Academic year 2022/23

Key stage 4 performance

Data guidance

Published 1 February 2024

Description

This data covers the GCSE results of pupils at the end of Key Stage 4 (KS4) in 2022/23. The data covers the main headline measures of:

Progress 8
Attainment 8
Percentage of pupils achieving 9-5 in English and maths
Percentage of pupils entering the English Baccalaureate
EBacc Average Points Score (EBacc APS)

The data also covers numerous additional measures, depending on the level of data you are looking at.

The publication methodology should be referenced alongside this data. It provides information on the data sources, their coverage and quality, as well as explaining methodology used in producing the data.

Coverage

This data covers the GCSE results of pupils at the end of Key Stage 4 (KS4) in 2022/23. The data is split by establishment type, as well as some data being split by pupil characteristics such as disadvantage status, free school meal status, special educational needs status and ethnicity. The data covers statistics at national, local authority, local authority district and parliamentary constituency level.

File formats and conventions

The data is rounded to either 1 or 2 decimal places, depending on which measure you are looking at. Some of the raw data totals go up to 3 decimal places. No suppression has been applied.

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.

National data

Filename: 2223_national_data_revised.csv
Geographic levels: National
Time period: 2009/10 to 2022/23
Content: National level headline entry and attainment measures broken down by year, detailed school type, gender, prior attainment, school admission type and school religious denomination.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
admission_type	Basis for admission into the school e.g. non-selective schools in other areas, selective schools
avg_att8	Average Attainment 8 score of all pupils
avg_att8_ebac	Average Attainment 8 score of all pupils for Ebacc element
avg_att8_eng	Average Attainment 8 score of all pupils for English element
avg_att8_mat	Average Attainment 8 score of all pupils for mathematics element
avg_att8_open	Average Attainment 8 score of all pupils for open element
avg_att8_open_g	Average Attainment 8 score of all pupils for open element - GCSE only
avg_att8_open_ng	Average Attainment 8 score of all pupils for open element - non-GCSE only
avg_ebac_fill	Average number of Ebacc slots filled (per pupil)
avg_ebaccaps	Average EBacc APS score per pupil
avg_ebptseng_ll	Average point score of all pupils for Ebacc English pillar including English literature
avg_ebptshum	Average point score of all pupils for Ebacc humanities pillar
avg_ebptslan	Average point score of all pupils for Ebacc language pillar
avg_ebptsmat	Average point score of all pupils for Ebacc mathematics pillar
avg_ebptssci	Average point score of all pupils for Ebacc science pillar
avg_open_fill	Average number of open slots filled (per pupil)
avg_p8ebac	Average Progress 8 score of all pupils for Ebacc element
avg_p8eng	Average Progress 8 score of all pupils for English element
avg_p8mat	Average Progress 8 score of all pupils for mathematics element
avg_p8open	Average Progress 8 score of all pupils for open element
avg_p8score	Average Progress 8 score of all pupils
establishment_type	The types of school in the data
gender	Gender
p8ebac_ci_low	Progress 8 lower 95% confidence interval for Ebacc element
p8ebac_ci_upp	Progress 8 upper 95% confidence interval for Ebacc element
p8eng_ci_low	Progress 8 lower 95% confidence interval for English element
p8eng_ci_upp	Progress 8 upper 95% confidence interval for English element
p8mat_ci_low	Progress 8 lower 95% confidence interval for mathematics element
p8mat_ci_upp	Progress 8 upper 95% confidence interval for mathematics element
p8open_ci_low	Progress 8 lower 95% confidence interval for open element
p8open_ci_upp	Progress 8 upper 95% confidence interval for open element
p8score_ci_low	Progress 8 lower 95% confidence interval
p8score_ci_upp	Progress 8 upper 95% confidence interval
prior_attainment	Attainment level assigned to pupil based on their KS2 results
pt_anypass	Percentage of pupils achieving any passes at GCSE or equivalent
pt_ebac2sci_94	Percentage of pupils achieving a pass in EBacc science pillar at grade 9-4
pt_ebac2sci_95	Percentage of pupils achieving a pass in EBacc science pillar at grade 9-5
pt_ebac2sci_e	Percentage of pupils entered for Ebacc science pillar
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage of pupils entering the English Baccalaureate
pt_ebaccsubjent_0	Percentage of pupils entering 0 components of the English Baccalaureate
pt_ebaccsubjent_1	Percentage of pupils entering 1 components of the English Baccalaureate
pt_ebaccsubjent_2	Percentage of pupils entering 2 components of the English Baccalaureate
pt_ebaccsubjent_3	Percentage of pupils entering 3 components of the English Baccalaureate
pt_ebaccsubjent_4	Percentage of pupils entering 4 components of the English Baccalaureate
pt_ebaceng_94	Percentage of pupils achieving a standard pass in EBacc English pillar at grade 9-4
pt_ebaceng_95	Percentage of pupils achieving a strong pass in EBacc English pillar at grade 9-5
pt_ebaceng_e	Percentage of pupils entered for Ebacc English pillar
pt_ebachum_94	Percentage of pupils achieving a pass in EBacc humanities pillar at grade 9-4
pt_ebachum_95	Percentage of pupils achieving a pass in EBacc humanities pillar at grade 9-5
pt_ebachum_e	Percentage of pupils entered for Ebacc humanities pillar
pt_ebaclan_94	Percentage of pupils achieving a pass in EBacc language pillar at grade 9-4
pt_ebaclan_95	Percentage of pupils achieving a pass in EBacc language pillar at grade 9-5
pt_ebaclan_e	Percentage of pupils entered for Ebacc language pillar
pt_ebacmat_94	Percentage of pupils achieving a standard pass in EBacc mathematics pillar at grade 9-4
pt_ebacmat_95	Percentage of pupils achieving a strong pass in EBacc mathematics pillar at grade 9-5
pt_ebacmat_e	Percentage of pupils entered for Ebacc mathematics pillar
pt_eballsci_ptq_ee	Percentage of pupils entered for three of: biology, physics, chemistry, computer science GCSE
pt_ent_comb_sci	Percentage of pupils entered for combined science
pt_ent_hist_geog	Percentage of pupils entered for both history and geography
pt_entbasics	Percentage of pupils entering English and mathematics GCSEs
pt_entered_art	Percentage of pupils entered for any arts subject
pt_entered_arts_qual	Percentage of pupils entered for any arts qualificatiom
pt_entered_music_qual	Percentage of pupils entered for music qualification
pt_entry_1	Percentage of pupils entered for at least 1 GCSE or equivalent
pt_l2basics_94	Percentage of pupils achieving grades 4 or above in English and mathematics GCSEs
pt_l2basics_95	Percentage of pupils achieving grades 5 or above in English and mathematics GCSEs
pt_multilan_e	Percentage of pupils entered for more than one modern foreign language
pt_triplesci_e	Percentage of pupils entered for physics, chemistry and biology
religious_denomination	Religious denomination of school
t_anypass	Total number of pupils achieving any passes at GCSE or equivalent
t_att8	Total sum of pupils Attainment 8 scores
t_att8_ebac	Total sum of pupils Attainment 8 scores for Ebacc element
t_att8_eng	Total sum of pupils Attainment 8 scores for English element
t_att8_mat	Total sum of pupils Attainment 8 scores for mathematics element
t_att8_open	Total sum of pupils Attainment 8 scores for open element
t_att8_open_g	Total sum of pupils Attainment 8 scores for open element - GCSE only
t_att8_open_ng	Total sum of pupils Attainment 8 scores for open element - non-GCSE only
t_ebac_fill	Total number of Ebacc slots filled (all pupils)
t_ebac2sci_94	Total number of pupils achieving a pass in EBacc science pillar at grade 9-4
t_ebac2sci_95	Total number of pupils achieving a pass in EBacc science pillar at grade 9-5
t_ebac2sci_e	Total number of pupils entered for Ebacc science pillar
t_ebacc_94	Total number of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
t_ebacc_e_ptq_ee	Total number of pupils entering the English Baccalaureate
t_ebaccaps	Total EBacc APS score of pupils
t_ebaccsubjent_0	Total number of pupils entering 0 components of the English Baccalaureate
t_ebaccsubjent_1	Total number of pupils entering 1 components of the English Baccalaureate
t_ebaccsubjent_2	Total number of pupils entering 2 components of the English Baccalaureate
t_ebaccsubjent_3	Total number of pupils entering 3 components of the English Baccalaureate
t_ebaccsubjent_4	Total number of pupils entering 4 components of the English Baccalaureate
t_ebaceng_94	Total number of pupils achieving a standard pass in EBacc English pillar at grade 9-4
t_ebaceng_95	Total number of pupils achieving a strong pass in EBacc English pillar at grade 9-5
t_ebaceng_e	Total number of pupils entered for Ebacc English pillar
t_ebachum_94	Total number of pupils achieving a pass in EBacc humanities pillar at grade 9-4
t_ebachum_95	Total number of pupils achieving a pass in EBacc humanities pillar at grade 9-5
t_ebachum_e	Total number of pupils entered for Ebacc humanities pillar
t_ebaclan_94	Total number of pupils achieving a pass in EBacc language pillar at grade 9-4
t_ebaclan_95	Total number of pupils achieving a pass in EBacc language pillar at grade 9-5
t_ebaclan_e	Total number of pupils entered for Ebacc language pillar
t_ebacmat_94	Total number of pupils achieving a standard pass in EBacc mathematics pillar at grade 9-4
t_ebacmat_95	Total number of pupils achieving a strong pass in EBacc mathematics pillar at grade 9-5
t_ebacmat_e	Total number of pupils entered for Ebacc mathematics pillar
t_eballsci_ptq_ee	Total number of pupils entered for three of: biology, physics, chemistry, computer science GCSE
t_ebptseng_ll	Total sum of pupils point scores for Ebacc English pillar including English literature
t_ebptshum	Total sum of pupils point scores for Ebacc humanities pillar
t_ebptslan	Total sum of pupils point scores for Ebacc language pillar
t_ebptsmat	Total sum of pupils point scores for Ebacc mathematics pillar
t_ebptssci	Total sum of pupils point scores for Ebacc science pillar
t_ent_comb_sci	Total number of pupils entered for combined science
t_ent_hist_geog	Total number of pupils entered for both history and geography
t_entbasics	Total number of pupils entering English and mathematics GCSEs
t_entered_art	Total number of pupils entered for any arts subject
t_entered_arts_qual	Total number of pupils entered for any arts qualification
t_entered_music_qual	Total number of pupils entered for music qualification
t_entry_1	Total number of pupils entered for at least 1 GCSE or equivalent
t_inp8calc	Total number of pupils included in Progress 8 measure
t_l2basics_94	Total number of pupils achieving grades 4 or above in English and mathematics GCSEs
t_l2basics_95	Total number of pupils achieving grades 5 or above in English and mathematics GCSEs
t_multilan_e	Total number of pupils entered for more than one modern foreign language
t_open_fill	Total number of open slots filled (all pupils)
t_p8ebac	Total sum of pupils Progress 8 scores for Ebacc element
t_p8eng	Total sum of pupils Progress 8 scores for English element
t_p8mat	Total sum of pupils Progress 8 scores for mathematics element
t_p8open	Total sum of pupils Progress 8 scores for open element
t_p8score	Total sum of pupils Progress 8 scores
t_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools
t_triplesci_e	Number of pupils entered for physics, chemistry and biology

