Academic year 2019/20

Key stage 4 performance

Data guidance

Published 26 November 2020

Description

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Coverage

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File formats and conventions

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Data files

All data files associated with this releases are listed below with guidance on their content. To download any of these files, please visit our data catalogue.

Key stage 2 to 4 transition matrices EBacc attainment

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
%_Achieved_Basics_9-4	Basics: Percentage of pupils achieving grades 9-4 in English and Maths
%_Achieved_Basics_9-5	Basics: Percentage of pupils achieving grades 9-5 in English and Maths
%_Achieved_Ebacc_9-4	Ebacc: Percentage of pupils achieving grades 9-4
%_Achieved_Ebacc_9-5	Ebacc: Percentage of pupils achieving grades 9-5
%_Basics_9-4_Not_Achieved	Basics: Percentage of pupils not achieving grades 9-4 in English and Maths
%_Basics_9-5_Not_Achieved	Basics: Percentage of pupils not achieving grades 9-5 in English and Maths
%_Ebacc_9-4_Not_Achieved	Ebacc: Percentage of pupils not achieving grades 9-4
%_Ebacc_9-5_Not_Achieved	Ebacc: Percentage of pupils not achieving grades 9-5
%_Entered	Percentage of pupils entered for Ebacc
%_Not_Entered	Percentage of pupils not entered for Ebacc
Achieved_Basics_9-4	Basics: Pupils achieving grades 9-4 in English and Maths
Achieved_Basics_9-5	Basics: Pupils achieving grades 9-5 in English and Maths
Achieved_Ebacc_9-4	Ebacc: Pupils achieving grades 9-4
Achieved_Ebacc_9-5	Ebacc: Pupils achieving grades 9-5
Basics_9-4_Not_Achieved	Basics: Pupils not achieving grades 9-4 in English and Maths
Basics_9-5_Not_Achieved	Basics: Pupils not achieving grades 9-5 in English and Maths
breakdown	Breakdown
Disadvantage	Disadvantage - Filter by Disadvantage
EAL	English as an additional language - Filter by English as an additional language
Ebacc_9-4_Not_Achieved	Ebacc: Pupils not achieving grades 9-4
Ebacc_9-5_Not_Achieved	Ebacc: Pupils not achieving grades 9-5
Entered_for_EBacc	Pupils entered for Ebacc
Gender	Gender of pupils - Filter by Gender of pupils
KS2_Prior	Key stage 2 prior attainment group - Filter by Key stage 2 prior attainment group
Not_Entered	Pupils not entered for Ebacc
SEN	Special Education Needs - Filter by Special Education Needs

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Key stage 2 to 4 transition matrices GCSE combined science

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
%_11	Percentage of pupils achieving grade 11
%_21	Percentage of pupils achieving grade 21
%_22	Percentage of pupils achieving grade 22
%_32	Percentage of pupils achieving grade 32
%_33	Percentage of pupils achieving grade 33
%_43	Percentage of pupils achieving grade 43
%_44	Percentage of pupils achieving grade 44
%_54	Percentage of pupils achieving grade 54
%_55	Percentage of pupils achieving grade 55
%_65	Percentage of pupils achieving grade 65
%_66	Percentage of pupils achieving grade 66
%_76	Percentage of pupils achieving grade 76
%_77	Percentage of pupils achieving grade 77
%_87	Percentage of pupils achieving grade 87
%_88	Percentage of pupils achieving grade 88
%_98	Percentage of pupils achieving grade 98
%_99	Percentage of pupils achieving grade 99
%_U	Percentage of pupils achieving grade U
%_X	Percentage of pupils achieving grade X
11	Grade 11 achieved
21	Grade 21 achieved
22	Grade 22 achieved
32	Grade 32 achieved
33	Grade 33 achieved
43	Grade 43 achieved
44	Grade 44 achieved
54	Grade 54 achieved
55	Grade 55 achieved
65	Grade 65 achieved
66	Grade 66 achieved
76	Grade 76 achieved
77	Grade 77 achieved
87	Grade 87 achieved
88	Grade 88 achieved
98	Grade 98 achieved
99	Grade 99 achieved
All_Grades	Total all grades achieved
breakdown	Breakdown
Disadvantage	Disadvantage - Filter by Disadvantage
EAL	English as an additional language - Filter by English as an additional language
Gender	Gender of pupils - Filter by Gender of pupils
KS2_Prior	Key stage 2 prior attainment group - Filter by Key stage 2 prior attainment group
SEN	Special Education Needs - Filter by Special Education Needs
U	Grade U achieved
X	Grade X achieved

