotes
  1. Local authority, region and England (alternative provision) figures only cover achievements in state-funded alternative provision schools (Pupil referral units, AP free schools and AP academies) as well as state-funded AP placements in other institutions including independent schools, non-maintained special schools and settings other than a school. They do not include pupils recently arrived from overseas. The 'England (all schools)' line includes all pupils from state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools and alternative provision.
  2. Any science includes Astronomy, Electronics, Environmental Science and Geology.
  3. Any Design and Technology includes Design and Technology Engineering and Product Design qualifications.
  4. Includes entries and achievements by these pupils in previous academic years.
  5. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  6. Some zero percentages may represent small numbers due to rounding.
  7. z = When an observation is not applicable
  8. : = When data is unavailable for other reasons
  9. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  10. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  11. 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 
  12. Only GCSEs and established GCSE equivalents (Cambridge International certificates and Edexcel level 1/2 certificates) are included in this data. Excludes Double Awards.
  13. Pupils also registered at an institution included within the Secondary School Performance Tables are excluded from the Alternative Provision data. In 2020, school performance tables have been cancelled and headline performance measures will not be available on the school performance tables website for 2019/20 Attainment data.
  14. In 2017, reformed GCSEs (which use the 9-1 grade scale) were introduced into secondary school performance tables in a phased approach. Unreformed subjects continue to be graded using the A* to G system. Information on how the 9 to 1 scale and the A* to G scale are different and not directly comparable is available in the Secondary accountability measures guidance. In 2020, all GCSEs are now reformed and use the 9-1 grading scale.
  15. Grade U refers to pupils' results which are ungraded or unclassified.
  16. Grade X refers to pupils who were absent or whose results are pending.
  17. Discounting has been applied where pupils have taken the same subject more than once. In 2019/20, only Only one entry per subject is counted and we count the entry with the highest grade for results received in Summer 2020. Previously only the first entry grade would count and this is still the case for any results received before Summer 2020. Further information can be found in the secondary accountability guidance where pupils have already entered for an exam within the same subject in 2018/19, first entry rules will still be used. For more on previous years’ discounting methodology prior to 2020, read the Discounting and Early Entry Guidance at: https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-and-point-scores 

KS4 GCSE subject entry level data

Filename
1920_subject_s3_data.csv
Geographic levels
National
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
*The number of exams graded as A*
1The number of exams graded as 1
11The number of exams graded as 11
2The number of exams graded as 2
21The number of exams graded as 21
22The number of exams graded as 22
3The number of exams graded as 3
32The number of exams graded as 32
33The number of exams graded as 33
4The number of exams graded as 4
43The number of exams graded as 43
44The number of exams graded as 44
5The number of exams graded as 5
54The number of exams graded as 54
55The number of exams graded as 55
6The number of exams graded as 6
65The number of exams graded as 65
66The number of exams graded as 66
7The number of exams graded as 7
76The number of exams graded as 76
77The number of exams graded as 77
8The number of exams graded as 8
87The number of exams graded as 87
88The number of exams graded as 88
9The number of exams graded as 9
98The number of exams graded as 98
99The number of exams graded as 99
AThe number of exams graded as A
BThe number of exams graded as B
CThe number of exams graded as C
DThe number of exams graded as D
EThe number of exams graded as E
FThe number of exams graded as F
GThe number of exams graded as G
subjectThe subject pupils are entered for
total_exam_entriesThe total number of exam entered
UThe number of exams graded as U
XThe number of exams graded as X
Footnotes
  1. All schools include state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision. Since September 2013, general further education colleges and sixth-form colleges have been able to directly enrol 14 to 16 year-olds. 2014/15 was the first year in which colleges have pupils at the end of key stage 4. From 2016 onwards, entries and achievements for these pupils are included in figures as state-funded schools.
  2. Combined Science GCSE is a Double Award and is included in this table for the purpose of comparison with other Science subjects.
  3. Any Design and Technology includes Design and Technology Engineering and Product Design qualifications.
  4. Includes entries and achievements by these pupils in previous academic years.
  5. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  6. Some zero percentages may represent small numbers due to rounding.
  7. z = When an observation is not applicable
  8. : = When data is unavailable for other reasons
  9. KS4 data and metadata files can be can be found under 'Download associated files'. The subject grouping composition is available under this section.
  10. The Secondary accountability measures guidance and subject grouping composition files can be found alongside the KS4 data and metadata files under 'Download associated files'.
  11. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  12. 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 
  13. Only GCSEs and established GCSE equivalents (Cambridge International certificates and Edexcel level 1/2 certificates) are included in this data. Excludes Double Awards.
  14. In 2017, reformed GCSEs (which use the 9-1 grade scale) were introduced into secondary school performance tables in a phased approach. Unreformed subjects continue to be graded using the A* to G system. Information on how the 9 to 1 scale and the A* to G scale are different and not directly comparable is available in the Secondary accountability measures guidance. In 2020, all GCSEs are now reformed and use the 9-1 grading scale.
  15. Discounting has been applied where pupils have taken the same subject more than once. In 2019/20, only Only one entry per subject is counted and we count the entry with the highest grade for results received in Summer 2020. Previously only the first entry grade would count and this is still the case for any results received before Summer 2020. Further information can be found in the secondary accountability guidance where pupils have already entered for an exam within the same subject in 2018/19, first entry rules will still be used. For more on previous years’ discounting methodology prior to 2020, read the Discounting and Early Entry Guidance at: https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-and-point-scores 
  16. Grade U refers to pupils' results which are ungraded or unclassified.
  17. Grade X refers to pupils who were absent or whose results are pending.

KS4 GCSE subject pupil level data

Filename
1920_subject_s1245789_data.csv
Geographic levels
National
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
characteristic_admission_typeBasis for admission into the school
characteristic_genderGender
characteristic_religious_denominationReligious denomination of school
Percentage_achieving_9-5The percentage of pupils achieving a grade 9-5 out of pupils entering that subject
Percentage_achieving_A*-C/9-4The percentage of pupils achieving a grade A*-C/9-4 out of pupils entering that subject
Percentage_achieving_A*-G/9-1The percentage of pupils achieving a grade A*-G/9-1 out of pupils entering that subject
Percentage_achieving_A-BThe percentage of pupils achieving a grade A-B
Percentage_achieving_A-EThe percentage of pupils achieving a grade A-E
Percentage_achieving_level_1_passThe percentage of pupils achieving a level 1 pass
Percentage_achieving_level_2_passThe percentage of pupils achieving a level 2 pass
qualification_typeThe type of qualification being taken by a pupil
school_typeThe types of school in the data
subjectThe subject pupils are entered for
subject_entryThe number of pupils entering each exam
tableTable that the data would have been in for previous years' publications
Total_achieving_9-5The total number of pupils achieving a grade 9-5
Total_achieving_A*-C/9-4The total number of pupils achieving a grade A*-C/9-4
Total_achieving_A*-G/9-1The total number of pupils achieving a grade A*-G/9-1
Total_achieving_A-BThe total number of pupils achieving a grade A-B
Total_achieving_A-EThe total number of pupils achieving a grade A-E
Total_achieving_level_1_passThe total number of pupils achieving a level 1 pass
Total_achieving_level_2_passThe total number of pupils achieving a level 2 pass
Footnotes
  1. All schools include state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision. Since September 2013, general further education colleges and sixth-form colleges have been able to directly enrol 14 to 16 year-olds. 2014/15 was the first year in which colleges have pupils at the end of key stage 4. From 2016 onwards, entries and achievements for these pupils are included in figures as state-funded schools.
  2. All State-funded schools include local authority maintained mainstream schools, academies, free schools, city technology colleges, further education colleges with provision for 14 to 16 year-olds and state-funded special schools. They exclude independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
  3. State-funded mainstream schools include 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 and alternative provision (including pupil referral units, AP free schools and AP academies as well as state-funded AP placements in other institutions). Further education colleges with 14-16 provision are included in the total figure for all state-funded schools but not in the breakdowns by religious character or school admissions; therefore, figures by religious character or school admissions will not add up to the figure for all state-funded mainstream schools.
  4. Local authority (LA) maintained mainstream schools include community schools, voluntary aided schools, voluntary controlled schools and foundation schools. Schools fully or partially under local authority control that are state-funded, mainly by the Dedicated Schools Grant.
  5. All State-funded special schools include community special schools, foundation special schools, special sponsored academies, special converter academies and special free schools.
  6. All independent schools include non-maintained special schools, independent special schools and independent schools.
  7. State-funded special schools include local authority maintained special schools, academy sponsor led special schools, academy special schools and special free schools. They exclude independent special schools and non-maintained special schools.
  8. Hospital, PRU & AP schools include Community Hospital School, Foundation Hospital School, Pupil Referral Unit, sponsored academies, convertor academies, free school and alternative provision.
  9. Academies and free schools include sponsored academies, converter academies, free schools studio schools and university technical colleges (UTCs).
  10. Most secondary schools educate pupils from year 7 (age 11 to 12) to year 11 (age 15 to 16). Some schools and colleges, such as university technical colleges (UTCs), studio schools or further education colleges with key stage 4 provision, differ in their age range and specialisms and this should be borne in mind when reviewing the performance tables data for these types of provision. For example, Progress 8 measures the Progress made by pupils from the end of year 6 (end of primary school) through to the end of year 11, covering a period of five years. In UTCs, studio schools and some other academies, pupils typically start in year 10, rather than in year 7 as is the case for most secondary schools. This means that, by the end of year 11, pupils in these schools will have typically attended that school for only 2 years, compared to 5 years for pupils in most secondary schools. As a result, the Progress 8 data for these schools is not directly comparable with the Progress 8 data for other schools. UTCs, studio schools and some FE colleges with KS4 provision provide a specialist technical and professional education.  The government’s position is that it is not appropriate to expect the same rates of EBacc entry from these types of provision and that each school should decide on a case by case basis whether its specialist curriculum is compatible with the full EBacc.
  11. Includes schools that were open before 12 September of the academic year.
  12. School admission basis is taken from GIAS (Get Information About Schools) website and is self-declared by the school. From 2019, school performance tables will identify selective state-funded mainstream schools using GIAS and treat other state-funded mainstream schools as non-selective. School admissions basis is given as at 12 September at the start of the academic year.
  13. Selective schools admit pupils wholly or mainly with reference to ability. These schools are formally designated as grammar schools.
  14. Non selective schools in highly selective areas: Includes all non-selective schools in local authorities with a high level of selection (where 25% or more of state-funded secondary places are in state-funded selective schools). These local authorities are Bexley, Buckinghamshire, Kent, Lincolnshire, Medway, Slough, Southend-on-Sea, Sutton, Torbay, Trafford and Wirral.
  15. Non selective schools in other areas: Includes all non-selective schools that are not in highly selective areas, including those in areas with some selection.
  16. Prior to 2016, school admission basis was taken from the 'Get information about schools' website, which was self-declared by each school and not necessarily a true reflection of a school's admission policy. From 2016, we moved to an alternative classification which will continue into 2017. This is expected to be a more accurate reflection of the current admissions basis of a school. This groups schools into selective schools, non-selective schools in highly selective areas and all other non-selective schools. The selective group covers the same schools as in the previous grouping. Non-selective schools in highly selective areas cover all schools in local authorities where 25% or more of state-funded secondary places are in state-funded selective schools. The all other non-selective schools group includes schools in local authorities with some selection, as well as those with no selection.
  17. Due to one school being recorded under the Hindu religious character, any figures that are not published in the performance tables are suppressed for this grouping.
  18. Religious character is taken from the GIAS (Get information about schools) website and is the legal designation of each school. Any state-funded mainstream schools who do not have their religious character recorded on the GIAS website are recorded in 'no religious character'. This list of religious characters is complete for 2019 data. Religious character is taken from GIAS and are given as at 12 September at the start of the academic year, and is the legal designation of each school.
  19. Since September 2013, general further education (FE) colleges and sixth-form colleges have been able to directly enrol 14- to 16-year-olds. Entries and achievements for these pupils are included in figures as state-funded schools. As FE colleges do not complete the school census, pupils at the end of key stage 4 attending FE colleges are included in the all pupils lines but not in the majority of the characteristics breakdowns. Therefore, there are some cases where the individual characteristics breakdowns will not add up to the all pupils figure. Pupils in FE colleges are included in the free school meals and disadvantaged figures from 2015/16 onwards.
  20. Any science includes Astronomy, Electronics, Environmental Science and Geology.
  21. Any Design and Technology includes Design and Technology Engineering and Product Design qualifications.
  22. Combined Science GCSE is a Double Award and is included in this table for the purpose of comparison with other Science subjects.
  23. All entries and achievements are for AS levels and applied AS levels with the exception of the mathematics (FSMQ) category which covers all Free Standing Mathematics Qualifications.
  24. Includes entries and achievements by these pupils in previous academic years.
  25. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  26. Some zero percentages may represent small numbers due to rounding.
  27. z = When an observation is not applicable
  28. : = When data is unavailable for other reasons
  29. The Secondary accountability measures guidance and subject grouping composition files can be found alongside the KS4 data and metadata files under 'Download associated files'.
  30. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  31. 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 
  32. Discounting has been applied where pupils have taken the same subject more than once. In 2019/20, only Only one entry per subject is counted and we count the entry with the highest grade for results received in Summer 2020. Previously only the first entry grade would count and this is still the case for any results received before Summer 2020. Further information can be found in the secondary accountability guidance where pupils have already entered for an exam within the same subject in 2018/19, first entry rules will still be used. For more on previous years’ discounting methodology prior to 2020, read the Discounting and Early Entry Guidance at: https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-and-point-scores 
  33. Only GCSEs and established GCSE equivalents (Cambridge International certificates and Edexcel level 1/2 certificates) are included in this data. Excludes Double Awards.
  34. In 2017, new reformed GCSEs (which use the 9-1 grade scale) were introduced into secondary school performance tables in a phased approach. Unreformed subjects continued to be graded using the A* to G system. Information on how the 9 to 1 scale and the A* to G scale are different and not directly comparable is available in the secondary accountability measures guidance. In 2020, all GCSEs are now reformed and use the 9-1 grading scale.
  35. Grade U refers to pupils' results which are ungraded or unclassified.
  36. Grade X refers to pupils who were absent or whose results are pending.
  37. Since 2014/15, early entry policy, under which only a pupil’s first attempt at a qualification is counted in performance measures, is extended to all subjects. For Summer 2019/20 results, only a pupils best entry at a qualification is counted in performance measures.