Footnotes

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.
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.
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.
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.
All State-funded special schools include community special schools, foundation special schools, special sponsored academies, special converter academies and special free schools.
All independent schools include non-maintained special schools, independent special schools and independent schools.
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.
Hospital, PRU & AP schools include Community Hospital School, Foundation Hospital School, Pupil Referral Unit, sponsored academies, convertor academies, free school and alternative provision.
Academies and free schools include sponsored academies, converter academies, free schools, studio schools and university technical colleges (UTCs).
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.
Selective schools admit pupils wholly or mainly with reference to ability. These schools are formally designated as grammar schools.
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.
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.
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'. 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.
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.
Some zero percentages may represent small numbers due to rounding.
z = When an observation is not applicable
: = When data is unavailable for other reasons
In 2020 and 2021 Progress 8 data was not published because of the cancellation of GCSE exams (due to COVID-19). Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 score for pupils with similar prior attainment) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress. Progress 8 was reintroduced from 2022.
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.
EBacc sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
Reformed GCSEs were introduced in phases for first examination between 2017 and 2020. The last phase of reformed GCSEs was first examined in 2022. This was due to the cancellation of exams and assessments in summer 2020 and 2021 due to the impact of the pandemic. All GCSEs now use the 9-1 grading system. Results for 2020 and 2021 are not comparable with earlier years due to the cancellation of exams (due to Covid-19) and changes to way GCSE grades were awarded in those years. GCSE exams returned in 2022 and grades were awarded at a midpoint between 2021 and pre-pandemic grading. Changes were made to the methodology for calculating performance data due to the commitment not to use qualification results awarded between January 2020 and August 2021 in future measures. In 2023 there was a return to pre-pandemic grading, with some protections.
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.
Average number of slots filled that contains U grades or other qualifications scoring 0 points are counted as a non-filled slot.
Sub totals may not sum to the grand total due to a small number of pupils with missing information e.g. for SEN, EAL, prior attainment level, religious denomination and admission type.
Subjects included in the 'entered art' indicator include: Applied Art and Design, Art and Design, Drama, Media/Film/TV, Music, Dance and Performing Arts.

Go to top

National characteristics data

Filename: 2223_national_char_data_revised.csv
Geographic levels: National
Time period: 2018/19 to 2022/23
Content: National level headline entry and attainment measures broken down by year, detailed school type, gender, major and minor ethnicity, free school meal eligibility, special educational need status and description, primary need, disadvantaged status, first language, school admission type and school religious denomination.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
admission_type	Basis for admission into the school e.g. non-selective schools in other areas, selective schools
all_primary_need	Primary need grouping
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
avg_p8score	Average Progress 8 score of all pupils
disadvantage	Disadvantaged status
establishment_type	The types of school in the data
ethnicity_major	Major ethnic group
ethnicity_minor	Minor ethnic group
first_language	English as an Additional Language status
free_school_meals	Free school meal eligibility
gender	Gender
p8score_ci_low	Progress 8 lower 95% confidence interval
p8score_ci_upp	Progress 8 upper 95% confidence interval
primary_need	All 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)
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage of pupils entering the English Baccalaureate
pt_entbasics	Percentage of pupils entering English and mathematics GCSEs
pt_l2basics_94	Percentage of pupils achieving grades 4 or above in English and mathematics GCSEs
pt_l2basics_95	Percentage of pupils achieving grades 5 or above in English and mathematics GCSEs
religious_denomination	Religious denomination of school
sen_description	Special Educational Needs description
sen_status	Special Educational Needs status
t_att8	Total sum of pupils Attainment 8 scores
t_ebacc_94	Total number of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
t_ebacc_e_ptq_ee	Total number of pupils entering the English Baccalaureate
t_ebaccaps	Total EBacc APS score of pupils
t_entbasics	Total number of pupils entering English and mathematics GCSEs
t_inp8calc	Total number of pupils included in Progress 8 measure
t_l2basics_94	Total number of pupils achieving grades 4 or above in English and mathematics GCSEs
t_l2basics_95	Total number of pupils achieving grades 5 or above in English and mathematics GCSEs
t_p8score	Total sum of pupils Progress 8 scores
t_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

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.
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.
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.
All State-funded special schools include community special schools, foundation special schools, special sponsored academies, special converter academies and special free schools.
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.
Academies and free schools include sponsored academies, converter academies, free schools, studio schools and university technical colleges (UTCs).
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.
Selective schools admit pupils wholly or mainly with reference to ability. These schools are formally designated as grammar schools.
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.
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.
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'. 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.
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.
Some zero percentages may represent small numbers due to rounding.
z = When an observation is not applicable
: = When data is unavailable for other reasons
In 2020 and 2021 Progress 8 data was not published because of the cancellation of GCSE exams (due to COVID-19). Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 score for pupils with similar prior attainment) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress. Progress 8 was reintroduced from 2022.
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.
Reformed GCSEs were introduced in phases for first examination between 2017 and 2020. The last phase of reformed GCSEs was first examined in 2022. This was due to the cancellation of exams and assessments in summer 2020 and 2021 due to the impact of the pandemic. All GCSEs now use the 9-1 grading system. Results for 2020 and 2021 are not comparable with earlier years due to the cancellation of exams (due to Covid-19) and changes to way GCSE grades were awarded in those years. GCSE exams returned in 2022 and grades were awarded at a midpoint between 2021 and pre-pandemic grading. Changes were made to the methodology for calculating performance data due to the commitment not to use qualification results awarded between January 2020 and August 2021 in future measures. In 2023 there was a return to pre-pandemic grading, with some protections.
English as an additional language (EAL) unclassified includes pupils whom first language was not obtained, refused or could not be determined.
English includes pupils whose first language is English and pupils whose first language is not known but believed to be English.
Other than English includes pupils whose first language is other than English and pupils whose first language is not known but believed to be other than English.
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 'FSM all other’.
Sub totals may not sum to the grand total due to a small number of pupils with missing information e.g. for SEN, EAL, prior attainment level, religious denomination and admission type.
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.
Disadvantaged all other includes pupils for whom free school meal eligibility could not be determined.
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.
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.
All pupils with a primary need (from 2014/15 onwards this consisted of pupils flagged as SEN with a statement, EHC plan, SEN support).
'Total' includes pupils for whom Free School Meal eligibility (FSM), Special Educational Needs status (SEN provision) or SEN primary need 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.
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 at this link: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
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.
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.
'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'.
Unclassified ethnicity includes pupils whom ethnicity was not obtained, refused or could not be determined.

Go to top

National characteristics summary

Filename: 2223_characteristics_summary_data_revised.csv
Geographic levels: National
Time period: 2018/19 to 2022/23
Content: National level headline entry and attainment measures broken down by year, detailed school type, gender, major and minor ethnicity, free school meal eligibility, special educational need status and description, primary need, disadvantaged status, first language, school admission type and school religious denomination.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
avg_p8score	Average Progress 8 score of all pupils
characteristic	The characteristic of the pupil
p8score_ci_low	Progress 8 lower 95% confidence interval
p8score_ci_upp	Progress 8 upper 95% confidence interval
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage of pupils entering the English Baccalaureate
pt_entbasics	Percentage of pupils entering English and mathematics GCSEs
pt_l2basics_94	Percentage of pupils achieving grades 4 or above in English and mathematics GCSEs
pt_l2basics_95	Percentage of pupils achieving grades 5 or above in English and mathematics GCSEs
t_att8	Total sum of pupils Attainment 8 scores
t_ebacc_94	Total number of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
t_ebacc_e_ptq_ee	Total number of pupils entering the English Baccalaureate
t_ebaccaps	Total EBacc APS score of pupils
t_entbasics	Total number of pupils entering English and mathematics GCSEs
t_inp8calc	Total number of pupils included in Progress 8 measure
t_l2basics_94	Total number of pupils achieving grades 4 or above in English and mathematics GCSEs
t_l2basics_95	Total number of pupils achieving grades 5 or above in English and mathematics GCSEs
t_p8score	Total sum of pupils Progress 8 scores
t_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

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.
Some zero percentages may represent small numbers due to rounding.
z = When an observation is not applicable
In 2020 and 2021 Progress 8 data was not published because of the cancellation of GCSE exams (due to COVID-19). Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 score for pupils with similar prior attainment) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress. Progress 8 was reintroduced from 2022.
English as an additional language (EAL) unclassified includes pupils whom first language was not obtained, refused or could not be determined.
English includes pupils whose first language is English and pupils whose first language is not known but believed to be English.
Other than English includes pupils whose first language is other than English and pupils whose first language is not known but believed to be other than English.
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 'FSM all other’.
Sub totals may not sum to the grand total due to a small number of pupils with missing information e.g. for SEN, EAL, prior attainment level, religious denomination and admission type.
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.
Disadvantaged all other includes pupils for whom free school meal eligibility could not be determined.
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.
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.
All pupils with a primary need (from 2014/15 onwards this consisted of pupils flagged as SEN with a statement, EHC plan, SEN support).
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 at this link: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
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.
Unclassified ethnicity includes pupils whom ethnicity was not obtained, refused or could not be determined.