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

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
%_1	Percent of pupils achieving GCSE grade 1
%_2	Percent of pupils achieving GCSE grade 2
%_3	Percent of pupils achieving GCSE grade 3
%_4	Percent of pupils achieving GCSE grade 4
%_5	Percent of pupils achieving GCSE grade 5
%_6	Percent of pupils achieving GCSE grade 6
%_7	Percent of pupils achieving GCSE grade 7
%_8	Percent of pupils achieving GCSE grade 8
%_9	Percent of pupils achieving GCSE grade 9
%_U	Percent of pupils achieving GCSE grade U
1	GCSE grade 1 achieved
2	GCSE grade 2 achieved
3	GCSE grade 3 achieved
4	GCSE grade 4 achieved
5	GCSE grade 5 achieved
6	GCSE grade 6 achieved
7	GCSE grade 7 achieved
8	GCSE grade 8 achieved
9	GCSE grade 9 achieved
All_Grades	GCSE all grades achieved
breakdown	Breakdown
Disadvantage	Disadvantage - Filter by Disadvantage
EAL	English as an additional language - Filter by English as an additional language
Gender	Gender of pupils - Filter by Gender of pupils
KS2_Prior	Key stage 2 prior attainment group - Filter by Key stage 2 prior attainment group
SEN	Special Education Needs - Filter by Special Education Needs
subjects	GCSE subject entered - Filter by GCSE subject entered
U	GCSE grade U achieved
X	GCSE grade X achieved

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KS4 attainment 8 distribution by local authority district data

Filename: 1920_att8_distribution_lad_data.csv
Geographic levels: Local authority district; National
Time period: 2019/20
Content: --

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
att8_grouping	The percentage grouping of pupils attainment 8 scores
t_pupils	Total number of pupils at the end of key stage 4

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KS4 degree of rurality of pupil residence data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage number 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_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 in English and maths, A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, 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_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_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

From 2013/14 EBacc sciences includes computer science. From 2018 GCSEs in core, additional and further additional science are no longer eligible to count. Sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
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.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
: = When data is unavailable for other reasons
State-funded mainstream schools include local authority maintained mainstream, academies, free schools, city technology colleges and further education colleges with provision for 14 to 16 year-olds. They exclude state-funded special schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
The residency of 900 pupils living in England in 2019/20 is unknown due to missing or invalid postcode information. Pupils not resident in England and pupils with missing or invalid postcode information are excluded from the figures in presented.
z = When an observation is not applicable
The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.
Attainment 8 and Progress 8 are part of the secondary accountability system that was implemented for all schools from 2016. Attainment 8 measures pupils’ Attainment across 8 qualifications including maths, English, three ebacc qualifications and three further GCSE or non-GCSE qualifications. From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This helped to minimise fluctuations in the average Attainment 8 scores following the phased introduction of 9-1 reformed GCSEs. These differences should be considered when comparing Attainment 8 scores between 2016-2019. In 2020, the majority of Attainment 8 scores are based on qualifications that were awarded via centre assessment grades rather than exams, so they are likely to be higher due to this and are not comparable to previous years.
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
Progress 8 data is not being published using 2019/20 data because of the cancellation of GCSE exams. Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 for pupils in similar prior Attainment groups) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress for 2020.
The rural-urban classification of postcodes for 2020 are based on the 2011 classification of output areas released in August 2013. Census output areas forming settlements with populations of over 10,000 are defined as urban. The urban domain is further sub-divided into three broad morphological types based on the predominant settlement component. The remainder are defined as one of three rural types.
Some zero percentages may represent small numbers due to rounding.
Includes entries and achievements by these pupils in previous academic years.
EBacc average point score (Ebacc APS) was introduced as a headline measure in 2018 and replaced the previous threshold 'EBacc Attainment' measure. EBacc APS measures pupils’ point scores across the five pillars of the EBacc. This ensures the Attainment of all pupils is recognised, not just those at particular grade boundaries, encouraging schools to enter pupils of all abilities, and support them to achieve their full potential. Threshold measures are included for completeness and are reported as a percentage of pupils at the end of key stage 4. The two threshold measures are: i) proportion of pupils achieving grade 5/C or above, ii) proportion of pupils achieving a grade 4/C or above respectively.