KS4 GCSE subject year of entry data

Filename
1920_subject_s6_data.csv
Geographic levels
National
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
2020_final_yearThe number of pupils entering each exam in their final school year
2020_overallThe number of pupils entering each exam
2020_penultimate_yearThe number of pupils entering each exam in their penultimate school year
percentage_final_of_overallThe percentage of pupils entering each exam in their final school year
percentage_penultimate_of_overallThe percentage of pupils entering each exam in their penultimate school year
subjectThe subject pupils are entered for
Footnotes
  1. All schools include state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision. Since September 2013, general further education colleges and sixth-form colleges have been able to directly enrol 14 to 16 year-olds. 2014/15 was the first year in which colleges have pupils at the end of key stage 4. From 2016 onwards, entries and achievements for these pupils are included in figures as state-funded schools.
  2. From 2014/15, all subject mappings which are classed as Computer Science count towards the English Baccalaureate. In 2013/14, AS Levels and Cambridge International Certificates in Computer Science did not count towards the English Baccalaureate.
  3. From 2017, Core Science, Double Science, Additional and Further Science no longer count in the English Baccalaureate.
  4. From 2017, the new GCSE in Food preparation and nutrition was introduced. This replaces D & T: Food Technology which was previously included in the Design and Technology subject group.
  5. Includes entries and achievements by these pupils in previous academic years.
  6. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  7. Some zero percentages may represent small numbers due to rounding.
  8. z = When an observation is not applicable
  9. : = When data is unavailable for other reasons
  10. The Secondary accountability measures guidance and subject grouping composition files can be found alongside the KS4 data and metadata files under 'Download associated files'.
  11. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  12. 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 
  13. In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.
  14. Discounting has been applied where pupils have taken the same subject more than once. In 2019/20, only Only one entry per subject is counted and we count the entry with the highest grade for results received in Summer 2020. Previously only the first entry grade would count and this is still the case for any results received before Summer 2020. Further information can be found in the secondary accountability guidance where pupils have already entered for an exam within the same subject in 2018/19, first entry rules will still be used. For more on previous years’ discounting methodology prior to 2020, read the Discounting and Early Entry Guidance at: https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-and-point-scores 

KS4 IDACI decile and degree of rurality of pupil residence data

Filename
1920_ruralurbanidaci_data.csv
Geographic levels
National; Regional
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
avg_att8Average Attainment 8 score of all pupils
avg_ebaccapsAverage EBacc APS score per pupil
idaci_decileIncome Deprivation Affecting Children Indices decile
pt_ebacc_94Percentage of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_95Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_e_ptq_eePercentage number of pupils entering the English Baccalaureate
pt_entbasicsPercentage of pupils entering English and Mathematics GCSEs
pt_l2basics_94Percentage of pupils achieving grades 4 or above in English and Mathematics GCSEs
pt_l2basics_95Percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs
ru11ind_pupil_residencyDegree of rurality - pupil residency
t_att8Total sum of pupils Attainment 8 scores
t_ebacc_94Total number of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_95Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_e_ptq_eeTotal number of pupils entering the English Baccalaureate
t_ebaccapsTotal EBacc APS score of pupils
t_entbasicsTotal number of pupils entering English and Mathematics GCSEs
t_l2basics_94Total number of pupils achieving grades 4 or above in English and Mathematics GCSEs
t_l2basics_95Total number of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_pupilsTotal number of pupils at the end of key stage 4
t_schoolsTotal number of schools
Footnotes
  1. 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.
  2. Income Deprivation Affecting Children Indices. Each SOA in England is given a score which ranks it between 1 and 32,844, 1 being the most deprived.
  3. IDACI bands are based on 2015 IDACI scores.
  4. 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.
  5. 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.
  6. Includes entries and achievements by these pupils in previous academic years.
  7. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  8. Some zero percentages may represent small numbers due to rounding.
  9. z = When an observation is not applicable
  10. : = When data is unavailable for other reasons
  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. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  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. 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.
  16. 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.
  17. 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.
  18. 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.
  19. 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.
  20. 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.
  21. 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.
  22. 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.
  23. 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.

KS4 IDACI decile of pupil residence data

Filename
1920_idaci_prdata.csv
Geographic levels
National; Regional
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
avg_att8Average Attainment 8 score of all pupils
avg_ebaccapsAverage EBacc APS score per pupil
idaci_decileIncome Deprivation Affecting Children Indices decile
pt_ebacc_94Percentage of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_95Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_e_ptq_eePercentage number of pupils entering the English Baccalaureate
pt_entbasicsPercentage of pupils entering English and Mathematics GCSEs
pt_l2basics_94Percentage of pupils achieving grades 4 or above in English and Mathematics GCSEs
pt_l2basics_95Percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_att8Total sum of pupils Attainment 8 scores
t_ebacc_94Total number of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_95Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_e_ptq_eeTotal number of pupils entering the English Baccalaureate
t_ebaccapsTotal EBacc APS score of pupils
t_entbasicsTotal number of pupils entering English and Mathematics GCSEs
t_l2basics_94Total number of pupils achieving grades 4 or above in English and Mathematics GCSEs
t_l2basics_95Total number of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_pupilsTotal number of pupils at the end of key stage 4
t_schoolsTotal number of schools
Footnotes
  1. 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.
  2. Income Deprivation Affecting Children Indices. Each SOA in England is given a score which ranks it between 1 and 32,844, 1 being the most deprived.
  3. IDACI bands are based on 2015 IDACI scores.
  4. 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.
  5. Includes entries and achievements by these pupils in previous academic years.
  6. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  7. Some zero percentages may represent small numbers due to rounding.
  8. z = When an observation is not applicable
  9. : = When data is unavailable for other reasons
  10. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  11. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  12. 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 
  13. 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.
  14. 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.
  15. 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.
  16. 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.
  17. 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.
  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. 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.
  21. Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.

KS4 local authority alternative provision data

Filename
1920_la_ap_data.csv
Geographic levels
Local Authority; National; Regional
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
avg_att8Average Attainment 8 score of all pupils
avg_att8_ebacAverage Attainment 8 score per pupil in Ebacc subjects
avg_att8_engAverage Attainment 8 score per pupil in English
avg_att8_matAverage Attainment 8 score per pupil in Mathematics
avg_att8_openAverage score per pupil from open Attainment 8 slots
avg_att8_open_gAverage score per pupil from GCSEs in open Attainment 8 slots
avg_att8_open_ngAverage score per pupil from non-GCSEs in open Attainment 8 slots
avg_ebac_fillAverage number of Ebacc slots filled
avg_ebaccapsAverage EBacc APS score per pupil
avg_ebptseng_llAverage point score in English EBacc subject area including English literature
avg_ebptshumAverage highest point score in Humanities EBacc subject area
avg_ebptslanAverage highest point score in Languages EBacc subject area
avg_ebptsmatAverage point score in Mathematics EBacc subject area
avg_ebptssciAverage point score in Science EBacc subject area
avg_open_fillAverage number of Open slots filled
pt_anypassPercentage of pupils achieving any passes at GCSE or equivalent
pt_ebac2sci_94Percentage of pupils achieving grade 4 or above in Ebacc Science component
pt_ebac2sci_95Percentage of pupils achieving grade 5 or above in Ebacc Science component
pt_ebac2sci_ePercentage of pupils entered for Ebacc Science
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
pt_ebaceng_94Percentage of pupils achieving grade 4 or above in Ebacc English component
pt_ebaceng_95Percentage of pupils achieving grade 5 or above in Ebacc English component
pt_ebaceng_ePercentage of pupils entered for Ebacc English
pt_ebachum_94Percentage of pupils achieving grade 4 or above in Ebacc Humanities component
pt_ebachum_95Percentage of pupils achieving grade 5 or above in Ebacc Humanities component
pt_ebachum_ePercentage of pupils entered for Ebacc Humanities (Geography or History)
pt_ebaclan_94Percentage of pupils achieving grade 4 or above in Ebacc Languages component
pt_ebaclan_95Percentage of pupils achieving grade 5 or above in Ebacc Languages component
pt_ebaclan_ePercentage of pupils entered for Ebacc Languages
pt_ebacmat_94Percentage of pupils achieving grade 4 or above in Ebacc Mathematics component
pt_ebacmat_95Percentage of pupils achieving grade 5 or above in Ebacc Mathematics component
pt_ebacmat_ePercentage of pupils entered for Ebacc Mathematics
pt_entbasicsPercentage of pupils entering English and Mathematics GCSEs
pt_entry_1Percentage of pupils entering GCSEs or equivalents
pt_l2basics_94Percentage of pupils achieving grades 4 or above in English and Mathematics GCSEs
pt_l2basics_95Percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_anypassTotal number of pupils achieving any passes at GCSE or equivalent
t_att8Total sum of pupils Attainment 8 scores
t_att8_ebacTotal Attainment 8 score in Ebacc subjects
t_att8_engTotal Attainment 8 score in English
t_att8_matTotal Attainment 8 score in Mathematics
t_att8_openTotal score from open Attainment 8 slots
t_att8_open_gTotal score from GCSEs in open Attainment 8 slots
t_att8_open_ngTotal score from non-GCSEs in open Attainment 8 slots
t_ebac_fillTotal number of Ebacc slots filled
t_ebac2sci_94Total number of pupils achieving grade 4 or above in Ebacc Science component
t_ebac2sci_95Total number of pupils achieving grade 5 or above in Ebacc Science component
t_ebac2sci_eTotal number of pupils entered for Ebacc Science
t_ebacc_94Total number of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_95Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_e_ptq_eeTotal number of pupils entering the English Baccalaureate
t_ebaccapsTotal EBacc APS score of pupils
t_ebaceng_94Total number of pupils achieving grade 4 or above in Ebacc English component
t_ebaceng_95Total number of pupils achieving grade 5 or above in Ebacc English component
t_ebaceng_eTotal number of pupils entered for Ebacc English
t_ebachum_94Total number of pupils achieving grade 4 or above in Ebacc Humanities component
t_ebachum_95Total number of pupils achieving grade 5 or above in Ebacc Humanities component
t_ebachum_eTotal number of pupils entered for Ebacc Humanities (Geography or History)
t_ebaclan_94Total number of pupils achieving grade 4 or above in Ebacc Languages component
t_ebaclan_95Total number of pupils achieving grade 5 or above in Ebacc Languages component
t_ebaclan_eTotal number of pupils entered for Ebacc Languages
t_ebacmat_94Total number of pupils achieving grade 4 or above in Ebacc Mathematics component
t_ebacmat_95Total number of pupils achieving grade 5 or above in Ebacc Mathematics component
t_ebacmat_eTotal number of pupils entered for Ebacc Mathematics
t_ebptseng_llTotal point score in English EBacc subject area including English literature
t_ebptshumTotal highest point score in Humanities EBacc subject area
t_ebptslanTotal highest point score in Languages EBacc subject area
t_ebptsmatTotal point score in Mathematics EBacc subject area
t_ebptssciTotal point score in Science EBacc subject area
t_entbasicsTotal number of pupils entering English and Mathematics GCSEs
t_entry_1Total number of pupils entering GCSEs or equivalents
t_l2basics_94Total number of pupils achieving grades 4 or above in English and Mathematics GCSEs
t_l2basics_95Total number of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_open_fillTotal number of Open slots filled
t_pupilsTotal number of pupils at the end of key stage 4
t_schoolsTotal number of schools
Footnotes
  1. Local authority, region and England (alternative provision) figures only cover achievements in state-funded alternative provision schools (Pupil referral units, AP free schools and AP academies) as well as state-funded AP placements in other institutions including independent schools, non-maintained special schools and settings other than a school. They do not include pupils recently arrived from overseas. The 'England (all schools)' line includes all pupils from state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools and alternative provision.
  2. City of London does not have any state-funded secondary schools, therefore there are no entries present in the data for this local authority.
  3. Includes entries and achievements by these pupils in previous academic years.
  4. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  5. Some zero percentages may represent small numbers due to rounding.
  6. z = When an observation is not applicable
  7. : = When data is unavailable for other reasons
  8. 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.
  9. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  10. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  11. 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 
  12. 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.
  13. 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.
  14. 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.
  15. 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.
  16. 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.
  17. 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.
  18. Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
  19. 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.
  20. Pupils also registered at an institution included within the Secondary School Performance Tables are excluded from the Alternative Provision data. In 2020, school performance tables have been cancelled and headline performance measures will not be available on the school performance tables website for 2019/20 Attainment data.
  21. In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.
  22. 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.

KS4 local authority characteristics data

Filename
1920_lachardata.csv
Geographic levels
Local Authority; National; Regional
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
avg_att8Average Attainment 8 score of all pupils
avg_ebaccapsAverage EBacc APS score per pupil
breakdownThe breakdown of the data being displayed
characteristic_disadvantageDisadvantaged status
characteristic_Ethnic_majorMajor ethnic group
characteristic_first_languageEnglish as an Additional Language status
characteristic_free_school_mealsFree school meal eligibility
characteristic_genderGender
characteristic_sen_descriptionSpecial Educational Needs description
characteristic_sen_statusSpecial Educational Needs status
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
pt_entbasicsPercentage of pupils entering English and mathematics GCSEs
pt_l2basics_94Percentage of pupils achieving grades 4 or above in English and mathematics GCSEs
pt_l2basics_95Percentage of pupils achieving grades 5 or above in English and mathematics GCSEs
t_att8Total sum of pupils Attainment 8 scores
t_ebacc_94Total number of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_95Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_e_ptq_eeTotal number of pupils entering the English Baccalaureate
t_ebaccapsTotal EBacc APS score of pupils
t_entbasicsTotal number of pupils entering English and mathematics GCSEs
t_l2basics_94Total number of pupils achieving grades 4 or above in English and mathematics GCSEs
t_l2basics_95Total number of pupils achieving grades 5 or above in English and mathematics GCSEs
t_pupilsTotal number of pupils at the end of key stage 4
t_schoolsTotal number of schools
Footnotes
  1. Local authority, region and the total (state-funded sector) figures cover achievements in state-funded schools only. They do not include pupils recently arrived from overseas and so will not match with state-funded figures in the national tables. 'England' includes all pupils from state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
  2. State-funded schools include academies, free schools, city technology colleges, further education colleges with provision for 14- to 16-year-olds and state-funded special schools. They exclude independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
  3. City of London does not have any state-funded secondary schools, therefore there are no entries present in the data for this local authority.
  4. In 2019, two new local authorities were created from a merger of others. Bournemouth, Christchurch and Poole was created on 1 April 2019 from areas that were previously administered by the unitary authorities of Bournemouth and Poole, and the district of Christchurch. Dorset was created on 1 April 2019 from the districts of Weymouth and Portland, West Dorset, North Dorset, Purbeck and East Dorset. 2019 data is not comparable to previous years.
  5. English as an additional language (EAL) unclassified includes pupils whom first language was not obtained, refused or could not be determined.
  6. English includes 'pupils whose first language is English’ includes 'not known but believed to be English'.
  7. Other than English includes ‘pupils whose first language is other than English’ includes 'not known but believed to be other than English'.
  8. Free school meals (FSM) does not relate to pupils who actually received free school meals but those who are eligible to receive free school meals. Pupils not eligible for free school meals or unclassified pupils are described as ‘All other pupils’.
  9. FSM all other includes pupils not eligible for free school meals and for whom free school meal eligibility was unclassified or could not be determined.
  10. Includes pupils for whom free school meal eligibility could not be determined. This figure also includes pupils at further education colleges: as FE colleges do not complete the school census, we do not have matched pupil characteristics data of pupils in FE colleges and therefore these pupils are not included in characteristics breakdowns. This means that there are some cases where the individual characteristics breakdowns will not add up to the all pupils figure. Pupils in FE colleges are included in the free school meals figures from 2015/16 onwards.
  11. From 2014/15, disadvantaged pupils include pupils known to be eligible for free school meals (FSM) in any spring, autumn, summer, alternative provision or pupil referral unit census from year 6 to year 11 or are looked after children for at least one day or are adopted from care. For 2013/14 and earlier years, they include pupils known to be eligible for FSM in any spring, autumn, summer, alternative provision or pupil referral unit census from year 6 to year 11 or are looked after children.
  12. Disadvantaged all other includes pupils for whom free school meal eligibility, Special Educational Needs status (SEN provision) or SEN primary need could not be determined.
  13. No SEN' includes pupils whom could not obtained, refused, unclassified or could not be determined.
  14. Statement/EHC plan indicates whether a pupil a pupil has a statement of SEN or an education, health and care (EHC) plan when a formal assessment has been made.
  15. SEN support indicates whether a pupil has extra or different help given from that provided as part of the school’s usual curriculum. The class teacher and SEN coordinator (SENCO) may receive advice or support from outside specialists. This category replaces the former ‘school action’ and ‘school action plus’ categories.
  16. Includes pupils for whom Special Educational Needs status (SEN provision) or SEN primary could not be determined. This figure also includes pupils at further education colleges: as FE colleges do not complete the school census, we do not have matched pupil characteristics data of pupils in FE colleges and therefore these pupils are not included in characteristics breakdowns. This means that there are some cases where the individual characteristics breakdowns will not add up to the all pupils figure.
  17. Following special educational needs and disability (SEND) reforms in 2014/15, SEN pupils are categorised as 'SEN with a statement or Education, health and care (EHC) plan' and 'SEN support'. SEN support replaces 'school action' and 'school action plus' (grouped as SEN without a statement up to and including 2013/14) but some pupils remain with these provision types in first year of transition. More detailed information on the reforms can be found in the link below: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
  18. Unclassified includes pupils whom ethnicity was not obtained, refused or could not be determined.
  19. All pupils 'Total' includes pupils for whom free school meal eligibility, special educational need (SEN) provision or SEN primary need could not be determined.
  20. Includes entries and achievements by these pupils in previous academic years.
  21. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  22. Some zero percentages may represent small numbers due to rounding.
  23. z = When an observation is not applicable
  24. : = When data is unavailable for other reasons
  25. 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.
  26. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  27. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  28. 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 
  29. 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.
  30. 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.
  31. 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.
  32. 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.
  33. 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.
  34. 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.
  35. 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.
  36. 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.
  37. 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.
  38. In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.
  39. No SEN' includes pupils whom could not obtained, refused, unclassified or could not be determined.