Go to top

Local authority data

Filename: 2223_la_data_revised.csv
Geographic levels: Local authority; National; Regional
Time period: 2018/19 to 2022/23
Content: Local authority and regional level headline entry and attainment measures for the latest year broken down gender. State-funded schools only.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_att8_ebac	Average Attainment 8 score per pupil in Ebacc subjects
avg_att8_eng	Average Attainment 8 score per pupil in English
avg_att8_mat	Average Attainment 8 score per pupil in Mathematics
avg_att8_open	Average score per pupil from open Attainment 8 slots
avg_att8_open_g	Average score per pupil from GCSEs in open Attainment 8 slots
avg_att8_open_ng	Average score per pupil from non-GCSEs in open Attainment 8 slots
avg_ebac_fill	Average number of Ebacc slots filled
avg_ebaccaps	Average EBacc APS score per pupil
avg_ebptseng_ll	Average point score in English EBacc subject area including English literature
avg_ebptshum	Average highest point score in Humanities EBacc subject area
avg_ebptslan	Average highest point score in Languages EBacc subject area
avg_ebptsmat	Average point score in Mathematics EBacc subject area
avg_ebptssci	Average point score in Science EBacc subject area
avg_open_fill	Average number of Open slots filled
avg_p8ebac	Average Progress 8 score of all pupils for Ebacc element
avg_p8eng	Average Progress 8 score of all pupils for English element
avg_p8mat	Average Progress 8 score of all pupils for mathematics element
avg_p8open	Average Progress 8 score of all pupils for open element
avg_p8score	Average Progress 8 score of all pupils
gender	Gender
p8ebac_ci_low	Progress 8 lower 95% confidence interval for Ebacc element
p8ebac_ci_upp	Progress 8 upper 95% confidence interval for Ebacc element
p8eng_ci_low	Progress 8 lower 95% confidence interval for English element
p8eng_ci_upp	Progress 8 upper 95% confidence interval for English element
p8mat_ci_low	Progress 8 lower 95% confidence interval for mathematics element
p8mat_ci_upp	Progress 8 upper 95% confidence interval for mathematics element
p8open_ci_low	Progress 8 lower 95% confidence interval for open element
p8open_ci_upp	Progress 8 upper 95% confidence interval for open element
p8score_ci_low	Progress 8 lower 95% confidence interval
p8score_ci_upp	Progress 8 upper 95% confidence interval
pt_anypass	Percentage of pupils achieving any passes at GCSE or equivalent
pt_ebac2sci_94	Percentage of pupils achieving grade 4 or above in Ebacc Science component
pt_ebac2sci_95	Percentage of pupils achieving grade 5 or above in Ebacc Science component
pt_ebac2sci_e	Percentage of pupils entered for Ebacc Science
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage of pupils entering the English Baccalaureate
pt_ebaceng_94	Percentage of pupils achieving grade 4 or above in Ebacc English component
pt_ebaceng_95	Percentage of pupils achieving grade 5 or above in Ebacc English component
pt_ebaceng_e	Percentage of pupils entered for Ebacc English
pt_ebachum_94	Percentage of pupils achieving grade 4 or above in Ebacc Humanities component
pt_ebachum_95	Percentage of pupils achieving grade 5 or above in Ebacc Humanities component
pt_ebachum_e	Percentage of pupils entered for Ebacc Humanities (Geography or History)
pt_ebaclan_94	Percentage of pupils achieving grade 4 or above in Ebacc Languages component
pt_ebaclan_95	Percentage of pupils achieving grade 5 or above in Ebacc Languages component
pt_ebaclan_e	Percentage of pupils entered for Ebacc Languages
pt_ebacmat_94	Percentage of pupils achieving grade 4 or above in Ebacc Mathematics component
pt_ebacmat_95	Percentage of pupils achieving grade 5 or above in Ebacc Mathematics component
pt_ebacmat_e	Percentage of pupils entered for Ebacc Mathematics
pt_entbasics	Percentage of pupils entering English and Mathematics GCSEs
pt_entry_1	Percentage of pupils entering GCSEs or equivalents
pt_l2basics_94	Percentage of pupils achieving grades 4 or above in English and Mathematics GCSEs
pt_l2basics_95	Percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_anypass	Total number of pupils achieving any passes at GCSE or equivalent
t_att8	Total sum of pupils Attainment 8 scores
t_att8_ebac	Total Attainment 8 score in Ebacc subjects
t_att8_eng	Total Attainment 8 score in English
t_att8_mat	Total Attainment 8 score in Mathematics
t_att8_open	Total score from open Attainment 8 slots
t_att8_open_g	Total score from GCSEs in open Attainment 8 slots
t_att8_open_ng	Total score from non-GCSEs in open Attainment 8 slots
t_ebac_fill	Total number of Ebacc slots filled
t_ebac2sci_94	Total number of pupils achieving grade 4 or above in Ebacc Science component
t_ebac2sci_95	Total number of pupils achieving grade 5 or above in Ebacc Science component
t_ebac2sci_e	Total number of pupils entered for Ebacc Science
t_ebacc_94	Total number of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
t_ebacc_e_ptq_ee	Total number of pupils entering the English Baccalaureate
t_ebaccaps	Total EBacc APS score of pupils
t_ebaceng_94	Total number of pupils achieving grade 4 or above in Ebacc English component
t_ebaceng_95	Total number of pupils achieving grade 5 or above in Ebacc English component
t_ebaceng_e	Total number of pupils entered for Ebacc English
t_ebachum_94	Total number of pupils achieving grade 4 or above in Ebacc Humanities component
t_ebachum_95	Total number of pupils achieving grade 5 or above in Ebacc Humanities component
t_ebachum_e	Total number of pupils entered for Ebacc Humanities (Geography or History)
t_ebaclan_94	Total number of pupils achieving grade 4 or above in Ebacc Languages component
t_ebaclan_95	Total number of pupils achieving grade 5 or above in Ebacc Languages component
t_ebaclan_e	Total number of pupils entered for Ebacc Languages
t_ebacmat_94	Total number of pupils achieving grade 4 or above in Ebacc Mathematics component
t_ebacmat_95	Total number of pupils achieving grade 5 or above in Ebacc Mathematics component
t_ebacmat_e	Total number of pupils entered for Ebacc Mathematics
t_ebptseng_ll	Total point score in English EBacc subject area including English literature
t_ebptshum	Total highest point score in Humanities EBacc subject area
t_ebptslan	Total highest point score in Languages EBacc subject area
t_ebptsmat	Total point score in Mathematics EBacc subject area
t_ebptssci	Total point score in Science EBacc subject area
t_entbasics	Total number of pupils entering English and Mathematics GCSEs
t_entry_1	Total number of pupils entering GCSEs or equivalents
t_inp8calc	Total number of pupils included in Progress 8 measure
t_l2basics_94	Total number of pupils achieving grades 4 or above in English and Mathematics GCSEs
t_l2basics_95	Total number of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_open_fill	Total number of Open slots filled
t_p8ebac	Total sum of pupils Progress 8 scores for Ebacc element
t_p8eng	Total sum of pupils Progress 8 scores for English element
t_p8mat	Total sum of pupils Progress 8 scores for mathematics element
t_p8open	Total sum of pupils Progress 8 scores for open element
t_p8score	Total sum of pupils Progress 8 scores
t_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

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.
Some zero percentages may represent small numbers due to rounding.
z = When an observation is not applicable
: = When data is unavailable for other reasons
c = a cell that has been suppressed due to low number of pupils. Suppression was applied where deemed necessary for all data up to 2018/19. For 2019/20, DfE suppression policy changed. For 2020 and 2021 results 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 either summer 2020 or summer 2021 exam grades awarded. Data has not being supressed at local authority or national level from 2022 onwards.
In 2020 and 2021 Progress 8 data was not published because of the cancellation of GCSE exams (due to COVID-19). Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 score for pupils with similar prior attainment) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress. Progress 8 was reintroduced from 2022.
EBacc sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
Reformed GCSEs were introduced in phases for first examination between 2017 and 2020. The last phase of reformed GCSEs was first examined in 2022. This was due to the cancellation of exams and assessments in summer 2020 and 2021 due to the impact of the pandemic. All GCSEs now use the 9-1 grading system. Results for 2020 and 2021 are not comparable with earlier years due to the cancellation of exams (due to Covid-19) and changes to way GCSE grades were awarded in those years. GCSE exams returned in 2022 and grades were awarded at a midpoint between 2021 and pre-pandemic grading. Changes were made to the methodology for calculating performance data due to the commitment not to use qualification results awarded between January 2020 and August 2021 in future measures. In 2023 there was a return to pre-pandemic grading, with some protections.
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.
Average number of slots filled that contains U grades or other qualifications scoring 0 points are counted as a non-filled slot.
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.
City of London does not have any state funded secondary schools, therefore there are no entries present in the data for this local authority.
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.
In 2021, two new local authorities were introduced (North Northamptonshire and West Northamptonshire) which replaced Northamptonshire.
In 2023, two new local authorities were introduced (Cumberland and Westmorland & Furness) which replaced Cumbria.
Gateshead district boundary was changed in 2014. The local authority district code was changed from E08000020 to E08000037 to reflect this.

Go to top

Local authority characteristics data

Filename: 2223_la_char_data_revised.csv
Geographic levels: Local authority; National; Regional
Time period: 2018/19 to 2022/23
Content: Local authority and regional level headline entry and attainment measures for the latest year broken down by gender, major and minor ethnicity, free school meal eligibility, special educational need status and description, disadvantaged status and first language. State-funded schools only.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
avg_p8score	Average Progress 8 score of all pupils
disadvantage	Disadvantaged status
ethnicity_major	Major ethnic group
ethnicity_minor	Minor ethnic group
first_language	English as an Additional Language status
free_school_meals	Free school meal eligibility
gender	Gender
p8score_ci_low	Progress 8 lower 95% confidence interval
p8score_ci_upp	Progress 8 upper 95% confidence interval
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage of pupils entering the English Baccalaureate
pt_entbasics	Percentage of pupils entering English and mathematics GCSEs
pt_l2basics_94	Percentage of pupils achieving grades 4 or above in English and mathematics GCSEs
pt_l2basics_95	Percentage of pupils achieving grades 5 or above in English and mathematics GCSEs
sen_description	Special Educational Needs description
sen_status	Special Educational Needs status
t_att8	Total sum of pupils Attainment 8 scores
t_ebacc_94	Total number of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
t_ebacc_e_ptq_ee	Total number of pupils entering the English Baccalaureate
t_ebaccaps	Total EBacc APS score of pupils
t_entbasics	Total number of pupils entering English and mathematics GCSEs
t_inp8calc	Total number of pupils included in Progress 8 measure
t_l2basics_94	Total number of pupils achieving grades 4 or above in English and mathematics GCSEs
t_l2basics_95	Total number of pupils achieving grades 5 or above in English and mathematics GCSEs
t_p8score	Total sum of pupils Progress 8 scores
t_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

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.
Some zero percentages may represent small numbers due to rounding.
z = When an observation is not applicable
: = When data is unavailable for other reasons
c = a cell that has been suppressed due to low number of pupils. Suppression was applied where deemed necessary for all data up to 2018/19. For 2019/20, DfE suppression policy changed. For 2020 and 2021 results 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 either summer 2020 or summer 2021 exam grades awarded. Data has not being supressed at local authority or national level from 2022 onwards.
In 2020 and 2021 Progress 8 data was not published because of the cancellation of GCSE exams (due to COVID-19). Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 score for pupils with similar prior attainment) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress. Progress 8 was reintroduced from 2022.
Reformed GCSEs were introduced in phases for first examination between 2017 and 2020. The last phase of reformed GCSEs was first examined in 2022. This was due to the cancellation of exams and assessments in summer 2020 and 2021 due to the impact of the pandemic. All GCSEs now use the 9-1 grading system. Results for 2020 and 2021 are not comparable with earlier years due to the cancellation of exams (due to Covid-19) and changes to way GCSE grades were awarded in those years. GCSE exams returned in 2022 and grades were awarded at a midpoint between 2021 and pre-pandemic grading. Changes were made to the methodology for calculating performance data due to the commitment not to use qualification results awarded between January 2020 and August 2021 in future measures. In 2023 there was a return to pre-pandemic grading, with some protections.
English includes pupils whose first language is English and pupils whose first language is not known but believed to be English.
Other than English includes pupils whose first language is other than English and pupils whose first language is not known but believed to be other than English.
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 'FSM all other’.
Sub totals may not sum to the grand total due to a small number of pupils with missing information e.g. for SEN, EAL, prior attainment level, religious denomination and admission type.
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.
Disadvantaged all other includes pupils for whom free school meal eligibility could not be determined.
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.
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.
'Total' includes pupils for whom Free School Meal eligibility (FSM), Special Educational Needs status (SEN provision) or SEN primary need 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.
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 at this link: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
'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'.
Unclassified ethnicity includes pupils whom ethnicity was not obtained, refused or could not be determined.
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.
City of London does not have any state funded secondary schools, therefore there are no entries present in the data for this local authority.
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.
In 2021, two new local authorities were introduced (North Northamptonshire and West Northamptonshire) which replaced Northamptonshire.
In 2023, two new local authorities were introduced (Cumberland and Westmorland & Furness) which replaced Cumbria.