KS4 local authority data

Filename
1920_la_data.csv
Geographic levels
Local Authority; National; Regional
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
avg_att8Average Attainment 8 score of all pupils
avg_att8_ebacAverage Attainment 8 score per pupil in Ebacc subjects
avg_att8_engAverage Attainment 8 score per pupil in English
avg_att8_matAverage Attainment 8 score per pupil in Mathematics
avg_att8_openAverage score per pupil from open Attainment 8 slots
avg_att8_open_gAverage score per pupil from GCSEs in open Attainment 8 slots
avg_att8_open_ngAverage score per pupil from non-GCSEs in open Attainment 8 slots
avg_ebac_fillAverage number of Ebacc slots filled
avg_ebaccapsAverage EBacc APS score per pupil
avg_ebptseng_llAverage point score in English EBacc subject area including English literature
avg_ebptshumAverage highest point score in Humanities EBacc subject area
avg_ebptslanAverage highest point score in Languages EBacc subject area
avg_ebptsmatAverage point score in Mathematics EBacc subject area
avg_ebptssciAverage point score in Science EBacc subject area
avg_open_fillAverage number of Open slots filled
characteristic_genderGender
pt_anypassPercentage of pupils achieving any passes at GCSE or equivalent
pt_ebac2sci_94Percentage of pupils achieving grade 4 or above in Ebacc Science component
pt_ebac2sci_95Percentage of pupils achieving grade 5 or above in Ebacc Science component
pt_ebac2sci_ePercentage of pupils entered for Ebacc Science
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
pt_ebaceng_94Percentage of pupils achieving grade 4 or above in Ebacc English component
pt_ebaceng_95Percentage of pupils achieving grade 5 or above in Ebacc English component
pt_ebaceng_ePercentage of pupils entered for Ebacc English
pt_ebachum_94Percentage of pupils achieving grade 4 or above in Ebacc Humanities component
pt_ebachum_95Percentage of pupils achieving grade 5 or above in Ebacc Humanities component
pt_ebachum_ePercentage of pupils entered for Ebacc Humanities (Geography or History)
pt_ebaclan_94Percentage of pupils achieving grade 4 or above in Ebacc Languages component
pt_ebaclan_95Percentage of pupils achieving grade 5 or above in Ebacc Languages component
pt_ebaclan_ePercentage of pupils entered for Ebacc Languages
pt_ebacmat_94Percentage of pupils achieving grade 4 or above in Ebacc Mathematics component
pt_ebacmat_95Percentage of pupils achieving grade 5 or above in Ebacc Mathematics component
pt_ebacmat_ePercentage of pupils entered for Ebacc Mathematics
pt_entbasicsPercentage of pupils entering English and Mathematics GCSEs
pt_entry_1Percentage of pupils entering GCSEs or equivalents
pt_l2basics_94Percentage of pupils achieving grades 4 or above in English and Mathematics GCSEs
pt_l2basics_95Percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_anypassTotal number of pupils achieving any passes at GCSE or equivalent
t_att8Total sum of pupils Attainment 8 scores
t_att8_ebacTotal Attainment 8 score in Ebacc subjects
t_att8_engTotal Attainment 8 score in English
t_att8_matTotal Attainment 8 score in Mathematics
t_att8_openTotal score from open Attainment 8 slots
t_att8_open_gTotal score from GCSEs in open Attainment 8 slots
t_att8_open_ngTotal score from non-GCSEs in open Attainment 8 slots
t_ebac_fillTotal number of Ebacc slots filled
t_ebac2sci_94Total number of pupils achieving grade 4 or above in Ebacc Science component
t_ebac2sci_95Total number of pupils achieving grade 5 or above in Ebacc Science component
t_ebac2sci_eTotal number of pupils entered for Ebacc Science
t_ebacc_94Total number of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_95Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_e_ptq_eeTotal number of pupils entering the English Baccalaureate
t_ebaccapsTotal EBacc APS score of pupils
t_ebaceng_94Total number of pupils achieving grade 4 or above in Ebacc English component
t_ebaceng_95Total number of pupils achieving grade 5 or above in Ebacc English component
t_ebaceng_eTotal number of pupils entered for Ebacc English
t_ebachum_94Total number of pupils achieving grade 4 or above in Ebacc Humanities component
t_ebachum_95Total number of pupils achieving grade 5 or above in Ebacc Humanities component
t_ebachum_eTotal number of pupils entered for Ebacc Humanities (Geography or History)
t_ebaclan_94Total number of pupils achieving grade 4 or above in Ebacc Languages component
t_ebaclan_95Total number of pupils achieving grade 5 or above in Ebacc Languages component
t_ebaclan_eTotal number of pupils entered for Ebacc Languages
t_ebacmat_94Total number of pupils achieving grade 4 or above in Ebacc Mathematics component
t_ebacmat_95Total number of pupils achieving grade 5 or above in Ebacc Mathematics component
t_ebacmat_eTotal number of pupils entered for Ebacc Mathematics
t_ebptseng_llTotal point score in English EBacc subject area including English literature
t_ebptshumTotal highest point score in Humanities EBacc subject area
t_ebptslanTotal highest point score in Languages EBacc subject area
t_ebptsmatTotal point score in Mathematics EBacc subject area
t_ebptssciTotal point score in Science EBacc subject area
t_entbasicsTotal number of pupils entering English and Mathematics GCSEs
t_entry_1Total number of pupils entering GCSEs or equivalents
t_l2basics_94Total number of pupils achieving grades 4 or above in English and Mathematics GCSEs
t_l2basics_95Total number of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_open_fillTotal number of Open slots filled
t_pupilsTotal number of pupils at the end of key stage 4
t_schoolsTotal number of schools
Footnotes
  1. Local authority, region and the total (state-funded sector) figures cover achievements in state-funded schools only. They do not include pupils recently arrived from overseas and so will not match with state-funded figures in the national tables. 'England' includes all pupils from state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
  2. State-funded schools include academies, free schools, city technology colleges, further education colleges with provision for 14- to 16-year-olds and state-funded special schools. They exclude independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
  3. City of London does not have any state-funded secondary schools, therefore there are no entries present in the data for this local authority.
  4. In 2019, two new local authorities were created from a merger of others. Bournemouth, Christchurch and Poole was created on 1 April 2019 from areas that were previously administered by the unitary authorities of Bournemouth and Poole, and the district of Christchurch. Dorset was created on 1 April 2019 from the districts of Weymouth and Portland, West Dorset, North Dorset, Purbeck and East Dorset. 2019 data is not comparable to previous years.
  5. Includes entries and achievements by these pupils in previous academic years.
  6. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  7. Some zero percentages may represent small numbers due to rounding.
  8. z = When an observation is not applicable
  9. : = When data is unavailable for other reasons
  10. 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.
  11. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  12. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  13. 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 
  14. 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.
  15. 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.
  16. 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.
  17. 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.
  18. 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.
  19. 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.
  20. 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.
  21. 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.
  22. 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.
  23. In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.
  24. The open element contains the three highest point scores in any three other subjects, including English language or literature (if not counted in the English slot), further GCSE qualifications (including English Baccalaureate subjects) or any other non-GCSE qualifications on the DfE approved list.
  25. Average number of slots filled that contains U grades or other qualifications scoring 0 points are counted as a non-filled slot.

KS4 local authority district and region of pupil residence data

Filename
1920_lad_pr_data.csv
Geographic levels
Local Authority District; National; Regional
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

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
pt_entbasicsPercentage of pupils entering English and Mathematics GCSEs
pt_l2basics_94Percentage of pupils achieving grades 4 or above in English and Mathematics GCSEs
pt_l2basics_95Percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_att8Total sum of pupils Attainment 8 scores
t_ebacc_94Total number of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_95Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_e_ptq_eeTotal number of pupils entering the English Baccalaureate
t_ebaccapsTotal EBacc APS score of pupils
t_entbasicsTotal number of pupils entering English and Mathematics GCSEs
t_l2basics_94Total number of pupils achieving grades 4 or above in English and Mathematics GCSEs
t_l2basics_95Total number of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_pupilsTotal number of pupils at the end of key stage 4
t_schoolsTotal number of schools
Footnotes
  1. 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.
  2. Northumberland district boundary was changed in 2014. The local authority district code was changed from E06000048 to E06000057 to reflect this.
  3. Gateshead district boundary was changed in 2014. The local authority district code was changed from E08000020 to E08000037 to reflect this.
  4. East Hertfordshire district boundary was changed in 2014. The local authority district code was changed from E07000097 to E07000242 to reflect this.
  5. St Albans district boundary was changed in 2013. The local authority district code was changed from E07000100 to E07000240 to reflect this.
  6. Stevenage district boundary was changed in 2014. The local authority district code was changed from E07000101 to E07000243 to reflect this.
  7. Welwyn Hatfield district boundary was changed in 2013. The local authority district code was changed from E07000104 to E07000241 to reflect this.
  8. 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.
  9. Includes entries and achievements by these pupils in previous academic years.
  10. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  11. Some zero percentages may represent small numbers due to rounding.
  12. z = When an observation is not applicable
  13. : = When data is unavailable for other reasons
  14. 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.
  15. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  16. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  17. 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 
  18. 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.
  19. 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.
  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. 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.
  22. 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.
  23. 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.
  24. 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.
  25. 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.
  26. 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.

KS4 local authority district and region of school location data

Filename
1920_lad_sl_data.csv
Geographic levels
Local Authority District; National; Regional
Time period
2019/20
Content

-

Variable names and descriptions

Variable names and descriptions for this file are provided below:

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
pt_entbasicsPercentage of pupils entering English and Mathematics GCSEs
pt_l2basics_94Percentage of pupils achieving grades 4 or above in English and Mathematics GCSEs
pt_l2basics_95Percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_att8Total sum of pupils Attainment 8 scores
t_ebacc_94Total number of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_95Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_e_ptq_eeTotal number of pupils entering the English Baccalaureate
t_ebaccapsTotal EBacc APS score of pupils
t_entbasicsTotal number of pupils entering English and Mathematics GCSEs
t_l2basics_94Total number of pupils achieving grades 4 or above in English and Mathematics GCSEs
t_l2basics_95Total number of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_pupilsTotal number of pupils at the end of key stage 4
t_schoolsTotal number of schools
Footnotes
  1. 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.
  2. Data has been provided based on both the pupil’s location and the school’s location. At local authority level there may be differences in the totals because of a small number of schools where the school is maintained by a different local authority to the one in which they are located.  
  3. Northumberland district boundary was changed in 2014. The local authority district code was changed from E06000048 to E06000057 to reflect this.
  4. Gateshead district boundary was changed in 2014. The local authority district code was changed from E08000020 to E08000037 to reflect this.
  5. East Hertfordshire district boundary was changed in 2014. The local authority district code was changed from E07000097 to E07000242 to reflect this.
  6. St Albans district boundary was changed in 2013. The local authority district code was changed from E07000100 to E07000240 to reflect this.
  7. Stevenage district boundary was changed in 2014. The local authority district code was changed from E07000101 to E07000243 to reflect this.
  8. Welwyn Hatfield district boundary was changed in 2013. The local authority district code was changed from E07000104 to E07000241 to reflect this.
  9. The residency of 900 pupils living in England in 20119/20 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.
  10. Includes entries and achievements by these pupils in previous academic years.
  11. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  12. Some zero percentages may represent small numbers due to rounding.
  13. z = When an observation is not applicable
  14. : = When data is unavailable for other reasons
  15. 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.
  16. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  17. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  18. 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 
  19. 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.
  20. 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.
  21. 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.
  22. 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.
  23. EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.
  24. The 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.
  25. 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.
  26. 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.
  27. 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.