Go to top

Subject pupil level data

Filename: 2223_subject_pupil_level_data_revised.csv
Geographic levels: National
Time period: 2022/23
Content: National level entries and grade thresholds for the latest year broken down by subject, gender, detailed school type and qualification type e.g. GCSEs, AS levels and vocational.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
admission_type	Basis for admission into the school
establishment_type	The types of school in the data
gender	Gender
grade	The grade a pupil achieves
number_achieving	The number of pupils achieving the designated grade
percentage_achieving	The percentage of pupils achieving the designated grade
qualification_type	The type of qualification being taken by a pupil
religious_denomination	Religious denomination of school
subject	The type of subject

Footnotes

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.
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.
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.
All State-funded special schools include community special schools, foundation special schools, special sponsored academies, special converter academies and special free schools.
All independent schools include non-maintained special schools, independent special schools and independent schools.
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.
Hospital, PRU & AP schools include Community Hospital School, Foundation Hospital School, Pupil Referral Unit, sponsored academies, convertor academies, free school and alternative provision.
Academies and free schools include sponsored academies, converter academies, free schools, studio schools and university technical colleges (UTCs).
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.
Selective schools admit pupils wholly or mainly with reference to ability. These schools are formally designated as grammar schools.
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.
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.
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'. 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.
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.
Some zero percentages may represent small numbers due to rounding.
z = When an observation is not applicable
Any science includes Astronomy, Electronics, Environmental Science and Geology.
Only GCSEs and established GCSE equivalents (Cambridge International certificates and Edexcel level 1/2 certificates) are included in this data. Excludes Double Awards.
Discounting has been applied where pupils have taken the same subject more than once. In 2021/22, with the return of the exam series, first entry rules were reintroduced for discounting. Further information can be found in the secondary accountability guidance. For more on the discounting methodology read the Discounting and Early Entry Guidance.
Since 2014/15, the early entry policy where only a pupil’s first attempt at a qualification is counted in performance measures was extended to all subjects.
Combined Science GCSE is a Double Award and is included in this table for the purpose of comparison with other Science subjects.

Go to top

Subject pupil level characteristic data

Filename: 2223_subject_pupil_level_char_data_revised.csv
Geographic levels: National
Time period: 2022/23
Content: National level entries and grade thresholds for the latest year broken down by subject, gender, various pupil characteristics and qualification type e.g. GCSEs, AS levels and vocational, for state-funded schools.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
breakdown	Characteristic
gender	Gender
grade	The grade a pupil achieves
number_achieving	The number of pupils achieving the designated grade
percentage_achieving	The percentage of pupils achieving the designated grade
qualification_type	The type of qualification being taken by a pupil
subject	The type of subject

Footnotes

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.
z = When an observation is not applicable
English as an additional language (EAL) unclassified includes pupils whom first language was not obtained, refused or could not be determined.
English includes pupils whose first language is English and pupils whose first language is not known but believed to be English.
Other than English includes pupils whose first language is other than English and pupils whose first language is not known but believed to be other than English.
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 'FSM all other’.
Sub totals may not sum to the grand total due to a small number of pupils with missing information e.g. for SEN, EAL, prior attainment level, religious denomination and admission type.
'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'.
Unclassified ethnicity includes pupils whom ethnicity was not obtained, refused or could not be determined.
Discounting has been applied where pupils have taken the same subject more than once. In 2021/22, with the return of the exam series, first entry rules were reintroduced for discounting. Further information can be found in the secondary accountability guidance. For more on the discounting methodology read the Discounting and Early Entry Guidance.
Combined Science GCSE is a Double Award and is included in this table for the purpose of comparison with other Science subjects.

Go to top

Subject pupil level local authority data

Filename: 2223_subject_pupil_level_la_data_revised.csv
Geographic levels: Local authority; National; Regional
Time period: 2022/23
Content: Local authority and regional level entries and grade thresholds for the latest year broken down by subject, gender and qualification type e.g. GCSEs, AS levels and vocational, for state-funded schools.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
gender	Gender
grade	The grade a pupil achieves
number_achieving	The number of pupils achieving the designated grade
percentage_achieving	The percentage of pupils achieving the designated grade
qualification_type	The type of qualification being taken by a pupil
subject	The type of subject

Footnotes

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.
z = When an observation is not applicable
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.
City of London does not have any state funded secondary schools, therefore there are no entries present in the data for this local authority.
Discounting has been applied where pupils have taken the same subject more than once. In 2021/22, with the return of the exam series, first entry rules were reintroduced for discounting. Further information can be found in the secondary accountability guidance. For more on the discounting methodology read the Discounting and Early Entry Guidance.
Combined Science GCSE is a Double Award and is included in this table for the purpose of comparison with other Science subjects.

Go to top

Subject entry level data

Filename: 2223_subject_entry_level_data_revised.csv
Geographic levels: National
Time period: 2022/23
Content: National level entries and grades for the latest year for GCSE subjects for all schools.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
grade	The grade of an exam
number_achieving	The number of exams achieving the designated grade
subject	The subject of an exam

Footnotes

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.
z = When an observation is not applicable
Reformed GCSEs were introduced in phases for first examination between 2017 and 2020. The last phase of reformed GCSEs was first examined in 2022. This was due to the cancellation of exams and assessments in summer 2020 and 2021 due to the impact of the pandemic. All GCSEs now use the 9-1 grading system. Results for 2020 and 2021 are not comparable with earlier years due to the cancellation of exams (due to Covid-19) and changes to way GCSE grades were awarded in those years. GCSE exams returned in 2022 and grades were awarded at a midpoint between 2021 and pre-pandemic grading. Changes were made to the methodology for calculating performance data due to the commitment not to use qualification results awarded between January 2020 and August 2021 in future measures. In 2023 there was a return to pre-pandemic grading, with some protections.
Only GCSEs and established GCSE equivalents (Cambridge International certificates and Edexcel level 1/2 certificates) are included in this data. Excludes Double Awards.
Grade U refers to pupils' results which are ungraded or unclassified.
Grade X refers to pupils who were absent or whose results are pending.
Discounting has been applied where pupils have taken the same subject more than once. In 2021/22, with the return of the exam series, first entry rules were reintroduced for discounting. Further information can be found in the secondary accountability guidance. For more on the discounting methodology read the Discounting and Early Entry Guidance.
Combined Science GCSE is a Double Award and is included in this table for the purpose of comparison with other Science subjects.
For pupils at the end of KS4 in 2022/23, where pupils achieved qualifications in subjects between January 2020 and August 2021, we will not use results from these qualifications and these results are shown as covid impacted. The entries into the qualifications are still counted.

Go to top

Subject timeseries data

Filename: 2223_subject_timeseries_data_revised.csv
Geographic levels: National
Time period: 2009/10 to 2022/23
Content: National level time series from 2009/10 to the latest year for entries into individual GCSE subjects broken down by gender and grades received in all schools.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
gender	Gender
grade	The grade achieved
percentage_achieving	The percentage of entries achieving the designated grade
subject	The subject pupils are entered for
total_exam_entries	The number of entries into each exam

Footnotes

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.
Some zero percentages may represent small numbers due to rounding.
z = When an observation is not applicable
Discounting has been applied where pupils have taken the same subject more than once. In 2021/22, with the return of the exam series, first entry rules were reintroduced for discounting. Further information can be found in the secondary accountability guidance. For more on the discounting methodology read the Discounting and Early Entry Guidance.
Total number of entries include pupils who were absent, whose results are pending and results which are ungraded or unclassified.
Figures include attempts and achievements by these pupils in previous academic years where discounting has been applied. 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.
Since 2014/15, the early entry policy where only a pupil’s first attempt at a qualification is counted in performance measures was extended to all subjects.
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. From 2020 onwards all GCSEs are now reformed and use the 9-1 grading scale.
For pupils at the end of KS4 in 2022/23, where pupils achieved qualifications in subjects between January 2020 and August 2021, we will not use results from these qualifications and these results are shown as covid impacted. The entries into the qualifications are still counted.
Some percentages may not add up to exactly 100% due to rounding.

Go to top

Subject year of entry data

Filename: 2223_subject_year_entry_data_revised.csv
Geographic levels: National
Time period: 2022/23
Content: National level numbers and proportions of pupils entering GCSE subjects in penultimate and final years in all schools.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
number_pupils	The number of pupils
percentage	The percentage of pupils
subject	The subject pupils are entered for
test_year	The school year in which the exam was sat

Footnotes

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.
Some zero percentages may represent small numbers due to rounding.
z = When an observation is not applicable
Discounting has been applied where pupils have taken the same subject more than once. In 2021/22, with the return of the exam series, first entry rules were reintroduced for discounting. Further information can be found in the secondary accountability guidance. For more on the discounting methodology read the Discounting and Early Entry Guidance.
Some percentages may not add up to exactly 100% due to rounding.

Go to top

Local authority district and region of pupil residence data

Filename: 2223_pr_lad_data_revised.csv
Geographic levels: Local authority district; National; Regional
Time period: 2022/23
Content: Local authority district level headline entry and attainment measures for the latest year - based on pupil postcode rather than location of the school. State-funded school pupils only.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
avg_p8score	Average Progress 8 score of all pupils
p8score_ci_low	Progress 8 lower 95% confidence interval
p8score_ci_upp	Progress 8 upper 85% confidence interval
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage of pupils entering the English Baccalaureate
pt_entbasics	Percentage of pupils entering English and Mathematics GCSEs
pt_l2basics_94	Percentage of pupils achieving grades 4 or above in English and Mathematics GCSEs
pt_l2basics_95	Percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_att8	Total sum of pupils Attainment 8 scores
t_ebacc_94	Total number of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
t_ebacc_e_ptq_ee	Total number of pupils entering the English Baccalaureate
t_ebaccaps	Total EBacc APS score of pupils
t_entbasics	Total number of pupils entering English and Mathematics GCSEs
t_inp8calc	Total number of pupils included in Progress 8 measure
t_l2basics_94	Total number of pupils achieving grades 4 or above in English and Mathematics GCSEs
t_l2basics_95	Total number of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_p8score	Total sum of pupils Progress 8 scores
t_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

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.
Some zero percentages may represent small numbers due to rounding.
z = When an observation is not applicable
Reformed GCSEs were introduced in phases for first examination between 2017 and 2020. The last phase of reformed GCSEs was first examined in 2022. This was due to the cancellation of exams and assessments in summer 2020 and 2021 due to the impact of the pandemic. All GCSEs now use the 9-1 grading system. Results for 2020 and 2021 are not comparable with earlier years due to the cancellation of exams (due to Covid-19) and changes to way GCSE grades were awarded in those years. GCSE exams returned in 2022 and grades were awarded at a midpoint between 2021 and pre-pandemic grading. Changes were made to the methodology for calculating performance data due to the commitment not to use qualification results awarded between January 2020 and August 2021 in future measures. In 2023 there was a return to pre-pandemic grading, with some protections.
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.
Northumberland district boundary was changed in 2014. The local authority district code was changed from E06000048 to E06000057 to reflect this.
East Hertfordshire district boundary was changed in 2014. The local authority district code was changed from E07000097 to E07000242 to reflect this.
St Albans district boundary was changed in 2013. The local authority district code was changed from E07000100 to E07000240 to reflect this.
Stevenage district boundary was changed in 2014. The local authority district code was changed from E07000101 to E07000243 to reflect this.
Welwyn Hatfield district boundary was changed in 2013. The local authority district code was changed from E07000104 to E07000241 to reflect this.
Northamptonshire district boundary was changed in 2021. The local authority district code was changed from E10000021 to E06000061 (North Northamptonshire) and E06000062 (West Northamptonshire).
Pupils not resident in England in 2022/23 and pupils with missing or invalid postcode information are excluded from the figures presented (999 pupils).