KS4 local authority district of school location by disadvantaged data

Filename
1920_lad_sl_disadvantage__data.csv
Geographic levels
Local Authority District; National; Regional
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
att8screbacTotal sum of Attainment 8 scores for EBacc element
att8screbac_all_other_disadvantagedTotal sum of Attainment 8 scores for EBacc element - disadvantaged all other pupils
att8screbac_disadvantagedTotal sum of Attainment 8 scores for EBacc element - disadvantaged pupils
att8screngTotal sum of Attainment 8 scores for English element
att8screng_all_other_disadvantagedTotal sum of Attainment 8 scores for English element - disadvantaged all other pupils
att8screng_disadvantagedTotal sum of Attainment 8 scores for English element - disadvantaged pupils
att8scrmatTotal sum of Attainment 8 scores for Maths element
att8scrmat_all_other_disadvantagedTotal sum of Attainment 8 scores for Maths element - disadvantaged all other pupils
att8scrmat_disadvantagedTotal sum of Attainment 8 scores for Maths element - disadvantaged pupils
att8scropenTotal sum of Attainment 8 scores for open element
att8scropen_all_other_disadvantagedTotal sum of Attainment 8 scores for open element - disadvantaged all other pupils
att8scropen_disadvantagedTotal sum of Attainment 8 scores for open element - disadvantaged pupils
att8scropengTotal sum of Attainment 8 scores for open element - GCSE only
att8scropeng_all_other_disadvantagedTotal sum of Attainment 8 scores for open element - GCSE only - disadvantaged all other pupils
att8scropeng_disadvantagedTotal sum of Attainment 8 scores for open element - GCSE only - disadvantaged pupils
att8scropenngTotal sum of Attainment 8 scores for open element - non-GCSE only
att8scropenng_all_other_disadvantagedTotal sum of Attainment 8 scores for open element - non-GCSE only - disadvantaged all other pupils
att8scropenng_disadvantagedTotal sum of Attainment 8 scores for open element - non-GCSE only - disadvantaged pupils
avg_att8_allAverage Attainment 8 score per pupil
avg_att8_all_other_disadvantagedAverage Attainment 8 score per pupil - disadvantaged all other pupils
avg_att8_disadvantagedAverage Attainment 8 score per pupil - disadvantaged pupils
avg_att8screbacAverage Attainment 8 score per pupil for EBacc element
avg_att8screbac_all_other_disadvantagedAverage Attainment 8 score per pupil for EBacc element - disadvantaged all other pupils
avg_att8screbac_disadvantagedAverage Attainment 8 score per pupil for EBacc element - disadvantaged pupils
avg_att8screngAverage Attainment 8 score per pupil for English element
avg_att8screng_all_other_disadvantagedAverage Attainment 8 score per pupil for English element - disadvantaged all other pupils
avg_att8screng_disadvantagedAverage Attainment 8 score per pupil for English element - disadvantaged pupils
avg_att8scrmatAverage Attainment 8 score per pupil for Maths element
avg_att8scrmat_all_other_disadvantagedAverage Attainment 8 score per pupil for Maths element - disadvantaged all other pupils
avg_att8scrmat_disadvantagedAverage Attainment 8 score per pupil for Maths element - disadvantaged pupils
avg_att8scropenAverage Attainment 8 score per pupil for open element
avg_att8scropen_all_other_disadvantagedAverage Attainment 8 score per pupil for open element - disadvantaged all other pupils
avg_att8scropen_disadvantagedAverage Attainment 8 score per pupil for open element - disadvantaged pupils
avg_att8scropengAverage Attainment 8 score per pupil for open element - GCSE only
avg_att8scropeng_all_other_disadvantagedAverage Attainment 8 score per pupil for open element - GCSE only - disadvantaged all other pupils
avg_att8scropeng_disadvantagedAverage Attainment 8 score per pupil for open element - GCSE only - disadvantaged pupils
avg_att8scropenngAverage Attainment 8 score per pupil for open element - non-GCSE only
avg_att8scropenng_all_other_disadvantagedAverage Attainment 8 score per pupil for open element - non-GCSE only - disadvantaged all other pupils
avg_att8scropenng_disadvantagedAverage Attainment 8 score per pupil for open element - non-GCSE only - disadvantaged pupils
avg_ebaccaps_allAverage Ebacc Point Score per pupil
avg_ebaccaps_all_other_disadvantagedAverage Ebacc Point Score per pupil - disadvantaged all other pupils
avg_ebaccaps_disadvantagedAverage Ebacc Point Score per pupil - disadvantaged pupils
ebac2sci_94Number of pupils achieving grades 9-4 or above in the English Baccalaureate Science subject area
ebac2sci_94_all_other_disadvantagedNumber of pupils achieving grade 9-4 in the English Baccalaureate Science subject area- disadvantaged all other pupils
ebac2sci_94_disadvantagedNumber of pupils achieving grade 9-4 in the English Baccalaureate Science subject area - disadvantaged pupils
ebac2sci_95Number of pupils achieving grades 9-5 or above in the English Baccalaureate Science subject area
ebac2sci_95_all_other_disadvantagedNumber of pupils achieving grade 9-5 in the English Baccalaureate Science subject area- disadvantaged all other pupils
ebac2sci_95_disadvantagedNumber of pupils achieving grade 9-5 in the English Baccalaureate Science subject area - disadvantaged pupils
ebac2sci_eNumber of pupils entering the English Baccalaureate Science subject area
ebac2sci_e_all_other_disadvantagedNumber of pupils entering the English Baccalaureate Science subject area - disadvantaged all other pupils
ebac2sci_e_disadvantagedNumber of pupils entering the English Baccalaureate Science subject area - disadvantaged pupils
ebacc_94_allNumber of pupils achieving grade 9-4 in the English Baccalaureate
ebacc_94_all_other_disadvantagedNumber of pupils achieving grade 9-4 in the English Baccalaureate - disadvantaged all other pupils
ebacc_94_disadvantagedNumber of pupils achieving grade 9-4 in the English Baccalaureate - disadvantaged pupils
ebacc_95_allNumber of pupils achieving grade 9-5 in the English Baccalaureate
ebacc_95_all_other_disadvantagedNumber of pupils achieving grade 9-5 in the English Baccalaureate - disadvantaged all other pupils
ebacc_95_disadvantagedNumber of pupils achieving grade 9-5 in the English Baccalaureates - disadvantaged pupils
ebacc_e_allNumber of key stage 4 pupils with entries in all English Baccalaureate subject areas
ebacc_e_all_other_disadvantagedNumber of key stage 4 pupils with entries in all English Baccalaureate subject areas - disadvantaged all other pupils
ebacc_e_disadvantagedNumber of key stage 4 pupils with entries in all English Baccalaureate subject areas - disadvantaged pupils
ebaccaps_allTotal sum of points scored in the English Baccalaureate
ebaccaps_all_other_disadvantagedTotal sum of points scored in the English Baccalaureate - disadvantaged all other pupils
ebaccaps_disadvantagedTotal sum of points scored in the English Baccalaureate - disadvantaged pupils
ebaceng_94Number of pupils achieving the English Baccalaureate English subject area achieving grade 9-4
ebaceng_94_all_other_disadvantagedNumber of pupils achieving the English Baccalaureate English subject area achieving grade 9-4 - disadvantaged all other pupils
ebaceng_94_disadvantagedNumber of pupils achieving the English Baccalaureate English subject area achieving grade 9-4 - disadvantaged pupils
ebaceng_95Number of pupils achieving the English Baccalaureate English subject area achieving grade 9-5
ebaceng_95_all_other_disadvantagedNumber of pupils achieving the English Baccalaureate English subject area achieving grade 9-5 - disadvantaged all other pupils
ebaceng_95_disadvantagedNumber of pupils achieving the English Baccalaureate English subject area achieving grade 9-5 - disadvantaged pupils
ebaceng_eNumber of pupils entering the English Baccalaureate English subject area
ebaceng_e_all_other_disadvantagedNumber of pupils entering the English Baccalaureate English subject area - disadvantaged all other pupils
ebaceng_e_disadvantagedNumber of pupils entering the English Baccalaureate English subject area - disadvantaged pupils
ebachum_94Number of pupils achieving grades 9-4 or above in the English Baccalaureate Humanities subject area
ebachum_94_all_other_disadvantagedNumber of pupils achieving grade 9-4 in the English Baccalaureate Humanities subject area- disadvantaged all other pupils
ebachum_94_disadvantagedNumber of pupils achieving grade 9-4 in the English Baccalaureate Humanities subject area - disadvantaged pupils
ebachum_95Number of pupils achieving grades 9-5 or above in the English Baccalaureate Humanities subject area
ebachum_95_all_other_disadvantagedNumber of pupils achieving grade 9-5 in the English Baccalaureate Humanities subject area- disadvantaged all other pupils
ebachum_95_disadvantagedNumber of pupils achieving grade 9-5 in the English Baccalaureate Humanities subject area - disadvantaged pupils
ebachum_eNumber of pupils entering the English Baccalaureate Humanities subject area
ebachum_e_all_other_disadvantagedNumber of pupils entering the English Baccalaureate Humanities subject area - disadvantaged all other pupils
ebachum_e_disadvantagedNumber of pupils entering the English Baccalaureate Humanities subject area - disadvantaged pupils
ebaclan_94Number of pupils achieving grades 9-4 or above in the English Baccalaureate Languages subject area
ebaclan_94_all_other_disadvantagedNumber of pupils achieving grade 9-4 in the English Baccalaureate Languages subject area- disadvantaged all other pupils
ebaclan_94_disadvantagedNumber of pupils achieving grade 9-4 in the English Baccalaureate Languages subject area - disadvantaged pupils
ebaclan_95Number of pupils achieving grades 9-5 or above in the English Baccalaureate Languages subject area
ebaclan_95_all_other_disadvantagedNumber of pupils achieving grade 9-5 in the English Baccalaureate Languages subject area- disadvantaged all other pupils
ebaclan_95_disadvantagedNumber of pupils achieving grade 9-5 in the English Baccalaureate Languages subject area - disadvantaged pupils
ebaclan_eNumber of pupils entering the English Baccalaureate Language subject area
ebaclan_e_all_other_disadvantagedNumber of pupils entering the English Baccalaureate Language subject area - disadvantaged all other pupils
ebaclan_e_disadvantagedNumber of pupils entering the English Baccalaureate Language subject area - disadvantaged pupils
ebacmat_94Number of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4
ebacmat_94_all_other_disadvantagedNumber of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4 - disadvantaged all other pupils
ebacmat_94_disadvantagedNumber of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4 - disadvantaged pupils
ebacmat_95Number of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5
ebacmat_95_all_other_disadvantagedNumber of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5 - disadvantaged all other pupils
ebacmat_95_disadvantagedNumber of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5 - disadvantaged pupils
ebacmat_eNumber of pupils entering the English Baccalaureate Maths subject area
ebacmat_e_all_other_disadvantagedNumber of pupils entering the English Baccalaureate Maths subject area - disadvantaged all other pupils
ebacmat_e_disadvantagedNumber of pupils entering the English Baccalaureate Maths subject area - disadvantaged pupils
l2basics_94_allNumber of pupils achieving grade 9-4 in both English and mathematics GCSEs
l2basics_94_all_other_disadvantagedNumber of pupils achieving grade 9-4 in both English and mathematics GCSEs - disadvantaged all other pupils
l2basics_94_disadvantagedNumber of pupils achieving grade 9-4 in both English and mathematics GCSEs - disadvantaged pupils
l2basics_95_allNumber of pupils achieving grade 9-5 in both English and mathematics GCSEs
l2basics_95_all_other_disadvantagedNumber of pupils achieving grade 9-5 in both English and mathematics GCSEs - disadvantaged all other pupils
l2basics_95_disadvantagedNumber of pupils achieving grade 9-5 in both English and mathematics GCSEs - disadvantaged pupils
pt_ebac2sci_94Percentage of entered pupils achieving grade 9-4 the English Baccalaureate Science subject area
pt_ebac2sci_94_all_other_disadvantagedPercentage of entered pupils achieving grade 9-4 the English Baccalaureate Science subject area - disadvantaged all other pupils
pt_ebac2sci_94_disadvantagedPercentage of entered pupils achieving grade 9-4 the English Baccalaureate Science subject area - disadvantaged pupils
pt_ebac2sci_95Percentage of entered pupils achieving grade 9-5 the English Baccalaureate Science subject area
pt_ebac2sci_95_all_other_disadvantagedPercentage of entered pupils achieving grade 9-5 the English Baccalaureate Science subject area - disadvantaged all other pupils
pt_ebac2sci_95_disadvantagedPercentage of entered pupils achieving grade 9-5 the English Baccalaureate Science subject area - disadvantaged pupils
pt_ebac2sci_ePercentage of pupils entering the English Baccalaureate Science subject area
pt_ebac2sci_e_all_other_disadvantagedPercentage of pupils entering the English Baccalaureate Science subject area - disadvantaged all other pupils
pt_ebac2sci_e_disadvantagedPercentage of pupils entering the English Baccalaureate Science subject area - disadvantaged pupils
pt_ebacc_94_allPercentage of pupils achieving grade 9-4 in the English Baccalaureate
pt_ebacc_94_all_other_disadvantagedPercentage of pupils achieving grade 9-4 in the English Baccalaureate - disadvantaged all other pupils
pt_ebacc_94_disadvantagedPercentage of pupils achieving grade 9-4 in the English Baccalaureate - disadvantaged pupils
pt_ebacc_95_allPercentage of pupils achieving grade 9-5 in the English Baccalaureate
pt_ebacc_95_all_other_disadvantagedPercentage of pupils achieving grade 9-5 in the English Baccalaureate - disadvantaged all other pupils
pt_ebacc_95_disadvantagedPercentage of pupils achieving grade 9-5 in the English Baccalaureate - disadvantaged pupils
pt_ebacc_e_allPercentage of key stage 4 pupils with entries in all English Baccalaureate subject areas
pt_ebacc_e_all_other_disadvantagedPercentage of key stage 4 pupils with entries in all English Baccalaureate subject areas - disadvantaged all other pupils
pt_ebacc_e_disadvantagedPercentage of key stage 4 pupils with entries in all English Baccalaureate subject areas - disadvantaged pupils
pt_ebaceng_94Percentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-4
pt_ebaceng_94_all_other_disadvantagedPercentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-4 - disadvantaged all other pupils
pt_ebaceng_94_disadvantagedPercentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-4 - disadvantaged pupils
pt_ebaceng_95Percentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-5
pt_ebaceng_95_all_other_disadvantagedPercentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-5 - disadvantaged all other pupils
pt_ebaceng_95_disadvantagedPercentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-5 - disadvantaged pupils
pt_ebaceng_ePercentage of pupils entering the English Baccalaureate English subject area
pt_ebaceng_e_all_other_disadvantagedPercentage of pupils entering the English Baccalaureate English subject area - disadvantaged all other pupils
pt_ebaceng_e_disadvantagedPercentage of pupils entering the English Baccalaureate English subject area - disadvantaged pupils
pt_ebachum_94Percentage of entered pupils achieving grade 9-4 the English Baccalaureate Humanities subject area
pt_ebachum_94_all_other_disadvantagedPercentage of entered pupils achieving grade 9-4 the English Baccalaureate Humanities subject area - disadvantaged all other pupils
pt_ebachum_94_disadvantagedPercentage of entered pupils achieving grade 9-4 the English Baccalaureate Humanities subject area - disadvantaged pupils
pt_ebachum_95Percentage of entered pupils achieving grade 9-5 the English Baccalaureate Humanities subject area
pt_ebachum_95_all_other_disadvantagedPercentage of entered pupils achieving grade 9-5 the English Baccalaureate Humanities subject area - disadvantaged all other pupils
pt_ebachum_95_disadvantagedPercentage of entered pupils achieving grade 9-5 the English Baccalaureate Humanities subject area - disadvantaged pupils
pt_ebachum_ePercentage of pupils entering the English Baccalaureate Humanities subject area
pt_ebachum_e_all_other_disadvantagedPercentage of pupils entering the English Baccalaureate Humanities subject area - disadvantaged all other pupils
pt_ebachum_e_disadvantagedPercentage of pupils entering the English Baccalaureate Humanities subject area - disadvantaged pupils
pt_ebaclan_94Percentage of entered pupils achieving grade 9-4 the English Baccalaureate Language subject area
pt_ebaclan_94_all_other_disadvantagedPercentage of entered pupils achieving grade 9-4 the English Baccalaureate Language subject area - disadvantaged all other pupils
pt_ebaclan_94_disadvantagedPercentage of entered pupils achieving grade 9-4 the English Baccalaureate Language subject area - disadvantaged pupils
pt_ebaclan_95Percentage of entered pupils achieving grade 9-5 the English Baccalaureate Language subject area
pt_ebaclan_95_all_other_disadvantagedPercentage of entered pupils achieving grade 9-5 the English Baccalaureate Language subject area - disadvantaged all other pupils
pt_ebaclan_95_disadvantagedPercentage of entered pupils achieving grade 9-5 the English Baccalaureate Language subject area - disadvantaged pupils
pt_ebaclan_ePercentage of pupils entering the English Baccalaureate Language subject area
pt_ebaclan_e_all_other_disadvantagedPercentage of pupils entering the English Baccalaureate Language subject area - disadvantaged all other pupils
pt_ebaclan_e_disadvantagedPercentage of pupils entering the English Baccalaureate Language subject area - disadvantaged pupils
pt_ebacmat_94Percentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4
pt_ebacmat_94_all_other_disadvantagedPercentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4 - disadvantaged all other pupils
pt_ebacmat_94_disadvantagedPercentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4 - disadvantaged pupils
pt_ebacmat_95Percentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5
pt_ebacmat_95_all_other_disadvantagedPercentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5 - disadvantaged all other pupils
pt_ebacmat_95_disadvantagedPercentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5 - disadvantaged pupils
pt_ebacmat_ePercentage of pupils entering the English Baccalaureate Maths subject area
pt_ebacmat_e_all_other_disadvantagedPercentage of pupils entering the English Baccalaureate Maths subject area - disadvantaged all other pupils
pt_ebacmat_e_disadvantagedPercentage of pupils entering the English Baccalaureate Maths subject area - disadvantaged pupils
pt_l2basics_94_allPercentage of pupils achieving grade 9-4 in both English and mathematics GCSEs
pt_l2basics_94_all_other_disadvantagedPercentage of pupils achieving grade 9-4 in both English and mathematics GCSEs - disadvantaged all other pupils
pt_l2basics_94_disadvantagedPercentage of pupils achieving grade 9-4 in both English and mathematics GCSEs - disadvantaged pupils
pt_l2basics_95_allPercentage of pupils achieving grades 9-5 in both English and mathematics GCSEs
pt_l2basics_95_all_other_disadvantagedPercentage of pupils achieving grades 9-5 in both English and mathematics GCSEs - disadvantaged all other pupils
pt_l2basics_95_disadvantagedPercentage of pupils achieving grades 9-5 in both English and mathematics GCSEs - disadvantaged pupils
schloc_denSchool location denominator
schloc_den_all_other_disadvantagedSchool location denominator - disadvantaged all other pupils
schloc_den_disadvantagedSchool location denominator - disadvantaged pupils
totalatt8_allTotal sum of Attainment 8 scores
totalatt8_all_other_disadvantagedTotal sum of Attainment 8 scores - disadvantaged all other pupils
totalatt8_disadvantagedTotal sum of Attainment 8 scores - disadvantaged pupils
Footnotes
  1. 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.
  2. Data has been provided based on both the pupil’s location and the school’s location. At local authority level there may be differences in the totals because of a small number of schools where the school is maintained by a different local authority to the one in which they are located.  
  3. Northumberland district boundary was changed in 2014. The local authority district code was changed from E06000048 to E06000057 to reflect this.
  4. Gateshead district boundary was changed in 2014. The local authority district code was changed from E08000020 to E08000037 to reflect this.
  5. East Hertfordshire district boundary was changed in 2014. The local authority district code was changed from E07000097 to E07000242 to reflect this.
  6. St Albans district boundary was changed in 2013. The local authority district code was changed from E07000100 to E07000240 to reflect this.
  7. Stevenage district boundary was changed in 2014. The local authority district code was changed from E07000101 to E07000243 to reflect this.
  8. Welwyn Hatfield district boundary was changed in 2013. The local authority district code was changed from E07000104 to E07000241 to reflect this.
  9. 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.
  10. From 2014/15, disadvantaged pupils include pupils known to be eligible for free school meals (FSM) in any spring, autumn, summer, alternative provision or pupil referral unit census from year 6 to year 11 or are looked after children for at least one day or are adopted from care. For 2013/14 and earlier years, they include pupils known to be eligible for FSM in any spring, autumn, summer, alternative provision or pupil referral unit census from year 6 to year 11 or are looked after children.
  11. Disadvantaged all other includes pupils for whom free school meal eligibility, Special Educational Needs status (SEN provision) or SEN primary need could not be determined.
  12. Includes entries and achievements by these pupils in previous academic years.
  13. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  14. Some zero percentages may represent small numbers due to rounding.
  15. z = When an observation is not applicable
  16. : = When data is unavailable for other reasons
  17. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  18. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  19. 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 
  20. 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.
  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.
  22. 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.
  23. 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.
  24. 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.
  25. 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.
  26. 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.
  27. 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.
  28. 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.

KS4 local authority district of school location by free school meals data

Filename
1920_lad_sl_fsm__data.csv
Geographic levels
Local Authority District; National; Regional
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
att8screbacTotal sum of Attainment 8 scores for EBacc element
att8screbac_all_other_fsmTotal sum of Attainment 8 scores for EBacc element - FSM all other pupils
att8screbac_fsmTotal sum of Attainment 8 scores for EBacc element - FSM eligible pupils
att8screngTotal sum of Attainment 8 scores for English element
att8screng_all_other_fsmTotal sum of Attainment 8 scores for English element - FSM all other pupils
att8screng_fsmTotal sum of Attainment 8 scores for English element - FSM eligible pupils
att8scrmatTotal sum of Attainment 8 scores for Maths element
att8scrmat_all_other_fsmTotal sum of Attainment 8 scores for Maths element - FSM all other pupils
att8scrmat_fsmTotal sum of Attainment 8 scores for Maths element - FSM eligible pupils
att8scropenTotal sum of Attainment 8 scores for open element
att8scropen_all_other_fsmTotal sum of Attainment 8 scores for open element - FSM all other pupils
att8scropen_fsmTotal sum of Attainment 8 scores for open element - FSM eligible pupils
att8scropengTotal sum of Attainment 8 scores for open element - GCSE only
att8scropeng_all_other_fsmTotal sum of Attainment 8 scores for open element - GCSE only - FSM all other pupils
att8scropeng_fsmTotal sum of Attainment 8 scores for open element - GCSE only - FSM eligible pupils
att8scropenngTotal sum of Attainment 8 scores for open element - non-GCSE only
att8scropenng_all_other_fsmTotal sum of Attainment 8 scores for open element - non-GCSE only - FSM all other pupils
att8scropenng_fsmTotal sum of Attainment 8 scores for open element - non-GCSE only - FSM eligible pupils
avg_att8_allAverage Attainment 8 score per pupil
avg_att8_all_other_fsmAverage Attainment 8 score per pupil - FSM all other pupils
avg_att8_fsmAverage Attainment 8 score per pupil - FSM eligible pupils
avg_att8screbacAverage Attainment 8 score per pupil for EBacc element
avg_att8screbac_all_other_fsmAverage Attainment 8 score per pupil for EBacc element - FSM all other pupils
avg_att8screbac_fsmAverage Attainment 8 score per pupil for EBacc element - FSM eligible pupils
avg_att8screngAverage Attainment 8 score per pupil for English element
avg_att8screng_all_other_fsmAverage Attainment 8 score per pupil for English element - FSM all other pupils
avg_att8screng_fsmAverage Attainment 8 score per pupil for English element - FSM eligible pupils
avg_att8scrmatAverage Attainment 8 score per pupil for Maths element
avg_att8scrmat_all_other_fsmAverage Attainment 8 score per pupil for Maths element - FSM all other pupils
avg_att8scrmat_fsmAverage Attainment 8 score per pupil for Maths element - FSM eligible pupils
avg_att8scropenAverage Attainment 8 score per pupil for open element
avg_att8scropen_all_other_fsmAverage Attainment 8 score per pupil for open element - FSM all other pupils
avg_att8scropen_fsmAverage Attainment 8 score per pupil for open element - FSM eligible pupils
avg_att8scropengAverage Attainment 8 score per pupil for open element - GCSE only
avg_att8scropeng_all_other_fsmAverage Attainment 8 score per pupil for open element - GCSE only - FSM all other pupils
avg_att8scropeng_fsmAverage Attainment 8 score per pupil for open element - GCSE only - FSM eligible pupils
avg_att8scropenngAverage Attainment 8 score per pupil for open element - non-GCSE only
avg_att8scropenng_all_other_fsmAverage Attainment 8 score per pupil for open element - non-GCSE only - FSM all other pupils
avg_att8scropenng_fsmAverage Attainment 8 score per pupil for open element - non-GCSE only - FSM eligible pupils
avg_ebaccaps_allAverage Ebacc Point Score per pupil
avg_ebaccaps_all_other_fsmAverage Ebacc Point Score per pupil - FSM all other pupils
avg_ebaccaps_fsmAverage Ebacc Point Score per pupil - FSM eligible pupils
ebac2sci_94Number of pupils achieving grades 9-4 or above in the English Baccalaureate Science subject area
ebac2sci_94_all_other_fsmNumber of pupils achieving a 9-4 grade or above in the English Baccalaureate Science subject area - FSM all other pupils
ebac2sci_94_fsmNumber of pupils achieving a 9-4 grade or above in the English Baccalaureate Science subject area - FSM eligible pupils
ebac2sci_95Number of pupils achieving grades 9-5 or above in the English Baccalaureate Science subject area
ebac2sci_95_all_other_fsmNumber of pupils achieving a 9-5 grade or above in the English Baccalaureate Science subject area - FSM all other pupils
ebac2sci_95_fsmNumber of pupils achieving a 9-5 grade or above in the English Baccalaureate Science subject area - FSM eligible pupils
ebac2sci_eNumber of pupils entering the English Baccalaureate Science subject area
ebac2sci_e_all_other_fsmNumber of pupils entering the English Baccalaureate Science subject area - FSM all other pupils
ebac2sci_e_fsmNumber of pupils entering the English Baccalaureate Science subject area - FSM eligible pupils
ebacc_94_allNumber of pupils achieving grade 9-4 in the English Baccalaureate
ebacc_94_all_other_fsmNumber of pupils achieving grade 9-4 in the English Baccalaureate - FSM all other pupils
ebacc_94_fsmNumber of pupils achieving grade 9-4 in the English Baccalaureate - FSM eligible pupils
ebacc_95_allNumber of pupils achieving grade 9-5 in the English Baccalaureate
ebacc_95_all_other_fsmNumber of pupils achieving grade 9-5 in the English Baccalaureate - FSM all other pupils
ebacc_95_fsmNumber of pupils achieving grade 9-5 in the English Baccalaureate - FSM eligible pupils
ebacc_e_allNumber of key stage 4 pupils with entries in all English Baccalaureate subject areas
ebacc_e_all_other_fsmNumber of key stage 4 pupils with entries in all English Baccalaureate subject areas - FSM all other pupils
ebacc_e_fsmNumber of key stage 4 pupils with entries in all English Baccalaureate subject areas - FSM eligible pupils
ebaccaps_allTotal sum of points scored in the English Baccalaureate
ebaccaps_all_other_fsmTotal sum of points scored in the English Baccalaureate - FSM all other pupils
ebaccaps_fsmTotal sum of points scored in the English Baccalaureate - FSM
ebaceng_94Number of pupils achieving the English Baccalaureate English subject area achieving grade 9-4
ebaceng_94_all_other_fsmNumber of pupils achieving the English Baccalaureate English subject area achieving grade 9-4 - FSM all other pupils
ebaceng_94_fsmNumber of pupils achieving the English Baccalaureate English subject area achieving grade 9-4 - FSM eligible pupils
ebaceng_95Number of pupils achieving the English Baccalaureate English subject area achieving grade 9-5
ebaceng_95_all_other_fsmNumber of pupils achieving the English Baccalaureate English subject area achieving grade 9-5 - FSM all other pupils
ebaceng_95_fsmNumber of pupils achieving the English Baccalaureate English subject area achieving grade 9-5 - FSM eligible pupils
ebaceng_eNumber of pupils entering the English Baccalaureate English subject area
ebaceng_e_all_other_fsmNumber of pupils entering the English Baccalaureate English subject area - FSM all other pupils
ebaceng_e_fsmNumber of pupils entering the English Baccalaureate English subject area - FSM eligible pupils
ebachum_94Number of pupils achieving grades 9-4 or above in the English Baccalaureate Humanities subject area
ebachum_94_all_other_fsmNumber of pupils achieving a 9-4 grade or above in the English Baccalaureate Humanities subject area - FSM all other pupils
ebachum_94_fsmNumber of pupils achieving a 9-4 grade or above in the English Baccalaureate Humanities subject area - FSM eligible pupils
ebachum_95Number of pupils achieving grades 9-5 or above in the English Baccalaureate Humanities subject area
ebachum_95_all_other_fsmNumber of pupils achieving a 9-5 grade or above in the English Baccalaureate Humanities subject area - FSM all other pupils
ebachum_95_fsmNumber of pupils achieving a 9-5 grade or above in the English Baccalaureate Humanities subject area - FSM eligible pupils
ebachum_eNumber of pupils entering the English Baccalaureate Humanities subject area
ebachum_e_all_other_fsmNumber of pupils entering the English Baccalaureate Humanities subject area - FSM all other pupils
ebachum_e_fsmNumber of pupils entering the English Baccalaureate Humanities subject area - FSM eligible pupils
ebaclan_94Number of pupils achieving grades 9-4 or above in the English Baccalaureate Languages subject area
ebaclan_94_all_other_fsmNumber of pupils achieving a 9-4 grade or above in the English Baccalaureate Languages subject area - FSM all other pupils
ebaclan_94_fsmNumber of pupils achieving a 9-4 grade or above in the English Baccalaureate Languages subject area - FSM eligible pupils
ebaclan_95Number of pupils achieving grades 9-5 or above in the English Baccalaureate Languages subject area
ebaclan_95_all_other_fsmNumber of pupils achieving a 9-5 grade or above in the English Baccalaureate Languages subject area - FSM all other pupils
ebaclan_95_fsmNumber of pupils achieving a 9-5 grade or above in the English Baccalaureate Languages subject area - FSM eligible pupils
ebaclan_eNumber of pupils entering the English Baccalaureate Language subject area
ebaclan_e_all_other_fsmNumber of pupils entering the English Baccalaureate Language subject area - FSM all other pupils
ebaclan_e_fsmNumber of pupils entering the English Baccalaureate Language subject area - FSM eligible pupils
ebacmat_94Number of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4
ebacmat_94_all_other_fsmNumber of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4 - FSM all other pupils
ebacmat_94_fsmNumber of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4 - FSM eligible pupils
ebacmat_95Number of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5
ebacmat_95_all_other_fsmNumber of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5 - FSM all other pupils
ebacmat_95_fsmNumber of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5 - FSM eligible pupils
ebacmat_eNumber of pupils entering the English Baccalaureate Maths subject area
ebacmat_e_all_other_fsmNumber of pupils entering the English Baccalaureate Maths subject area - FSM all other pupils
ebacmat_e_fsmNumber of pupils entering the English Baccalaureate Maths subject area - FSM eligible pupils
l2basics_94_allNumber of pupils achieving grade 9-4 in both English and mathematics GCSEs
l2basics_94_all_other_fsmNumber of pupils achieving grade 9-4 in both English and mathematics GCSEs - FSM all other pupils
l2basics_94_fsmNumber of pupils achieving grade 9-4 in both English and mathematics GCSEs - FSM eligible pupils
l2basics_95_allNumber of pupils achieving grade 9-5 in both English and mathematics GCSEs
l2basics_95_all_other_fsmNumber of pupils achieving grade 9-5 in both English and mathematics GCSEs - FSM all other pupils
l2basics_95_fsmNumber of pupils achieving grade 9-5 in both English and mathematics GCSEs - FSM eligible pupils
pt_ebac2sci_94Percentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Science subject area
pt_ebac2sci_94_all_other_fsmPercentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Science subject area - FSM all other pupils
pt_ebac2sci_94_fsmPercentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Science subject area - FSM eligible pupils
pt_ebac2sci_95Percentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Science subject area
pt_ebac2sci_95_all_other_fsmPercentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Science subject area - FSM all other pupils
pt_ebac2sci_95_fsmPercentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Science subject area - FSM eligible pupils
pt_ebac2sci_ePercentage of pupils entering the English Baccalaureate Science subject area
pt_ebac2sci_e_all_other_fsmPercentage of pupils entering the English Baccalaureate Science subject area - FSM all other pupils
pt_ebac2sci_e_fsmPercentage of pupils entering the English Baccalaureate Science subject area - FSM eligible pupils
pt_ebacc_94_allPercentage of pupils achieving grade 9-4 in the English Baccalaureate
pt_ebacc_94_all_other_fsmPercentage of pupils achieving grade 9-4 in the English Baccalaureate - FSM all other pupils
pt_ebacc_94_fsmPercentage of pupils achieving grade 9-4 in the English Baccalaureate - FSM eligible pupils
pt_ebacc_95_allPercentage of pupils achieving grade 9-5 in the English Baccalaureate
pt_ebacc_95_all_other_fsmPercentage of pupils achieving grade 9-5 in the English Baccalaureate - FSM all other pupils
pt_ebacc_95_fsmPercentage of pupils achieving grade 9-5 in the English Baccalaureate - FSM eligible pupils
pt_ebacc_e_allPercentage of key stage 4 pupils with entries in all English Baccalaureate subject areas
pt_ebacc_e_all_other_fsmPercentage of key stage 4 pupils with entries in all English Baccalaureate subject areas - FSM all other pupils
pt_ebacc_e_fsmPercentage of key stage 4 pupils with entries in all English Baccalaureate subject areas - FSM eligible pupils
pt_ebaceng_94Percentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-4
pt_ebaceng_94_all_other_fsmPercentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-4 - FSM all other pupils
pt_ebaceng_94_fsmPercentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-4 - FSM eligible pupils
pt_ebaceng_95Percentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-5
pt_ebaceng_95_all_other_fsmPercentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-5 - FSM all other pupils
pt_ebaceng_95_fsmPercentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-5 - FSM eligible pupils
pt_ebaceng_ePercentage of pupils entering the English Baccalaureate English subject area
pt_ebaceng_e_all_other_fsmPercentage of pupils entering the English Baccalaureate English subject area - FSM all other pupils
pt_ebaceng_e_fsmPercentage of pupils entering the English Baccalaureate English subject area - FSM eligible pupils
pt_ebachum_94Percentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Humanities subject area
pt_ebachum_94_all_other_fsmPercentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Humanities subject area - FSM all other pupils
pt_ebachum_94_fsmPercentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Humanities subject area - FSM eligible pupils
pt_ebachum_95Percentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Humanities subject area
pt_ebachum_95_all_other_fsmPercentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Humanities subject area - FSM all other pupils
pt_ebachum_95_fsmPercentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Humanities subject area - FSM eligible pupils
pt_ebachum_ePercentage of pupils entering the English Baccalaureate Humanities subject area
pt_ebachum_e_all_other_fsmPercentage of pupils entering the English Baccalaureate Humanities subject area - FSM all other pupils
pt_ebachum_e_fsmPercentage of pupils entering the English Baccalaureate Humanities subject area - FSM eligible pupils
pt_ebaclan_94Percentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Languages subject area
pt_ebaclan_94_all_other_fsmPercentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Languages subject area - FSM all other pupils
pt_ebaclan_94_fsmPercentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Languages subject area - FSM eligible pupils
pt_ebaclan_95Percentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Languages subject area
pt_ebaclan_95_all_other_fsmPercentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Languages subject area - FSM all other pupils
pt_ebaclan_95_fsmPercentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Languages subject area - FSM eligible pupils
pt_ebaclan_ePercentage of pupils entering the English Baccalaureate Language subject area
pt_ebaclan_e_all_other_fsmPercentage of pupils entering the English Baccalaureate Language subject area - FSM all other pupils
pt_ebaclan_e_fsmPercentage of pupils entering the English Baccalaureate Language subject area - FSM eligible pupils
pt_ebacmat_94Percentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4
pt_ebacmat_94_all_other_fsmPercentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4 - FSM all other pupils
pt_ebacmat_94_fsmPercentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4 - FSM eligible pupils
pt_ebacmat_95Percentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5
pt_ebacmat_95_all_other_fsmPercentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5 - FSM all other pupils
pt_ebacmat_95_fsmPercentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5 - FSM eligible pupils
pt_ebacmat_ePercentage of pupils entering the English Baccalaureate Maths subject area
pt_ebacmat_e_all_other_fsmPercentage of pupils entering the English Baccalaureate Maths subject area - FSM all other pupils
pt_ebacmat_e_fsmPercentage of pupils entering the English Baccalaureate Maths subject area - FSM eligible pupils
pt_l2basics_94_allPercentage of pupils achieving grade 9-4 in both English and mathematics GCSEs
pt_l2basics_94_all_other_fsmPercentage of pupils achieving grade 9-4 in both English and mathematics GCSEs - FSM all other pupils
pt_l2basics_94_fsmPercentage of pupils achieving grade 9-4 in both English and mathematics GCSEs - FSM eligible pupils
pt_l2basics_95_allPercentage of pupils achieving grade 9-5 in both English and mathematics GCSEs
pt_l2basics_95_all_other_fsmPercentage of pupils achieving grade 9-5 in both English and mathematics GCSEs - FSM all other pupils
pt_l2basics_95_fsmPercentage of pupils achieving grade 9-5 in both English and mathematics GCSEs - FSM eligible pupils
schloc_denSchool location denominator
schloc_den_all_other_fsmSchool location denominator - FSM all other pupils
schloc_den_fsmSchool location denominator - FSM eligible pupils
totalatt8_allTotal sum of Attainment 8 scores
totalatt8_all_other_fsmTotal sum of Attainment 8 scores - FSM all other pupils
totalatt8_fsmTotal sum of Attainment 8 scores - FSM eligible pupils
Footnotes
  1. 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.
  2. Data has been provided based on both the pupil’s location and the school’s location. At local authority level there may be differences in the totals because of a small number of schools where the school is maintained by a different local authority to the one in which they are located.  
  3. Northumberland district boundary was changed in 2014. The local authority district code was changed from E06000048 to E06000057 to reflect this.
  4. Gateshead district boundary was changed in 2014. The local authority district code was changed from E08000020 to E08000037 to reflect this.
  5. East Hertfordshire district boundary was changed in 2014. The local authority district code was changed from E07000097 to E07000242 to reflect this.
  6. St Albans district boundary was changed in 2013. The local authority district code was changed from E07000100 to E07000240 to reflect this.
  7. Stevenage district boundary was changed in 2014. The local authority district code was changed from E07000101 to E07000243 to reflect this.
  8. Welwyn Hatfield district boundary was changed in 2013. The local authority district code was changed from E07000104 to E07000241 to reflect this.
  9. 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.
  10. Free school meals (FSM) does not relate to pupils who actually received free school meals but those who are eligible to receive free school meals. Pupils not eligible for free school meals or unclassified pupils are described as ‘All other pupils’.
  11. FSM all other includes pupils not eligible for free school meals and for whom free school meal eligibility was unclassified or could not be determined.
  12. Includes pupils for whom free school meal eligibility could not be determined. This figure also includes pupils at further education colleges: as FE colleges do not complete the school census, we do not have matched pupil characteristics data of pupils in FE colleges and therefore these pupils are not included in characteristics breakdowns. This means that there are some cases where the individual characteristics breakdowns will not add up to the all pupils figure. Pupils in FE colleges are included in the free school meals figures from 2015/16 onwards.
  13. Includes entries and achievements by these pupils in previous academic years.
  14. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  15. Some zero percentages may represent small numbers due to rounding.
  16. z = When an observation is not applicable
  17. : = When data is unavailable for other reasons
  18. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  19. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  20. 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 
  21. 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.
  22. 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.
  23. 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.
  24. 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.
  25. 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.
  26. 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.
  27. 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.
  28. 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.
  29. 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.