Go to top

IDACI decile and degree of rurality of pupil residence data

Filename: 2223_pr_ruralurban_idaci_data_revised.csv
Geographic levels: National; Regional
Time period: 2022/23
Content: National and regional level headline entry and attainment measures for the latest year broken down by Income Deprivation Affecting Children Indices (IDACI) decile and degree of rurality - based on pupil postcode rather than location of the school. State-funded school pupils only.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
avg_p8score	Average Progress 8 score of all pupils
idaci_decile	Income Deprivation Affecting Children Indices decile
p8score_ci_low	Progress 8 lower 95% confidence interval
p8score_ci_upp	Progress 8 upper 95% confidence interval
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage of pupils entering the English Baccalaureate
pt_entbasics	Percentage of pupils entering English and Mathematics GCSEs
pt_l2basics_94	Percentage of pupils achieving grades 4 or above in English and Mathematics GCSEs
pt_l2basics_95	Percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs
pupil_residency_detail	Pupil residency detail
ru11ind_pupil_residency	Degree of rurality - pupil residency
t_att8	Total sum of pupils Attainment 8 scores
t_ebacc_94	Total number of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
t_ebacc_e_ptq_ee	Total number of pupils entering the English Baccalaureate
t_ebaccaps	Total EBacc APS score of pupils
t_entbasics	Total number of pupils entering English and Mathematics GCSEs
t_inp8calc	Total number of pupils included in Progress 8 measure
t_l2basics_94	Total number of pupils achieving grades 4 or above in English and Mathematics GCSEs
t_l2basics_95	Total number of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_p8score	Total sum of pupils Progress 8 scores
t_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

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.
Some zero percentages may represent small numbers due to rounding.
z = When an observation is not applicable
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.
Reformed GCSEs were introduced in phases for first examination between 2017 and 2020. The last phase of reformed GCSEs was first examined in 2022. This was due to the cancellation of exams and assessments in summer 2020 and 2021 due to the impact of the pandemic. All GCSEs now use the 9-1 grading system. Results for 2020 and 2021 are not comparable with earlier years due to the cancellation of exams (due to Covid-19) and changes to way GCSE grades were awarded in those years. GCSE exams returned in 2022 and grades were awarded at a midpoint between 2021 and pre-pandemic grading. Changes were made to the methodology for calculating performance data due to the commitment not to use qualification results awarded between January 2020 and August 2021 in future measures. In 2023 there was a return to pre-pandemic grading, with some protections.
Pupils not resident in England in 2022/23 and pupils with missing or invalid postcode information are excluded from the figures presented (999 pupils).
The rural-urban classification of postcodes for 2023 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.
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. The IDACI score is based off the 2011 classifications, but the pupil residency code is based off the 2021 census, so this has resulted in some pupils not being matched to an IDACI score. These are marked as unknown.

Go to top

Local authority district and region of school location data by FSM and disadvantage status

Filename: 2223_sl_lad_fsm_dis_data_revised.csv
Geographic levels: Local authority district; National; Regional
Time period: 2022/23
Content: Local authority district level headline entry and attainment measures for the latest year including pupil free school meal eligibility and disadvantaged status. State-funded school pupils only.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_att8_ebac	Average Attainment 8 score of all pupils for Ebacc element
avg_att8_eng	Average Attainment 8 score of all pupils for English element
avg_att8_mat	Average Attainment 8 score of all pupils for mathematics element
avg_att8_open	Average Attainment 8 score of all pupils for open element
avg_att8_open_g	Average Attainment 8 score of all pupils for open element - GCSE only
avg_att8_open_ng	Average Attainment 8 score of all pupils for open element - non-GCSE only
avg_ebac_fill	Average number of Ebacc slots filled (per pupil)
avg_ebaccaps	Average EBacc APS score per pupil
avg_ebptseng_ll	Average point score of all pupils for Ebacc English pillar including English literature
avg_ebptshum	Average point score of all pupils for Ebacc humanities pillar
avg_ebptslan	Average point score of all pupils for Ebacc language pillar
avg_ebptsmat	Average point score of all pupils for Ebacc mathematics pillar
avg_ebptssci	Average point score of all pupils for Ebacc science pillar
avg_open_fill	Average number of open slots filled (per pupil)
avg_p8ebac	Average Progress 8 score of all pupils for Ebacc element
avg_p8eng	Average Progress 8 score of all pupils for English element
avg_p8mat	Average Progress 8 score of all pupils for mathematics element
avg_p8open	Average Progress 8 score of all pupils for open element
avg_p8score	Average Progress 8 score of all pupils
disadvantage	Disadvantaged status
free_school_meals	Free school meal eligibility
p8ebac_ci_low	Progress 8 lower 95% confidence interval for Ebacc element
p8ebac_ci_upp	Progress 8 upper 95% confidence interval for Ebacc element
p8eng_ci_low	Progress 8 lower 95% confidence interval for English element
p8eng_ci_upp	Progress 8 upper 95% confidence interval for English element
p8mat_ci_low	Progress 8 lower 95% confidence interval for mathematics element
p8mat_ci_upp	Progress 8 upper 95% confidence interval for mathematics element
p8open_ci_low	Progress 8 lower 95% confidence interval for open element
p8open_ci_upp	Progress 8 upper 95% confidence interval for open element
p8score_ci_low	Progress 8 lower 95% confidence interval
p8score_ci_upp	Progress 8 upper 95% confidence interval
pt_anypass	Percentage of pupils achieving any passes at GCSE or equivalent
pt_ebac2sci_94	Percentage of pupils achieving a pass in EBacc science pillar at grade 9-4
pt_ebac2sci_95	Percentage of pupils achieving a pass in EBacc science pillar at grade 9-5
pt_ebac2sci_e	Percentage of pupils entered for Ebacc science pillar
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage of pupils entering the English Baccalaureate
pt_ebaceng_94	Percentage of pupils achieving a standard pass in EBacc English pillar at grade 9-4
pt_ebaceng_95	Percentage of pupils achieving a strong pass in EBacc English pillar at grade 9-5
pt_ebaceng_e	Percentage of pupils entered for Ebacc English pillar
pt_ebachum_94	Percentage of pupils achieving a pass in EBacc humanities pillar at grade 9-4
pt_ebachum_95	Percentage of pupils achieving a pass in EBacc humanities pillar at grade 9-5
pt_ebachum_e	Percentage of pupils entered for Ebacc humanities pillar
pt_ebaclan_94	Percentage of pupils achieving a pass in EBacc language pillar at grade 9-4
pt_ebaclan_95	Percentage of pupils achieving a pass in EBacc language pillar at grade 9-5
pt_ebaclan_e	Percentage of pupils entered for Ebacc language pillar
pt_ebacmat_94	Percentage of pupils achieving a standard pass in EBacc mathematics pillar at grade 9-4
pt_ebacmat_95	Percentage of pupils achieving a strong pass in EBacc mathematics pillar at grade 9-5
pt_ebacmat_e	Percentage of pupils entered for Ebacc mathematics pillar
pt_entbasics	Percentage of pupils entering English and mathematics GCSEs
pt_entry_1	Percentage of pupils entered for at least 1 GCSE or equivalent
pt_l2basics_94	Percentage of pupils achieving grades 4 or above in English and mathematics GCSEs
pt_l2basics_95	Percentage of pupils achieving grades 5 or above in English and mathematics GCSEs
t_anypass	Total number of pupils achieving any passes at GCSE or equivalent
t_att8	Total sum of pupils Attainment 8 scores
t_att8_ebac	Total sum of pupils Attainment 8 scores for Ebacc element
t_att8_eng	Total sum of pupils Attainment 8 scores for English element
t_att8_mat	Total sum of pupils Attainment 8 scores for mathematics element
t_att8_open	Total sum of pupils Attainment 8 scores for open element
t_att8_open_g	Total sum of pupils Attainment 8 scores for open element - GCSE only
t_att8_open_ng	Total sum of pupils Attainment 8 scores for open element - non-GCSE only
t_ebac_fill	Total number of Ebacc slots filled (all pupils)
t_ebac2sci_94	Total number of pupils achieving a pass in EBacc science pillar at grade 9-4
t_ebac2sci_95	Total number of pupils achieving a pass in EBacc science pillar at grade 9-5
t_ebac2sci_e	Total number of pupils entered for Ebacc science pillar
t_ebacc_94	Total number of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
t_ebacc_e_ptq_ee	Total number of pupils entering the English Baccalaureate
t_ebaccaps	Total EBacc APS score of pupils
t_ebaceng_94	Total number of pupils achieving a standard pass in EBacc English pillar at grade 9-4
t_ebaceng_95	Total number of pupils achieving a strong pass in EBacc English pillar at grade 9-5
t_ebaceng_e	Total number of pupils entered for Ebacc English pillar
t_ebachum_94	Total number of pupils achieving a pass in EBacc humanities pillar at grade 9-4
t_ebachum_95	Total number of pupils achieving a pass in EBacc humanities pillar at grade 9-5
t_ebachum_e	Total number of pupils entered for Ebacc humanities pillar
t_ebaclan_94	Total number of pupils achieving a pass in EBacc language pillar at grade 9-4
t_ebaclan_95	Total number of pupils achieving a pass in EBacc language pillar at grade 9-5
t_ebaclan_e	Total number of pupils entered for Ebacc language pillar
t_ebacmat_94	Total number of pupils achieving a standard pass in EBacc mathematics pillar at grade 9-4
t_ebacmat_95	Total number of pupils achieving a strong pass in EBacc mathematics pillar at grade 9-5
t_ebacmat_e	Total number of pupils entered for Ebacc mathematics pillar
t_ebptseng_ll	Total sum of pupils point scores for Ebacc English pillar including English literature
t_ebptshum	Total sum of pupils point scores for Ebacc humanities pillar
t_ebptslan	Total sum of pupils point scores for Ebacc language pillar
t_ebptsmat	Total sum of pupils point scores for Ebacc mathematics pillar
t_ebptssci	Total sum of pupils point scores for Ebacc science pillar
t_entbasics	Total number of pupils entering English and mathematics GCSEs
t_entry_1	Total number of pupils entered for at least 1 GCSE or equivalent
t_inp8calc	Total number of pupils included in Progress 8 measure
t_l2basics_94	Total number of pupils achieving grades 4 or above in English and mathematics GCSEs
t_l2basics_95	Total number of pupils achieving grades 5 or above in English and mathematics GCSEs
t_open_fill	Total number of open slots filled (all pupils)
t_p8ebac	Total sum of pupils Progress 8 scores for Ebacc element
t_p8eng	Total sum of pupils Progress 8 scores for English element
t_p8mat	Total sum of pupils Progress 8 scores for mathematics element
t_p8open	Total sum of pupils Progress 8 scores for open element
t_p8score	Total sum of pupils Progress 8 scores
t_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