KS4 national academies data

Filename
1920_national_academies_data.csv
Geographic levels
National
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
avg_att8Average Attainment 8 score of all pupils
avg_ebaccapsAverage EBacc APS score per pupil
characteristic_years_openThe number of academic years the school has been open
pt_anypassPercentage of pupils achieving any passes at GCSE or equivalent
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
pt_entbasicsPercentage of pupils entering English and mathematics GCSEs
pt_entry_1Percentage of pupils entered for at least 1 GCSE or equivalent
pt_l2basics_94Percentage of pupils achieving grades 4 or above in English and mathematics GCSEs
pt_l2basics_95Percentage of pupils achieving grades 5 or above in English and mathematics GCSEs
pupilsTotal number of pupils
school_characteristicThe types of school in the data
t_anypassTotal number of pupils achieving any passes at GCSE or equivalent
t_att8Total sum of pupils Attainment 8 scores
t_ebacc_94Total number of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_95Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_e_ptq_eeTotal number of pupils entering the English Baccalaureate
t_ebaccapsTotal EBacc APS score of pupils
t_entbasicsTotal number of pupils entering English and mathematics GCSEs
t_entry_1Total number of pupils entered for at least 1 GCSE or equivalent
t_l2basics_94Total number of pupils achieving grades 4 or above in English and mathematics GCSEs
t_l2basics_95Total number of pupils achieving grades 5 or above in English and mathematics GCSEs
t_schoolsTotal number of schools
Footnotes
  1. Local authority (LA) maintained mainstream schools include community schools, voluntary aided schools, voluntary controlled schools and foundation schools. Schools fully or partially under local authority control that are state-funded, mainly by the Dedicated Schools Grant.
  2. Includes all converter academies that were open before 12 September of the academic year.
  3. Includes academies and LA maintained schools that were open before 12 September of the academic year and had pupils at the end of key stage 4.
  4. One academic year is between 12th September of one year to the 11th September the following year.
  5. Includes entries and achievements by these pupils in previous academic years.
  6. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  7. Some zero percentages may represent small numbers due to rounding.
  8. z = When an observation is not applicable
  9. : = When data is unavailable for other reasons
  10. 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.
  11. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  12. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  13. 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 
  14. 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.
  15. 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.
  16. 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.
  17. 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.
  18. Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
  19. 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.
  20. In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.

KS4 national characteristics data

Filename
1920_national_chardata.csv
Geographic levels
National
Time period
2018/19 to 2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
avg_att8Average Attainment 8 score of all pupils
avg_ebaccapsAverage EBacc APS score per pupil
avg_p8scoreAverage Progress 8 score of all pupils
breakdownThe breakdown of the data being displayed
characteristic_admission_typeBasis for admission into the school e.g. non-selective schools in other areas, selective schools
Characteristic_all_primary_needPrimary need grouping
characteristic_disadvantageDisadvantaged status
characteristic_ethnic_majorMajor ethnic group
characteristic_ethnic_minorMinor ethnic group
characteristic_first_languageEnglish as an Additional Language status
characteristic_free_school_mealsFree school meal eligibility
characteristic_genderGender
Characteristic_primary_needAll pupils with a primary need (from 2014/15 onwards this consisted of pupils flagged as SEN with a statement, EHC plan, SEN support, school action or school action plus)
characteristic_religious_denominationReligious denomination of school
characteristic_sen_descriptionSpecial Educational Needs description
Characteristic_sen_statusSpecial Educational Needs status
p8score_CI_lowProgress 8 lower 95% confidence interval
p8score_CI_uppProgress 8 upper 95% confidence interval
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
pt_entbasicsPercentage of pupils entering English and mathematics GCSEs
pt_l2basics_94Percentage of pupils achieving grades 4 or above in English and mathematics GCSEs
pt_l2basics_95Percentage of pupils achieving grades 5 or above in English and mathematics GCSEs
school_characteristicThe types of school in the data
t_att8Total sum of pupils Attainment 8 scores
t_ebacc_94Total number of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_95Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_e_ptq_eeTotal number of pupils entering the English Baccalaureate
t_ebaccapsTotal EBacc APS score of pupils
t_entbasicsTotal number of pupils entering English and mathematics GCSEs
t_inp8calcTotal number of pupils included in Progress 8 measure
t_l2basics_94Total number of pupils achieving grades 4 or above in English and mathematics GCSEs
t_l2basics_95Total number of pupils achieving grades 5 or above in English and mathematics GCSEs
t_p8scoreTotal sum of pupils Progress 8 scores
t_pupilsTotal number of pupils at the end of key stage 4
t_schoolsTotal number of schools
Footnotes
  1. All schools include state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision. Since September 2013, general further education colleges and sixth-form colleges have been able to directly enrol 14 to 16 year-olds. 2014/15 was the first year in which colleges have pupils at the end of key stage 4. From 2016 onwards, entries and achievements for these pupils are included in figures as state-funded schools.
  2. All State-funded schools include local authority maintained mainstream schools, academies, free schools, city technology colleges, further education colleges with provision for 14 to 16 year-olds and state-funded special schools. They exclude independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
  3. State-funded mainstream schools include 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 and alternative provision (including pupil referral units, AP free schools and AP academies as well as state-funded AP placements in other institutions). Further education colleges with 14-16 provision are included in the total figure for all state-funded schools but not in the breakdowns by religious character or school admissions; therefore, figures by religious character or school admissions will not add up to the figure for all state-funded mainstream schools.
  4. Local authority (LA) maintained mainstream schools include community schools, voluntary aided schools, voluntary controlled schools and foundation schools. Schools fully or partially under local authority control that are state-funded, mainly by the Dedicated Schools Grant.
  5. All State-funded special schools include community special schools, foundation special schools, special sponsored academies, special converter academies and special free schools.
  6. All independent schools include non-maintained special schools, independent special schools and independent schools.
  7. State-funded special schools include local authority maintained special schools, academy sponsor led special schools, academy special schools and special free schools. They exclude independent special schools and non-maintained special schools.
  8. Hospital, PRU & AP schools include Community Hospital School, Foundation Hospital School, Pupil Referral Unit, sponsered academies, convertor academies, free school and alternative provision.
  9. Academies and free schools include sponsored academies, converter academies, free schools studio schools and university technical colleges (UTCs).
  10. Most secondary schools educate pupils from year 7 (age 11 to 12) to year 11 (age 15 to 16). Some schools and colleges, such as university technical colleges (UTCs), studio schools or further education colleges with key stage 4 provision, differ in their age range and specialisms and this should be borne in mind when reviewing the performance tables data for these types of provision. For example, Progress 8 measures the Progress made by pupils from the end of year 6 (end of primary school) through to the end of year 11, covering a period of five years. In UTCs, studio schools and some other academies, pupils typically start in year 10, rather than in year 7 as is the case for most secondary schools. This means that, by the end of year 11, pupils in these schools will have typically attended that school for only 2 years, compared to 5 years for pupils in most secondary schools. As a result, the Progress 8 data for these schools is not directly comparable with the Progress 8 data for other schools. UTCs, studio schools and some FE colleges with KS4 provision provide a specialist technical and professional education.  The government’s position is that it is not appropriate to expect the same rates of EBacc entry from these types of provision and that each school should decide on a case by case basis whether its specialist curriculum is compatible with the full EBacc.
  11. School admission basis is taken from GIAS (Get Information About Schools) website and is self-declared by the school. From 2019, school performance tables will identify selective state-funded mainstream schools using GIAS and treat other state-funded mainstream schools as non-selective. School admissions basis is given as at 12 September at the start of the academic year.
  12. Selective schools admit pupils wholly or mainly with reference to ability. These schools are formally designated as grammar schools.
  13. Non selective schools in highly selective areas: Includes all non-selective schools in local authorities with a high level of selection (where 25% or more of state-funded secondary places are in state-funded selective schools). These local authorities are Bexley, Buckinghamshire, Kent, Lincolnshire, Medway, Slough, Southend-on-Sea, Sutton, Torbay, Trafford and Wirral.
  14. Non selective schools in other areas: Includes all non-selective schools that are not in highly selective areas, including those in areas with some selection.
  15. Prior to 2016, school admission basis was taken from the 'Get information about schools' website, which was self-declared by each school and not necessarily a true reflection of a school's admission policy. From 2016, we moved to an alternative classification which will continue into 2017. This is expected to be a more accurate reflection of the current admissions basis of a school. This groups schools into selective schools, non-selective schools in highly selective areas and all other non-selective schools. The selective group covers the same schools as in the previous grouping. Non-selective schools in highly selective areas cover all schools in local authorities where 25% or more of state-funded secondary places are in state-funded selective schools. The all other non-selective schools group includes schools in local authorities with some selection, as well as those with no selection.
  16. Due to one school being recorded under the Hindu religious character, any figures that are not published in the performance tables are suppressed for this grouping.
  17. Religious character is taken from the GIAS (Get information about schools) website and is the legal designation of each school. Any state-funded mainstream schools who do not have their religious character recorded on the GIAS website are recorded in 'no religious character'. This list of religious characters is complete for 2019 data. Religious character is taken from GIAS and are given as at 12 September at the start of the academic year, and is the legal designation of each school.
  18. Since September 2013, general further education (FE) colleges and sixth-form colleges have been able to directly enrol 14- to 16-year-olds. Entries and achievements for these pupils are included in figures as state-funded schools. As FE colleges do not complete the school census, pupils at the end of key stage 4 attending FE colleges are included in the all pupils lines but not in the majority of the characteristics breakdowns. Therefore, there are some cases where the individual characteristics breakdowns will not add up to the all pupils figure. Pupils in FE colleges are included in the free school meals and disadvantaged figures from 2015/16 onwards.
  19. English as an additional language (EAL) unclassified includes pupils whom first language was not obtained, refused or could not be determined.
  20. English includes 'pupils whose first language is English’ includes 'not known but believed to be English'.
  21. Other than English includes ‘pupils whose first language is other than English’ includes 'not known but believed to be other than English'.
  22. Free school meals (FSM) does not relate to pupils who actually received free school meals but those who are eligible to receive free school meals. Pupils not eligible for free school meals or unclassified pupils are described as ‘All other pupils’.
  23. FSM all other includes pupils not eligible for free school meals and for whom free school meal eligibility was unclassified or could not be determined.
  24. Includes pupils for whom free school meal eligibility could not be determined. This figure also includes pupils at further education colleges: as FE colleges do not complete the school census, we do not have matched pupil characteristics data of pupils in FE colleges and therefore these pupils are not included in characteristics breakdowns. This means that there are some cases where the individual characteristics breakdowns will not add up to the all pupils figure. Pupils in FE colleges are included in the free school meals figures from 2015/16 onwards.
  25. From 2014/15, disadvantaged pupils include pupils known to be eligible for free school meals (FSM) in any spring, autumn, summer, alternative provision or pupil referral unit census from year 6 to year 11 or are looked after children for at least one day or are adopted from care. For 2013/14 and earlier years, they include pupils known to be eligible for FSM in any spring, autumn, summer, alternative provision or pupil referral unit census from year 6 to year 11 or are looked after children.
  26. Disadvantaged all other includes pupils for whom free school meal eligibility, Special Educational Needs status (SEN provision) or SEN primary need could not be determined.
  27. No SEN' includes pupils whom could not obtained, refused, unclassified or could not be determined.
  28. Statement/EHC plan indicates whether a pupil a pupil has a statement of SEN or an education, health and care (EHC) plan when a formal assessment has been made.
  29. SEN support indicates whether a pupil has extra or different help given from that provided as part of the school’s usual curriculum. The class teacher and SEN coordinator (SENCO) may receive advice or support from outside specialists. This category replaces the former ‘school action’ and ‘school action plus’ categories.
  30. All pupils with a primary need (from 2014/15 onwards this consisted of pupils flagged as SEN with a statement, EHC plan, SEN support).
  31. Includes pupils for whom Special Educational Needs status (SEN provision) or SEN primary could not be determined. This figure also includes pupils at further education colleges: as FE colleges do not complete the school census, we do not have matched pupil characteristics data of pupils in FE colleges and therefore these pupils are not included in characteristics breakdowns. This means that there are some cases where the individual characteristics breakdowns will not add up to the all pupils figure.
  32. Following special educational needs and disability (SEND) reforms in 2014/15, SEN pupils are categorised as 'SEN with a statement or Education, health and care (EHC) plan' and 'SEN support'. SEN support replaces 'school action' and 'school action plus' (grouped as SEN without a statement up to and including 2013/14) but some pupils remain with these provision types in first year of transition. More detailed information on the reforms can be found in the link below: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
  33. A new code was added in 2014/15 for those who are yet to be assessed for type of need. This may include some who have transferred from School Action to SEN support.
  34. Social, Emotional and Mental Health (SEMH) was added as a new type of need in 2014/15; the previous type of need Behaviour, Emotional and Social Difficulties has been removed although it is not expected that SEMH will be a direct replacement.
  35. Any SEN' indicates whether a pupil has learning difficulties or disabilities that make it harder for them to learn than most children of the same age. This includes 'SEN with a statement 'EHC plan' or 'SEN support'.
  36. No identified SEN' includes pupils whom could not not obtained, refused, unclassified or could not be determined.
  37. All pupils 'Total' includes pupils for whom free school meal eligibility, special educational need (SEN) provision or SEN primary need could not be determined.
  38. Unclassified includes pupils whom ethnicity was not obtained, refused or could not be determined.
  39. Includes entries and achievements by these pupils in previous academic years.
  40. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  41. Some zero percentages may represent small numbers due to rounding.
  42. z = When an observation is not applicable
  43. : = When data is unavailable for other reasons
  44. 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.
  45. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  46. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  47. 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 
  48. 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.
  49. 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.
  50. 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.
  51. 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.
  52. 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.
  53. 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.
  54. 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.
  55. 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.
  56. 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.
  57. In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.

KS4 national data

Filename
1920_national__data.csv
Geographic levels
National
Time period
2009/10 to 2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
avg_att8Average Attainment 8 score of all pupils
avg_att8_ebacAverage Attainment 8 score of all pupils for Ebacc element
avg_att8_engAverage Attainment 8 score of all pupils for English element
avg_att8_matAverage Attainment 8 score of all pupils for mathematics element
avg_att8_openAverage Attainment 8 score of all pupils for open element
avg_att8_open_gAverage Attainment 8 score of all pupils for open element - GCSE only
avg_att8_open_ngAverage Attainment 8 score of all pupils for open element - non-GCSE only
avg_ebac_fillAverage number of Ebacc slots filled (per pupil)
avg_ebaccapsAverage EBacc APS score per pupil
avg_ebptseng_llAverage point score of all pupils for Ebacc English pillar including English literature
avg_ebptshumAverage point score of all pupils for Ebacc humanities pillar
avg_ebptslanAverage point score of all pupils for Ebacc language pillar
avg_ebptsmatAverage point score of all pupils for Ebacc mathematics pillar
avg_ebptssciAverage point score of all pupils for Ebacc science pillar
avg_open_fillAverage number of open slots filled (per pupil)
avg_p8ebacAverage Progress 8 score of all pupils for Ebacc element
avg_p8engAverage Progress 8 score of all pupils for English element
avg_p8matAverage Progress 8 score of all pupils for mathematics element
avg_p8openAverage Progress 8 score of all pupils for open element
avg_p8scoreAverage Progress 8 score of all pupils
breakdownThe breakdown of the data being displayed
characteristic_admission_typeBasis for admission into the school e.g. non-selective schools in other areas, selective schools
characteristic_genderGender
characteristic_prior_attainmentAttainment level assigned to pupil based on their KS2 results
characteristic_religious_denominationReligious denomination of school
p8ebac_CI_lowProgress 8 lower 95% confidence interval for Ebacc element
p8ebac_CI_uppProgress 8 upper 95% confidence interval for Ebacc element
p8eng_CI_lowProgress 8 lower 95% confidence interval for English element
p8eng_CI_uppProgress 8 upper 95% confidence interval for English element
p8mat_CI_lowProgress 8 lower 95% confidence interval for mathematics element
p8mat_CI_uppProgress 8 upper 95% confidence interval for mathematics element
p8open_CI_lowProgress 8 lower 95% confidence interval for open element
p8open_CI_uppProgress 8 upper 95% confidence interval for open element
p8score_CI_lowProgress 8 lower 95% confidence interval
p8score_CI_uppProgress 8 upper 95% confidence interval
pt_anypassPercentage of pupils achieving any passes at GCSE or equivalent
pt_ebac2sci_94Percentage of pupils achieving a pass in EBacc science pillar at grade 9-4
pt_ebac2sci_95Percentage of pupils achieving a pass in EBacc science pillar at grade 9-5
pt_ebac2sci_ePercentage of pupils entered for Ebacc science pillar
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 of pupils entering the English Baccalaureate
pt_ebaccsubjent_0Percentage of pupils entering 0 components of the English Baccalaureate
pt_ebaccsubjent_1Percentage of pupils entering 1 components of the English Baccalaureate
pt_ebaccsubjent_2Percentage of pupils entering 2 components of the English Baccalaureate
pt_ebaccsubjent_3Percentage of pupils entering 3 components of the English Baccalaureate
pt_ebaccsubjent_4Percentage of pupils entering 4 components of the English Baccalaureate
pt_ebaceng_94Percentage of pupils achieving a standard pass in EBacc English pillar at grade 9-4
pt_ebaceng_95Percentage of pupils achieving a strong pass in EBacc English pillar at grade 9-5
pt_ebaceng_ePercentage of pupils entered for Ebacc English pillar
pt_ebachum_94Percentage of pupils achieving a pass in EBacc humanities pillar at grade 9-4
pt_ebachum_95Percentage of pupils achieving a pass in EBacc humanities pillar at grade 9-5
pt_ebachum_ePercentage of pupils entered for Ebacc humanities pillar
pt_ebaclan_94Percentage of pupils achieving a pass in EBacc language pillar at grade 9-4
pt_ebaclan_95Percentage of pupils achieving a pass in EBacc language pillar at grade 9-5
pt_ebaclan_ePercentage of pupils entered for Ebacc language pillar
pt_ebacmat_94Percentage of pupils achieving a standard pass in EBacc mathematics pillar at grade 9-4
pt_ebacmat_95Percentage of pupils achieving a strong pass in EBacc mathematics pillar at grade 9-5
pt_ebacmat_ePercentage of pupils entered for Ebacc mathematics pillar
pt_eballsci_ptq_eePercentage of pupils entered for three of: biology, physics, chemistry, computer science GCSE
pt_ent_comb_sciPercentage of pupils entered for combined science
pt_ent_hist_geogPercentage of pupils entered for both history and geography
pt_entbasicsPercentage of pupils entering English and mathematics GCSEs
pt_entered_artPercentage of pupils entered for any arts subject
pt_entry_1Percentage of pupils entered for at least 1 GCSE or equivalent
pt_l2basics_94Percentage of pupils achieving grades 4 or above in English and mathematics GCSEs
pt_l2basics_95Percentage of pupils achieving grades 5 or above in English and mathematics GCSEs
pt_multilan_ePercentage of pupils entered for more than one modern foreign language
pt_triplesci_ePercentage of pupils entered for physics, chemistry and biology
school_characteristicThe types of school in the data
t_anypassTotal number of pupils achieving any passes at GCSE or equivalent
t_att8Total sum of pupils Attainment 8 scores
t_att8_ebacTotal sum of pupils Attainment 8 scores for Ebacc element
t_att8_engTotal sum of pupils Attainment 8 scores for English element
t_att8_matTotal sum of pupils Attainment 8 scores for mathematics element
t_att8_openTotal sum of pupils Attainment 8 scores for open element
t_att8_open_gTotal sum of pupils Attainment 8 scores for open element - GCSE only
t_att8_open_ngTotal sum of pupils Attainment 8 scores for open element - non-GCSE only
t_ebac_fillTotal number of Ebacc slots filled (all pupils)
t_ebac2sci_94Total number of pupils achieving a pass in EBacc science pillar at grade 9-4
t_ebac2sci_95Total number of pupils achieving a pass in EBacc science pillar at grade 9-5
t_ebac2sci_eTotal number of pupils entered for Ebacc science pillar
t_ebacc_94Total number of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_95Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_e_ptq_eeTotal number of pupils entering the English Baccalaureate
t_ebaccapsTotal EBacc APS score of pupils
t_ebaccsubjent_0Total number of pupils entering 0 components of the English Baccalaureate
t_ebaccsubjent_1Total number of pupils entering 1 components of the English Baccalaureate
t_ebaccsubjent_2Total number of pupils entering 2 components of the English Baccalaureate
t_ebaccsubjent_3Total number of pupils entering 3 components of the English Baccalaureate
t_ebaccsubjent_4Total number of pupils entering 4 components of the English Baccalaureate
t_ebaceng_94Total number of pupils achieving a standard pass in EBacc English pillar at grade 9-4
t_ebaceng_95Total number of pupils achieving a strong pass in EBacc English pillar at grade 9-5
t_ebaceng_eTotal number of pupils entered for Ebacc English pillar
t_ebachum_94Total number of pupils achieving a pass in EBacc humanities pillar at grade 9-4
t_ebachum_95Total number of pupils achieving a pass in EBacc humanities pillar at grade 9-5
t_ebachum_eTotal number of pupils entered for Ebacc humanities pillar
t_ebaclan_94Total number of pupils achieving a pass in EBacc language pillar at grade 9-4
t_ebaclan_95Total number of pupils achieving a pass in EBacc language pillar at grade 9-5
t_ebaclan_eTotal number of pupils entered for Ebacc language pillar
t_ebacmat_94Total number of pupils achieving a standard pass in EBacc mathematics pillar at grade 9-4
t_ebacmat_95Total number of pupils achieving a strong pass in EBacc mathematics pillar at grade 9-5
t_ebacmat_eTotal number of pupils entered for Ebacc mathematics pillar
t_eballsci_ptq_eeTotal number of pupils entered for three of: biology, physics, chemistry, computer science GCSE
t_ebptseng_llTotal sum of pupils point scores for Ebacc English pillar including English literature
t_ebptshumTotal sum of pupils point scores for Ebacc humanities pillar
t_ebptslanTotal sum of pupils point scores for Ebacc language pillar
t_ebptsmatTotal sum of pupils point scores for Ebacc mathematics pillar
t_ebptssciTotal sum of pupils point scores for Ebacc science pillar
t_ent_comb_sciTotal number of pupils entered for combined science
t_ent_hist_geogTotal number of pupils entered for both history and geography
t_entbasicsTotal number of pupils entering English and mathematics GCSEs
t_entered_artTotal number of pupils entered for any arts subject
t_entry_1Total number of pupils entered for at least 1 GCSE or equivalent
t_inp8calcTotal number of pupils included in Progress 8 measure
t_l2basics_94Total number of pupils achieving grades 4 or above in English and mathematics GCSEs
t_l2basics_95Total number of pupils achieving grades 5 or above in English and mathematics GCSEs
t_multilan_eTotal number of pupils entered for more than one modern foreign language
t_open_fillTotal number of open slots filled (all pupils)
t_p8ebacTotal sum of pupils Progress 8 scores for Ebacc element
t_p8engTotal sum of pupils Progress 8 scores for English element
t_p8matTotal sum of pupils Progress 8 scores for mathematics element
t_p8openTotal sum of pupils Progress 8 scores for open element
t_p8scoreTotal sum of pupils Progress 8 scores
t_pupilsTotal number of pupils at the end of key stage 4
t_schoolsTotal number of schools
t_triplesci_eNumber of pupils entered for physics, chemistry and biology
Footnotes
  1. All schools include state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision. Since September 2013, general further education colleges and sixth-form colleges have been able to directly enrol 14 to 16 year-olds. 2014/15 was the first year in which colleges have pupils at the end of key stage 4. From 2016 onwards, entries and achievements for these pupils are included in figures as state-funded schools.
  2. All State-funded schools include local authority maintained mainstream schools, academies, free schools, city technology colleges, further education colleges with provision for 14 to 16 year-olds and state-funded special schools. They exclude independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
  3. State-funded mainstream schools include 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 and alternative provision (including pupil referral units, AP free schools and AP academies as well as state-funded AP placements in other institutions). Further education colleges with 14-16 provision are included in the total figure for all state-funded schools but not in the breakdowns by religious character or school admissions; therefore, figures by religious character or school admissions will not add up to the figure for all state-funded mainstream schools.
  4. Local authority (LA) maintained mainstream schools include community schools, voluntary aided schools, voluntary controlled schools and foundation schools. Schools fully or partially under local authority control that are state-funded, mainly by the Dedicated Schools Grant.
  5. All State-funded special schools include community special schools, foundation special schools, special sponsored academies, special converter academies and special free schools.
  6. All independent schools include non-maintained special schools, independent special schools and independent schools.
  7. State-funded special schools include local authority maintained special schools, academy sponsor led special schools, academy special schools and special free schools. They exclude independent special schools and non-maintained special schools.
  8. Hospital, PRU & AP schools include Community Hospital School, Foundation Hospital School, Pupil Referral Unit, sponsered academies, convertor academies, free school and alternative provision.
  9. Academies and free schools include sponsored academies, converter academies, free schools studio schools and university technical colleges (UTCs).
  10. Most secondary schools educate pupils from year 7 (age 11 to 12) to year 11 (age 15 to 16). Some schools and colleges, such as university technical colleges (UTCs), studio schools or further education colleges with key stage 4 provision, differ in their age range and specialisms and this should be borne in mind when reviewing the performance tables data for these types of provision. For example, Progress 8 measures the Progress made by pupils from the end of year 6 (end of primary school) through to the end of year 11, covering a period of five years. In UTCs, studio schools and some other academies, pupils typically start in year 10, rather than in year 7 as is the case for most secondary schools. This means that, by the end of year 11, pupils in these schools will have typically attended that school for only 2 years, compared to 5 years for pupils in most secondary schools. As a result, the Progress 8 data for these schools is not directly comparable with the Progress 8 data for other schools. UTCs, studio schools and some FE colleges with KS4 provision provide a specialist technical and professional education.  The government’s position is that it is not appropriate to expect the same rates of EBacc entry from these types of provision and that each school should decide on a case by case basis whether its specialist curriculum is compatible with the full EBacc.
  11. School admission basis is taken from GIAS (Get Information About Schools) website and is self-declared by the school. From 2019, school performance tables will identify selective state-funded mainstream schools using GIAS and treat other state-funded mainstream schools as non-selective. School admissions basis is given as at 12 September at the start of the academic year.
  12. Selective schools admit pupils wholly or mainly with reference to ability. These schools are formally designated as grammar schools.
  13. Non selective schools in highly selective areas: Includes all non-selective schools in local authorities with a high level of selection (where 25% or more of state-funded secondary places are in state-funded selective schools). These local authorities are Bexley, Buckinghamshire, Kent, Lincolnshire, Medway, Slough, Southend-on-Sea, Sutton, Torbay, Trafford and Wirral.
  14. Non selective schools in other areas: Includes all non-selective schools that are not in highly selective areas, including those in areas with some selection.
  15. Prior to 2016, school admission basis was taken from the 'Get information about schools' website, which was self-declared by each school and not necessarily a true reflection of a school's admission policy. From 2016, we moved to an alternative classification which will continue into 2017. This is expected to be a more accurate reflection of the current admissions basis of a school. This groups schools into selective schools, non-selective schools in highly selective areas and all other non-selective schools. The selective group covers the same schools as in the previous grouping. Non-selective schools in highly selective areas cover all schools in local authorities where 25% or more of state-funded secondary places are in state-funded selective schools. The all other non-selective schools group includes schools in local authorities with some selection, as well as those with no selection.
  16. Due to one school being recorded under the Hindu religious character, any figures that are not published in the performance tables are suppressed for this grouping.
  17. Religious character is taken from the GIAS (Get information about schools) website and is the legal designation of each school. Any state-funded mainstream schools who do not have their religious character recorded on the GIAS website are recorded in 'no religious character'. This list of religious characters is complete for 2019 data. Religious character is taken from GIAS and are given as at 12 September at the start of the academic year, and is the legal designation of each school.
  18. Since September 2013, general further education (FE) colleges and sixth-form colleges have been able to directly enrol 14- to 16-year-olds. Entries and achievements for these pupils are included in figures as state-funded schools. As FE colleges do not complete the school census, pupils at the end of key stage 4 attending FE colleges are included in the all pupils lines but not in the majority of the characteristics breakdowns. Therefore, there are some cases where the individual characteristics breakdowns will not add up to the all pupils figure. Pupils in FE colleges are included in the free school meals and disadvantaged figures from 2015/16 onwards.
  19. From 2017, new GCSE qualifications in English and mathematics, graded 9-1, are included in performance tables. Points will be allocated to the new GCSEs on a 9-1 point scale corresponding to the new 9 to 1 grades, e.g. a grade 9 will get 9 points in the performance measures. To minimize change, legacy GCSEs and all other qualifications will be mapped onto the 9-1 scale from 2017 (with 8.5 being the maximum points available for legacy GCSEs), rather than mapping new GCSEs onto the 8-1 scale and moving to 9-1 when legacy GCSEs are no longer available. By 2020 all GCSEs will be reformed.
  20. Includes entries and achievements by these pupils in previous academic years.
  21. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  22. Some zero percentages may represent small numbers due to rounding.
  23. z = When an observation is not applicable
  24. : = When data is unavailable for other reasons
  25. 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.
  26. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  27. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  28. 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 
  29. 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.
  30. 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.
  31. 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.
  32. 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.
  33. 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.
  34. 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.
  35. 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.
  36. 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.
  37. 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.
  38. In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.
  39. The open element contains the three highest point scores in any three other subjects, including English language or literature (if not counted in the English slot), further GCSE qualifications (including English Baccalaureate subjects) or any other non-GCSE qualifications on the DfE approved list.
  40. Average number of slots filled that contains U grades or other qualifications scoring 0 points are counted as a non-filled slot.