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.
Some zero percentages may represent small numbers due to rounding.
z = When an observation is not applicable
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.
EBacc sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
Reformed GCSEs were introduced in phases for first examination between 2017 and 2020. The last phase of reformed GCSEs was first examined in 2022. This was due to the cancellation of exams and assessments in summer 2020 and 2021 due to the impact of the pandemic. All GCSEs now use the 9-1 grading system. Results for 2020 and 2021 are not comparable with earlier years due to the cancellation of exams (due to Covid-19) and changes to way GCSE grades were awarded in those years. GCSE exams returned in 2022 and grades were awarded at a midpoint between 2021 and pre-pandemic grading. Changes were made to the methodology for calculating performance data due to the commitment not to use qualification results awarded between January 2020 and August 2021 in future measures. In 2023 there was a return to pre-pandemic grading, with some protections.
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 'FSM all other’.
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.
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.

Go to top

Degree of rurality of school location data

Filename: 2223_ruralurban_sl_data_revised.csv
Geographic levels: National; Regional
Time period: 2022/23
Content: National and regional level headline entry and attainment measures for the latest year broken down by degree of rurality - school location. State-funded school pupils only.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
avg_p8score	Average Progress 8 score of all pupils
p8score_ci_low	Progress 8 lower 95% confidence interval
p8score_ci_upp	Progress 8 upper 95% confidence interval
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage of pupils entering the English Baccalaureate
pt_entbasics	Percentage of pupils entering English and Mathematics GCSEs
pt_l2basics_94	Percentage of pupils achieving grades 4 or above in English and Mathematics GCSEs
pt_l2basics_95	Percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs
ru11ind_school_location	Degree of rurality - school location
t_att8	Total sum of pupils Attainment 8 scores
t_ebacc_94	Total number of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
t_ebacc_e_ptq_ee	Total number of pupils entering the English Baccalaureate
t_ebaccaps	Total EBacc APS score of pupils
t_entbasics	Total number of pupils entering English and Mathematics GCSEs
t_inp8calc	Total number of pupils included in Progress 8 measure
t_l2basics_94	Total number of pupils achieving grades 4 or above in English and Mathematics GCSEs
t_l2basics_95	Total number of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_p8score	Total sum of pupils Progress 8 scores
t_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

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.
Some zero percentages may represent small numbers due to rounding.
z = When an observation is not applicable
The rural-urban classification of postcodes for 2023 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.

Go to top

Parliamentary constituency of school location data

Filename: 2223_sl_pcon_data_revised.csv
Geographic levels: National; Parliamentary constituency
Time period: 2022/23
Content: Headline entry and attainment measures for the latest year for each constituency. State-funded pupils only.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
avg_p8score	Average Progress 8 score of all pupils
p8score_ci_low	Progress 8 lower 95% confidence interval
p8score_ci_upp	Progress 8 upper 85% confidence interval
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage of pupils entering the English Baccalaureate
pt_entbasics	Percentage of pupils entering English and Mathematics GCSEs
pt_l2basics_94	Percentage of pupils achieving grades 4 or above in English and Mathematics GCSEs
pt_l2basics_95	Percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_att8	Total sum of pupils Attainment 8 scores
t_ebacc_94	Total number of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
t_ebacc_e_ptq_ee	Total number of pupils entering the English Baccalaureate
t_ebaccaps	Total EBacc APS score of pupils
t_entbasics	Total number of pupils entering English and Mathematics GCSEs
t_inp8calc	Total number of pupils included in Progress 8 measure
t_l2basics_94	Total number of pupils achieving grades 4 or above in English and Mathematics GCSEs
t_l2basics_95	Total number of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_p8score	Total sum of pupils Progress 8 scores
t_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

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.
Some zero percentages may represent small numbers due to rounding.
z = When an observation is not applicable

Go to top

Local authority alternative provision data

Filename: 2223_ap_la_data_revised.csv
Geographic levels: Local authority; National; Regional
Time period: 2022/23
Content: Local authority and regional level headline entry and attainment measures for the latest year broken down for alternative provision.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_att8_ebac	Average Attainment 8 score per pupil in Ebacc subjects
avg_att8_eng	Average Attainment 8 score per pupil in English
avg_att8_mat	Average Attainment 8 score per pupil in Mathematics
avg_att8_open	Average score per pupil from open Attainment 8 slots
avg_att8_open_g	Average score per pupil from GCSEs in open Attainment 8 slots
avg_att8_open_ng	Average score per pupil from non-GCSEs in open Attainment 8 slots
avg_ebac_fill	Average number of Ebacc slots filled
avg_ebaccaps	Average EBacc APS score per pupil
avg_ebptseng_ll	Average point score in English EBacc subject area including English literature
avg_ebptshum	Average highest point score in Humanities EBacc subject area
avg_ebptslan	Average highest point score in Languages EBacc subject area
avg_ebptsmat	Average point score in Mathematics EBacc subject area
avg_ebptssci	Average point score in Science EBacc subject area
avg_open_fill	Average number of Open slots filled
avg_p8ebac	Average Progress 8 score of all pupils for Ebacc element
avg_p8eng	Average Progress 8 score of all pupils for English element
avg_p8mat	Average Progress 8 score of all pupils for mathematics element
avg_p8open	Average Progress 8 score of all pupils for open element
avg_p8score	Average Progress 8 score of all pupils
p8ebac_ci_low	Progress 8 lower 95% confidence interval for Ebacc element
p8ebac_ci_upp	Progress 8 upper 95% confidence interval for Ebacc element
p8eng_ci_low	Progress 8 lower 95% confidence interval for English element
p8eng_ci_upp	Progress 8 upper 95% confidence interval for English element
p8mat_ci_low	Progress 8 lower 95% confidence interval for mathematics element
p8mat_ci_upp	Progress 8 upper 95% confidence interval for mathematics element
p8open_ci_low	Progress 8 lower 95% confidence interval for open element
p8open_ci_upp	Progress 8 upper 95% confidence interval for open element
p8score_ci_low	Progress 8 lower 95% confidence interval
p8score_ci_upp	Progress 8 upper 95% confidence interval
pt_anypass	Percentage of pupils achieving any passes at GCSE or equivalent
pt_ebac2sci_94	Percentage of pupils achieving grade 4 or above in Ebacc Science component
pt_ebac2sci_95	Percentage of pupils achieving grade 5 or above in Ebacc Science component
pt_ebac2sci_e	Percentage of pupils entered for Ebacc Science
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage of pupils entering the English Baccalaureate
pt_ebaceng_94	Percentage of pupils achieving grade 4 or above in Ebacc English component
pt_ebaceng_95	Percentage of pupils achieving grade 5 or above in Ebacc English component
pt_ebaceng_e	Percentage of pupils entered for Ebacc English
pt_ebachum_94	Percentage of pupils achieving grade 4 or above in Ebacc Humanities component
pt_ebachum_95	Percentage of pupils achieving grade 5 or above in Ebacc Humanities component
pt_ebachum_e	Percentage of pupils entered for Ebacc Humanities (Geography or History)
pt_ebaclan_94	Percentage of pupils achieving grade 4 or above in Ebacc Languages component
pt_ebaclan_95	Percentage of pupils achieving grade 5 or above in Ebacc Languages component
pt_ebaclan_e	Percentage of pupils entered for Ebacc Languages
pt_ebacmat_94	Percentage of pupils achieving grade 4 or above in Ebacc Mathematics component
pt_ebacmat_95	Percentage of pupils achieving grade 5 or above in Ebacc Mathematics component
pt_ebacmat_e	Percentage of pupils entered for Ebacc Mathematics
pt_entbasics	Percentage of pupils entering English and Mathematics GCSEs
pt_entry_1	Percentage of pupils entering GCSEs or equivalents
pt_l2basics_94	Percentage of pupils achieving grades 4 or above in English and Mathematics GCSEs
pt_l2basics_95	Percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_anypass	Total number of pupils achieving any passes at GCSE or equivalent
t_att8	Total sum of pupils Attainment 8 scores
t_att8_ebac	Total Attainment 8 score in Ebacc subjects
t_att8_eng	Total Attainment 8 score in English
t_att8_mat	Total Attainment 8 score in Mathematics
t_att8_open	Total score from open Attainment 8 slots
t_att8_open_g	Total score from GCSEs in open Attainment 8 slots
t_att8_open_ng	Total score from non-GCSEs in open Attainment 8 slots
t_ebac_fill	Total number of Ebacc slots filled
t_ebac2sci_94	Total number of pupils achieving grade 4 or above in Ebacc Science component
t_ebac2sci_95	Total number of pupils achieving grade 5 or above in Ebacc Science component
t_ebac2sci_e	Total number of pupils entered for Ebacc Science
t_ebacc_94	Total number of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
t_ebacc_e_ptq_ee	Total number of pupils entering the English Baccalaureate
t_ebaccaps	Total EBacc APS score of pupils
t_ebaceng_94	Total number of pupils achieving grade 4 or above in Ebacc English component
t_ebaceng_95	Total number of pupils achieving grade 5 or above in Ebacc English component
t_ebaceng_e	Total number of pupils entered for Ebacc English
t_ebachum_94	Total number of pupils achieving grade 4 or above in Ebacc Humanities component
t_ebachum_95	Total number of pupils achieving grade 5 or above in Ebacc Humanities component
t_ebachum_e	Total number of pupils entered for Ebacc Humanities (Geography or History)
t_ebaclan_94	Total number of pupils achieving grade 4 or above in Ebacc Languages component
t_ebaclan_95	Total number of pupils achieving grade 5 or above in Ebacc Languages component
t_ebaclan_e	Total number of pupils entered for Ebacc Languages
t_ebacmat_94	Total number of pupils achieving grade 4 or above in Ebacc Mathematics component
t_ebacmat_95	Total number of pupils achieving grade 5 or above in Ebacc Mathematics component
t_ebacmat_e	Total number of pupils entered for Ebacc Mathematics
t_ebptseng_ll	Total point score in English EBacc subject area including English literature
t_ebptshum	Total highest point score in Humanities EBacc subject area
t_ebptslan	Total highest point score in Languages EBacc subject area
t_ebptsmat	Total point score in Mathematics EBacc subject area
t_ebptssci	Total point score in Science EBacc subject area
t_entbasics	Total number of pupils entering English and Mathematics GCSEs
t_entry_1	Total number of pupils entering GCSEs or equivalents
t_inp8calc	Total number of pupils included in Progress 8 measure
t_l2basics_94	Total number of pupils achieving grades 4 or above in English and Mathematics GCSEs
t_l2basics_95	Total number of pupils achieving grades 5 or above in English and Mathematics GCSEs
t_open_fill	Total number of Open slots filled
t_p8ebac	Total sum of pupils Progress 8 scores for Ebacc element
t_p8eng	Total sum of pupils Progress 8 scores for English element
t_p8mat	Total sum of pupils Progress 8 scores for mathematics element
t_p8open	Total sum of pupils Progress 8 scores for open element
t_p8score	Total sum of pupils Progress 8 scores
t_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