KS4 parliamentary constituency of school location data

Filename
1920_pcon_sl_data.csv
Geographic levels
Parliamentary Constituency
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

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 of pupils entering the English Baccalaureate
pt_entbasicsPercentage of pupils entering English and Mathematics GCSEs
pt_l2basics_94Percentage of pupils achieving grades 4 or above in English and Mathematics GCSEs
pt_l2basics_95Percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_att8Total sum of pupils Attainment 8 scores
t_ebacc_94Total number of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_95Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_e_ptq_eeTotal number of pupils entering the English Baccalaureate
t_ebaccapsTotal EBacc APS score of pupils
t_entbasicsTotal number of pupils entering English and Mathematics GCSEs
t_l2basics_94Total number of pupils achieving grades 4 or above in English and Mathematics GCSEs
t_l2basics_95Total number of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_pupilsTotal number of pupils at the end of key stage 4
t_schoolsTotal number of schools
Footnotes
  1. 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.
  2. 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.
  3. Includes entries and achievements by these pupils in previous academic years.
  4. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  5. Some zero percentages may represent small numbers due to rounding.
  6. z = When an observation is not applicable
  7. : = When data is unavailable for other reasons
  8. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  9. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  10. 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 
  11. Progress 8 data is not being published using 2019/20 data because of the cancellation of GCSE exams. Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 for pupils in similar prior Attainment groups) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress for 2020.
  12. Attainment 8 and Progress 8 are part of the secondary accountability system that was implemented for all schools from 2016. Attainment 8 measures pupils’ Attainment across 8 qualifications including maths, English, three ebacc qualifications and three further GCSE or non-GCSE qualifications. From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This helped to minimise fluctuations in the average Attainment 8 scores following the phased introduction of 9-1 reformed GCSEs. These differences should be considered when comparing Attainment 8 scores between 2016-2019. In 2020, the majority of Attainment 8 scores are based on qualifications that were awarded via centre assessment grades rather than exams, so they are likely to be higher due to this and are not comparable to previous years.
  13. 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.
  14. 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.
  15. 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.
  16. 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.
  17. 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.
  18. Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
  19. 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.

KS4 subject timeseries data

Filename
1920_subject_timeseries_data.csv
Geographic levels
National
Time period
2009/10 to 2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
91AstarGThe percentage of pupils achieving a grade A*-G/9-1
94AstarCThe percentage of pupils achieving a grade A*-C/9-4
97AstarAThe percentage of pupils achieving a grade A*-A/9-7
9to5The percentage of pupils achieving a grade 9-5
characteristic_genderGender
entriesThe number of pupils entering each exam
grade1The percentage of pupils achieving a grade 1
grade11The percentage of pupils achieving a grade 11
grade2The percentage of pupils achieving a grade 2
grade21The percentage of pupils achieving a grade 21
grade22The percentage of pupils achieving a grade 22
grade3The percentage of pupils achieving a grade 3
grade32The percentage of pupils achieving a grade 32
grade33The percentage of pupils achieving a grade 33
grade4The percentage of pupils achieving a grade 4
grade43The percentage of pupils achieving a grade 43
grade44The percentage of pupils achieving a grade 44
grade5The percentage of pupils achieving a grade 5
grade54The percentage of pupils achieving a grade 54
grade55The percentage of pupils achieving a grade 55
grade6The percentage of pupils achieving a grade 6
grade65The percentage of pupils achieving a grade 65
grade66The percentage of pupils achieving a grade 66
grade7The percentage of pupils achieving a grade 7
grade76The percentage of pupils achieving a grade 76
grade77The percentage of pupils achieving a grade 77
grade8The percentage of pupils achieving a grade 8
grade87The percentage of pupils achieving a grade 87
grade88The percentage of pupils achieving a grade 88
grade9The percentage of pupils achieving a grade 9
grade98The percentage of pupils achieving a grade 98
grade99The percentage of pupils achieving a grade 99
gradeAThe percentage of pupils achieving a grade A
gradeAstarThe percentage of pupils achieving a grade A*
gradeBThe percentage of pupils achieving a grade B
gradeCThe percentage of pupils achieving a grade C
gradeDThe percentage of pupils achieving a grade D
gradeEThe percentage of pupils achieving a grade E
gradeFThe percentage of pupils achieving a grade F
gradeGThe percentage of pupils achieving a grade G
subjectThe subject pupils are entered for
Footnotes
  1. All schools include state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision. Since September 2013, general further education colleges and sixth-form colleges have been able to directly enrol 14 to 16 year-olds. 2014/15 was the first year in which colleges have pupils at the end of key stage 4. From 2016 onwards, entries and achievements for these pupils are included in figures as state-funded schools.
  2. Includes entries and achievements by these pupils in previous academic years.
  3. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  4. The latest year figures are revised, all other years are final.
  5. Total number of entries include pupils who were absent, whose results are pending and results which are ungraded or unclassified.
  6. Figures include attempts and achievements by these pupils in previous academic years where only the best grade in each individual subject is counted per pupil. Where subjects have been combined into a group (e.g. Other Modern Languages) and a pupil has two or more entries, each result in each subject is counted.
  7. z = When an observation is not applicable
  8. : = When data is unavailable for other reasons
  9. 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.
  10. The subject grouping composition file can be found alongside the KS4 data and metadata files under 'Download associated files'.
  11. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  12. 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 
  13. In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.
  14. Discounting has been applied where pupils have taken the same subject more than once. In 2019/20, only Only one entry per subject is counted and we count the entry with the highest grade for results received in Summer 2020. Previously only the first entry grade would count and this is still the case for any results received before Summer 2020. Further information can be found in the secondary accountability guidance where pupils have already entered for an exam within the same subject in 2018/19, first entry rules will still be used. For more on previous years’ discounting methodology prior to 2020, read the Discounting and Early Entry Guidance at: https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-and-point-scores 
  15. Since 2014/15, early entry policy, under which only a pupil’s first attempt at a qualification is counted in performance measures, is extended to all subjects. For Summer 2019/20 results, only a pupils best entry at a qualification is counted in performance measures.
  16. In 2017, new reformed GCSEs (which use the 9-1 grade scale) were introduced into secondary school performance tables in a phased approach. Unreformed subjects continued to be graded using the A* to G system. Information on how the 9 to 1 scale and the A* to G scale are different and not directly comparable is available in the secondary accountability measures guidance. In 2020, all GCSEs are now reformed and use the 9-1 grading scale.

KS4 vocational subject alternative provision data

Filename
1920_ap_vocationaldata.csv
Geographic levels
National
Time period
2019/20
Content

--

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable nameVariable description
Percentage_achieving_level1_passThe percentage of pupils achieving a level 1 pass
Percentage_achieving_level2_passThe percentage of pupils achieving a level 2 pass
subjectThe type of subject
subject_entryThe number of pupils entering each exam
Total_achieving_level1_passThe total number of pupils achieving a level 1 pass
Total_achieving_level2_passThe total number of pupils achieving a level 2 pass
Footnotes
  1. Local authority, region and England (alternative provision) figures only cover achievements in state-funded alternative provision schools (Pupil referral units, AP free schools and AP academies) as well as state-funded AP placements in other institutions including independent schools, non-maintained special schools and settings other than a school. They do not include pupils recently arrived from overseas. The 'England (all schools)' line includes all pupils from state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools and alternative provision.
  2. The subject totals do not sum to the overall total because some pupils enter more than one vocational subject. For example, a pupil that has entered both Art & Design and Business will appear in both the Art & Design and Business totals but will be counted only once in the overall total.
  3. Includes entries and achievements by these pupils in previous academic years.
  4. Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
  5. Some zero percentages may represent small numbers due to rounding.
  6. z = When an observation is not applicable
  7. : = When data is unavailable for other reasons
  8. The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
  9. Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
  10. 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 
  11. Discounting has been applied where pupils have taken the same subject more than once. In 2019/20, only Only one entry per subject is counted and we count the entry with the highest grade for results received in Summer 2020. Previously only the first entry grade would count and this is still the case for any results received before Summer 2020. Further information can be found in the secondary accountability guidance where pupils have already entered for an exam within the same subject in 2018/19, first entry rules will still be used. For more on previous years’ discounting methodology prior to 2020, read the Discounting and Early Entry Guidance at: https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-and-point-scores 
  12. Pupils also registered at an institution included within the Secondary School Performance Tables are excluded from the Alternative Provision data. In 2020, school performance tables have been cancelled and headline performance measures will not be available on the school performance tables website for 2019/20 Attainment data.