Some zero percentages may represent small numbers due to rounding.
z = When an observation is not applicable
EBacc sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
Reformed GCSEs were introduced in phases for first examination between 2017 and 2020. The last phase of reformed GCSEs was first examined in 2022. This was due to the cancellation of exams and assessments in summer 2020 and 2021 due to the impact of the pandemic. All GCSEs now use the 9-1 grading system. Results for 2020 and 2021 are not comparable with earlier years due to the cancellation of exams (due to Covid-19) and changes to way GCSE grades were awarded in those years. GCSE exams returned in 2022 and grades were awarded at a midpoint between 2021 and pre-pandemic grading. Changes were made to the methodology for calculating performance data due to the commitment not to use qualification results awarded between January 2020 and August 2021 in future measures. In 2023 there was a return to pre-pandemic grading, with some protections.
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.
Average number of slots filled that contains U grades or other qualifications scoring 0 points are counted as a non-filled slot.
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.
City of London does not have any state funded secondary schools, therefore there are no entries present in the data for this local authority.
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.
In 2021, two new local authorities were introduced (North Northamptonshire and West Northamptonshire) which replaced Northamptonshire.
In 2023, two new local authorities were introduced (Cumberland and Westmorland & Furness) which replaced Cumbria.
Pupils also registered at an institution normally included within the Secondary School Performance Tables (state funded mainstream schools) are excluded from the Alternative Provision data. This methodology was retained for attainment data in 2020 and 2021 even though the school performance tables were cancelled in those years.

Go to top

GCSE subject alternative provision data

Filename: 2223_subject_entry_level_ap_gcse_data_revised.csv
Geographic levels: National
Time period: 2022/23
Content: National level GCSE grades for the latest year broken down by subject for pupils in alternative provision.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
grade	The grade a pupil achieves
number_achieving	The number of pupils achieving the designated grade
subject	The type of subject

Footnotes

z = When an observation is not applicable
Reformed GCSEs were introduced in phases for first examination between 2017 and 2020. The last phase of reformed GCSEs was first examined in 2022. This was due to the cancellation of exams and assessments in summer 2020 and 2021 due to the impact of the pandemic. All GCSEs now use the 9-1 grading system. Results for 2020 and 2021 are not comparable with earlier years due to the cancellation of exams (due to Covid-19) and changes to way GCSE grades were awarded in those years. GCSE exams returned in 2022 and grades were awarded at a midpoint between 2021 and pre-pandemic grading. Changes were made to the methodology for calculating performance data due to the commitment not to use qualification results awarded between January 2020 and August 2021 in future measures. In 2023 there was a return to pre-pandemic grading, with some protections.
Any science includes Astronomy, Electronics, Environmental Science and Geology.
Any Design and Technology includes Design and Technology Engineering and Product Design qualifications.
Only GCSEs and established GCSE equivalents (Cambridge International certificates and Edexcel level 1/2 certificates) are included in this data. Excludes Double Awards.
Grade U refers to pupils' results which are ungraded or unclassified.
Grade X refers to pupils who were absent or whose results are pending.
Discounting has been applied where pupils have taken the same subject more than once. In 2021/22, with the return of the exam series, first entry rules were reintroduced for discounting. Further information can be found in the secondary accountability guidance. For more on the discounting methodology read the Discounting and Early Entry Guidance.
For pupils at the end of KS4 in 2022/23, where pupils achieved qualifications in subjects between January 2020 and August 2021, we will not use results from these qualifications and these results are shown as covid impacted. The entries into the qualifications are still counted.

Go to top

Vocational subject alternative provision data

Filename: 2223_subject_pupil_level_ap_vocational_data_revised.csv
Geographic levels: National
Time period: 2022/23
Content: National level vocational subject achievements for the latest year broken down by subject for pupils in alternative provision.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
grade	The grade a pupil achieves
number_achieving	The number of pupils achieving the designated grade
percentage_achieving	The percentage of pupils achieving the designated grade
subject	The type of subject

Footnotes

z = When an observation is not applicable
Pupils also registered at an institution normally included within the Secondary School Performance Tables (state funded mainstream schools) are excluded from the Alternative Provision data. This methodology was retained for attainment data in 2020 and 2021 even though the school performance tables were cancelled in those years.
Discounting has been applied where pupils have taken the same subject more than once. In 2021/22, with the return of the exam series, first entry rules were reintroduced for discounting. Further information can be found in the secondary accountability guidance. For more on the discounting methodology read the Discounting and Early Entry Guidance.

Go to top

National academies data

Filename: 2223_national_academies_data_revised.csv
Geographic levels: National
Time period: 2022/23
Content: National level headline entry and attainment measures for the latest year broken down by academy type and years open.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
avg_p8score	Average Progress 8 score of all pupils
p8score_ci_low	Progress 8 lower 95% confidence interval
p8score_ci_upp	Progress 8 upper 95% confidence interval
pt_anypass	Percentage of pupils achieving any passes at GCSE or equivalent
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage of pupils entering the English Baccalaureate
pt_entbasics	Percentage of pupils entering English and mathematics GCSEs
pt_entry_1	Percentage of pupils entered for at least 1 GCSE or equivalent
pt_l2basics_94	Percentage of pupils achieving grades 4 or above in English and mathematics GCSEs
pt_l2basics_95	Percentage of pupils achieving grades 5 or above in English and mathematics GCSEs
school_establishment	The types of school in the data
t_anypass	Total number of pupils achieving any passes at GCSE or equivalent
t_att8	Total sum of pupils Attainment 8 scores
t_ebacc_94	Total number of pupils achieving the English Baccalaureate grades 4 or above (A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate grades 5 or above (A*-C in unreformed subjects)
t_ebacc_e_ptq_ee	Total number of pupils entering the English Baccalaureate
t_ebaccaps	Total EBacc APS score of pupils
t_entbasics	Total number of pupils entering English and mathematics GCSEs
t_entry_1	Total number of pupils entered for at least 1 GCSE or equivalent
t_inp8calc	Total number of pupils included in Progress 8 measure
t_l2basics_94	Total number of pupils achieving grades 4 or above in English and mathematics GCSEs
t_l2basics_95	Total number of pupils achieving grades 5 or above in English and mathematics GCSEs
t_p8score	Total sum of pupils Progress 8 scores
t_pupils	Total number of pupils
t_schools	Total number of schools
years_open	The number of academic years the school has been open

Footnotes

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.
Some zero percentages may represent small numbers due to rounding.
z = When an observation is not applicable
Reformed GCSEs were introduced in phases for first examination between 2017 and 2020. The last phase of reformed GCSEs was first examined in 2022. This was due to the cancellation of exams and assessments in summer 2020 and 2021 due to the impact of the pandemic. All GCSEs now use the 9-1 grading system. Results for 2020 and 2021 are not comparable with earlier years due to the cancellation of exams (due to Covid-19) and changes to way GCSE grades were awarded in those years. GCSE exams returned in 2022 and grades were awarded at a midpoint between 2021 and pre-pandemic grading. Changes were made to the methodology for calculating performance data due to the commitment not to use qualification results awarded between January 2020 and August 2021 in future measures. In 2023 there was a return to pre-pandemic grading, with some protections.
Includes all converter academies that were open before 12 September of the academic year.
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.
One academic year is between 12th September of one year to the 11th September the following year.

Go to top

Multi-academy trusts by pupil characteristics data

Filename: ks4_multi_academy_trusts_pupil_characteristics_202223.csv
Geographic levels: National
Time period: 2021/22 to 2022/23
Content: Headline entry and attainment measures in multi-academy trusts broken down by performance tables eligibility, academy type, and the following pupil characteristics: sex, major and minor ethnicity, special educational need description, disadvantaged status, first language, and prior attainment status.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
avg_p8score	Average Progress 8 score of all pupils
breakdown	The characteristic of the pupil
establishment_type	Academy type
p8score_ci_low	Progress 8 lower 95% confidence interval
p8score_ci_upp	Progress 8 upper 95% confidence interval
performance_tables_eligibility	The performance tables eligibility of the pupils' academy
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate (grades 4 or above)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate (grades 5 or above)
pt_ebacc_e_ptq_ee	Percentage of pupils entering the English Baccalaureate
pt_entbasics	Percentage of pupils entering English and mathematics GCSEs
pt_l2basics_94	Percentage of pupils achieving grades 4 or above in English and mathematics GCSEs
pt_l2basics_95	Percentage of pupils achieving grades 5 or above in English and mathematics GCSEs
t_att8	Total sum of pupils Attainment 8 scores
t_ebacc_94	Total number of pupils achieving the English Baccalaureate (grades 4 or above)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate (grades 5 or above)
t_ebacc_e_ptq_ee	Total number of pupils entering the English Baccalaureate
t_ebaccaps	Total EBacc APS score of pupils
t_entbasics	Total number of pupils entering English and mathematics GCSEs
t_inp8calc	Total number of pupils included in Progress 8 measure
t_l2basics_94	Total number of pupils achieving grades 4 or above in English and mathematics GCSEs
t_l2basics_95	Total number of pupils achieving grades 5 or above in English and mathematics GCSEs
t_p8score	Total sum of pupils Progress 8 scores
t_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

English includes pupils whose first language is English and pupils whose first language is not known but believed to be English.
Other than English includes pupils whose first language is other than English and pupils whose first language is not known but believed to be other than English.
Sub totals may not sum to the grand total due to a small number of pupils with missing information e.g. for SEN, EAL, prior attainment level, religious denomination and admission type.
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.
'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'.
Unclassified ethnicity includes pupils whom ethnicity was not obtained, refused or could not be determined.
Includes state-funded mainstream academies within multi-academy trusts only. Special schools, pupil referral units, alternative provision academies and alternative provision free schools are not included.
Academies have been associated with the multi-academy trust that they were part of on 14 September at the start of the academic year. Institutions that first joined a multi-academy trust during the academic year are not included.
All multi-academy trust schools include converter academies, sponsored academies, free schools, studio schools, and university technical colleges (UTCs).
Eligible academies include academies in a multi-academy trust that met the inclusion criteria, i.e., a multi-academy trust that contained at least three academies with results at KS4 and where those academies have been in the multi-academy trust for at least three academic years. Ineligible academies were either in a multi-academy trust that did not meet the inclusion criteria or were in a multi-academy trust that met the inclusion criteria, but the academy had not been in the multi-academy trust for at least three academic years.

Go to top

Multi-academy trusts by trust characteristics data

Filename: ks4_multi_academy_trusts_mat_properties_202223.csv
Geographic levels: National
Time period: 2021/22 to 2022/23
Content: Headline entry and attainment measures in multi-academy trusts broken down by performance tables eligibility, academy type, and the following trust characteristics: the number of years the academies have been in their trust and the number of KS4 academies in their trust.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
avg_p8score	Average Progress 8 score of all pupils
breakdown	The characteristic of the trust
establishment_type	Academy type
p8score_ci_low	Progress 8 lower 95% confidence interval
p8score_ci_upp	Progress 8 upper 95% confidence interval
performance_tables_eligibility	The performance tables eligibility of the pupils' academy
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate (grades 4 or above)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate (grades 5 or aboves)
pt_ebacc_e_ptq_ee	Percentage of pupils entering the English Baccalaureate
pt_entbasics	Percentage of pupils entering English and mathematics GCSEs
pt_l2basics_94	Percentage of pupils achieving grades 4 or above in English and mathematics GCSEs
pt_l2basics_95	Percentage of pupils achieving grades 5 or above in English and mathematics GCSEs
t_att8	Total sum of pupils Attainment 8 scores
t_ebacc_94	Total number of pupils achieving the English Baccalaureate (grades 4 or above)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate (grades 5 or above)
t_ebacc_e_ptq_ee	Total number of pupils entering the English Baccalaureate
t_ebaccaps	Total EBacc APS score of pupils
t_entbasics	Total number of pupils entering English and mathematics GCSEs
t_inp8calc	Total number of pupils included in Progress 8 measure
t_l2basics_94	Total number of pupils achieving grades 4 or above in English and mathematics GCSEs
t_l2basics_95	Total number of pupils achieving grades 5 or above in English and mathematics GCSEs
t_p8score	Total sum of pupils Progress 8 scores
t_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

Includes state-funded mainstream academies within multi-academy trusts only. Special schools, pupil referral units, alternative provision academies and alternative provision free schools are not included.
Academies have been associated with the multi-academy trust that they were part of on 14 September at the start of the academic year. Institutions that first joined a multi-academy trust during the academic year are not included.
All multi-academy trust schools include converter academies, sponsored academies, free schools, studio schools, and university technical colleges (UTCs).
Eligible academies include academies in a multi-academy trust that met the inclusion criteria, i.e., a multi-academy trust that contained at least three academies with results at KS4 and where those academies have been in the multi-academy trust for at least three academic years. Ineligible academies were either in a multi-academy trust that did not meet the inclusion criteria or were in a multi-academy trust that met the inclusion criteria, but the academy had not been in the multi-academy trust for at least three academic years.

Go to top

Key stage 2 to 4 transition matrices GCSE subjects

Filename: 2223_ks2_to_ks4_gcse_subjects_tm_data_revised.csv
Geographic levels: National
Time period: 2022/23
Content: National level distributions of GCSE grades achieved compared with KS2 scaled scores achieved broken down by subject, gender, disadvantage, special educational needs (SEN) and English as an additional language (EAL). Pupils in state-funded mainstream and special schools, hospital schools and non-maintained special schools.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
all_double_grades	Total number of GCSE double grades achieved
all_grades	Total number of GCSE grades achieved
characteristic_value	Pupil characteristic disaggregation - Filter by Pupil characteristic disaggregation
ks2_scaled_score_group	Key stage 2 scaled score group - Filter by Key stage 2 scaled score group
num_1	Number of GCSE pupils with grade 1 achieved
num_11	Number of GCSE pupils with grade 11 achieved
num_2	Number of GCSE pupils with grade 2 achieved
num_21	Number of GCSE pupils with grade 21 achieved
num_22	Number of GCSE pupils with grade 22 achieved
num_3	Number of GCSE pupils with grade 3 achieved
num_32	Number of GCSE pupils with grade 32 achieved
num_33	Number of GCSE pupils with grade 33 achieved
num_4	Number of GCSE pupils with grade 4 achieved
num_43	Number of GCSE pupils with grade 43 achieved
num_44	Number of GCSE pupils with grade 44 achieved
num_5	Number of GCSE pupils with grade 5 achieved
num_54	Number of GCSE pupils with grade 54 achieved
num_55	Number of GCSE pupils with grade 55 achieved
num_6	Number of GCSE pupils with grade 6 achieved
num_65	Number of GCSE pupils with grade 65 achieved
num_66	Number of GCSE pupils with grade 66 achieved
num_7	Number of GCSE pupils with grade 7 achieved
num_76	Number of GCSE pupils with grade 76 achieved
num_77	Number of GCSE pupils with grade 77 achieved
num_8	Number of GCSE pupils with grade 8 achieved
num_87	Number of GCSE pupils with grade 87 achieved
num_88	Number of GCSE pupils with grade 88 achieved
num_9	Number of GCSE pupils with grade 9 achieved
num_98	Number of GCSE pupils with grade 98 achieved
num_99	Number of GCSE pupils with grade 99 achieved
num_covid_impacted	Number of pupils achieving a covid 19 impacted grade
num_covid_impacted_double	Number of pupils achieving a covid 19 impacted double grade
num_U	Number of GCSE pupils with grade U achieved
num_UU	Number of GCSE pupils with grade UU achieved
num_X	Number of GCSE pupils with grade X achieved
num_XX	Number of GCSE pupils with grade XX achieved
per_covid_impacted	Percentage of pupils achieving a covid 19 impacted grade
per_covid_impacted_double	Percentage of pupils achieving a covid 19 impacted double grade
perc_1	Percentage of pupils achieving GCSE grade 1
perc_11	Percentage of pupils achieving GCSE grade 11
perc_2	Percentage of pupils achieving GCSE grade 2
perc_21	Percentage of pupils achieving GCSE grade 21
perc_22	Percentage of pupils achieving GCSE grade 22
perc_3	Percentage of pupils achieving GCSE grade 3
perc_32	Percentage of pupils achieving GCSE grade 32
perc_33	Percentage of pupils achieving GCSE grade 33
perc_4	Percentage of pupils achieving GCSE grade 4
perc_43	Percentage of pupils achieving GCSE grade 43
perc_44	Percentage of pupils achieving GCSE grade 44
perc_5	Percentage of pupils achieving GCSE grade 5
perc_54	Percentage of pupils achieving GCSE grade 54
perc_55	Percentage of pupils achieving GCSE grade 55
perc_6	Percentage of pupils achieving GCSE grade 6
perc_65	Percentage of pupils achieving GCSE grade 65
perc_66	Percentage of pupils achieving GCSE grade 66
perc_7	Percentage of pupils achieving GCSE grade 7
perc_76	Percentage of pupils achieving GCSE grade 76
perc_77	Percentage of pupils achieving GCSE grade 77
perc_8	Percentage of pupils achieving GCSE grade 8
perc_87	Percentage of pupils achieving GCSE grade 87
perc_88	Percentage of pupils achieving GCSE grade 88
perc_9	Percentage of pupils achieving GCSE grade 9
perc_98	Percentage of pupils achieving GCSE grade 98
perc_99	Percentage of pupils achieving GCSE grade 99
perc_U	Percentage of pupils achieving GCSE grade U
perc_UU	Percentage of pupils achieving GCSE grade UU
subjects	GCSE subject entered - Filter by GCSE subject entered

Footnotes

z = When an observation is not applicable
Grade U refers to pupils' results which are ungraded or unclassified.
Grade X refers to pupils who were absent or whose results are pending.
For pupils at the end of KS4 in 2022/23, where pupils achieved qualifications in subjects between January 2020 and August 2021, we will not use results from these qualifications and these results are shown as covid impacted. The entries into the qualifications are still counted.

Go to top

Key stage 2 to 4 transition matrices KS4 measures

Filename: 2223_ks2_to_ks4_measures_tm_data_revised.csv
Geographic levels: National
Time period: 2022/23
Content: National level EBacc entry, EBacc achievement (9-4), EBacc achievement (9-5), English and maths (9-4), English and maths (9-5) compared with KS2 scaled scores achieved broken down by gender, disadvantage, special educational needs (SEN) and English as an additional language (EAL). Pupils in state-funded mainstream and special schools, hospital schools and non-maintained special schools.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
basics_9-4_achieved	Number of pupils achieving grades 4 or above in English and mathematics GCSEs
basics_9-4_not_achieved	Number of pupils not achieving grades 4 or above in English and mathematics GCSEs
basics_9-4_perc_achieved	Percentage of pupils achieving grades 4 or above in English and mathematics GCSEs
basics_9-4_perc_not_achieved	Percentage of pupils not achieving grades 4 or above in English and mathematics GCSEs
basics_9-5_achieved	Number of pupils achieving grades 5 or above in English and mathematics GCSEs
basics_9-5_not_achieved	Number of pupils not achieving grades 5 or above in English and mathematics GCSEs
basics_9-5_perc_achieved	Percentage of pupils achieving grades 5 or above in English and mathematics GCSEs
basics_9-5_perc_not_achieved	Percentage of pupils not achieving grades 5 or above in English and mathematics GCSEs
characteristic_value	Pupil characteristic disaggregation - Filter by Pupil characteristic disaggregation
ebacc_9-4_achieved	Number of pupils achieving the English Baccalaureate (grades 4 or above in English and maths)
ebacc_9-4_not_achieved	Number of pupils not achieving the English Baccalaureate (grades 4 or above in English and maths)
ebacc_9-4_perc_achieved	Percentage of pupils achieving the English Baccalaureate (grades 4 or above in English and maths)
ebacc_9-4_perc_not_achieved	Percentage of pupils not achieving the English Baccalaureate (grades 4 or above in English and maths)
ebacc_9-5_achieved	Number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths)
ebacc_9-5_not_achieved	Number of pupils not achieving the English Baccalaureate (grades 5 or above in English and maths)
ebacc_9-5_perc_achieved	Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths)
ebacc_9-5_perc_not_achieved	Percentage of pupils not achieving the English Baccalaureate (grades 5 or above in English and maths)
ebacc_all_entered	Total number of pupils entering the English Baccalaureate
ebacc_all_not_entered	Total number of pupils not entering the English Baccalaureate
ebacc_all_perc_entered	Percentage of pupils entering the English Baccalaureate
ebacc_all_perc_not_entered	Percentage of pupils not entering the English Baccalaureate
ks2_scaled_score_group	Key stage 2 scaled score group - Filter by Key stage 2 scaled score group

Footnotes

z = When an observation is not applicable
For pupils at the end of KS4 in 2022/23, where pupils achieved qualifications in subjects between January 2020 and August 2021, we will not use results from these qualifications and these results are shown as covid impacted. The entries into the qualifications are still counted.

Go to top

Disadvantage gap index data

Filename: 2223_disadvantage_gap_data_revised.csv
Geographic levels: National
Time period: 2010/11 to 2022/23
Content: Disadvantaged attainment gap index. Timeseries from 2009/10 to the latest year. Pupils in state-funded schools.

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
disadvantaged_attainment_gap_index	Disadvantaged attainment gap index

Footnotes

z = When an observation is not applicable

Go to top