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KS4 degree of rurality of school location data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage number 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 in English and maths, A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, 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_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_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.
State-funded mainstream schools include local authority maintained mainstream, academies, free schools, city technology colleges and further education colleges with provision for 14 to 16 year-olds. They exclude state-funded special schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
The residency of 900 pupils living in England in 2019/20 is unknown due to missing or invalid postcode information. Pupils not resident in England and pupils with missing or invalid postcode information are excluded from the figures in presented.
Progress 8 data is not being published using 2019/20 data because of the cancellation of GCSE exams. Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 for pupils in similar prior Attainment groups) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress for 2020.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
: = When data is unavailable for other reasons
EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.
z = When an observation is not applicable
Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.
Includes entries and achievements by these pupils in previous academic years.
c = From 2018 revised data, suppression due to low numbers was not applied unless deemed necessary. Previous years' data remains suppressed. For 2020, where a geographical area contains only one school (for example Isles of Scilly) the data for that area has been suppressed. This is in line with the announcement that school level data would not be published using the summer 2020 exam grades awarded.
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
EBacc average point score (Ebacc APS) was introduced as a headline measure in 2018 and replaced the previous threshold 'EBacc Attainment' measure. EBacc APS measures pupils’ point scores across the five pillars of the EBacc. This ensures the Attainment of all pupils is recognised, not just those at particular grade boundaries, encouraging schools to enter pupils of all abilities, and support them to achieve their full potential. Threshold measures are included for completeness and are reported as a percentage of pupils at the end of key stage 4. The two threshold measures are: i) proportion of pupils achieving grade 5/C or above, ii) proportion of pupils achieving a grade 4/C or above respectively.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
The rural-urban classification of postcodes for 2020 are based on the 2011 classification of output areas released in August 2013. Census output areas forming settlements with populations of over 10,000 are defined as urban. The urban domain is further sub-divided into three broad morphological types based on the predominant settlement component. The remainder are defined as one of three rural types.
The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
From 2013/14 EBacc sciences includes computer science. From 2018 GCSEs in core, additional and further additional science are no longer eligible to count. Sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
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.
Attainment 8 and Progress 8 are part of the secondary accountability system that was implemented for all schools from 2016. Attainment 8 measures pupils’ Attainment across 8 qualifications including maths, English, three ebacc qualifications and three further GCSE or non-GCSE qualifications. From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This helped to minimise fluctuations in the average Attainment 8 scores following the phased introduction of 9-1 reformed GCSEs. These differences should be considered when comparing Attainment 8 scores between 2016-2019. In 2020, the majority of Attainment 8 scores are based on qualifications that were awarded via centre assessment grades rather than exams, so they are likely to be higher due to this and are not comparable to previous years.

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KS4 disadvantage gap index data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
disadvantaged_attainment_gap_index	Disadvantaged attainment gap index

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KS4 GCSE subject alternative provision data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
1	The number of exams graded as 1
11	The number of exams graded as 11
2	The number of exams graded as 2
21	The number of exams graded as 21
22	The number of exams graded as 22
3	The number of exams graded as 3
32	The number of exams graded as 32
33	The number of exams graded as 33
4	The number of exams graded as 4
43	The number of exams graded as 43
44	The number of exams graded as 44
5	The number of exams graded as 5
54	The number of exams graded as 54
55	The number of exams graded as 55
6	The number of exams graded as 6
65	The number of exams graded as 65
66	The number of exams graded as 66
7	The number of exams graded as 7
76	The number of exams graded as 76
77	The number of exams graded as 77
8	The number of exams graded as 8
87	The number of exams graded as 87
88	The number of exams graded as 88
9	The number of exams graded as 9
98	The number of exams graded as 98
99	The number of exams graded as 99
subject	The type of subject
total_exam_entries	The number of entries in to a subject
U	The number of exams which are ungraded or unclassified
X	The number of pupils graded as Grade X, which refers to pupils who were absent or whose results are pending

Footnotes

: = When data is unavailable for other reasons
Some zero percentages may represent small numbers due to rounding.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
Any Design and Technology includes Design and Technology Engineering and Product Design qualifications.
Local authority, region and England (alternative provision) figures only cover achievements in state-funded alternative provision schools (Pupil referral units, AP free schools and AP academies) as well as state-funded AP placements in other institutions including independent schools, non-maintained special schools and settings other than a school. They do not include pupils recently arrived from overseas. The 'England (all schools)' line includes all pupils from state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools and alternative provision.
Pupils also registered at an institution included within the Secondary School Performance Tables are excluded from the Alternative Provision data. In 2020, school performance tables have been cancelled and headline performance measures will not be available on the school performance tables website for 2019/20 Attainment data.
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 2019/20, only Only one entry per subject is counted and we count the entry with the highest grade for results received in Summer 2020. Previously only the first entry grade would count and this is still the case for any results received before Summer 2020. Further information can be found in the secondary accountability guidance where pupils have already entered for an exam within the same subject in 2018/19, first entry rules will still be used. For more on previous years’ discounting methodology prior to 2020, read the Discounting and Early Entry Guidance at: https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-and-point-scores
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
Grade U refers to pupils' results which are ungraded or unclassified.
Grade X refers to pupils who were absent or whose results are pending.
z = When an observation is not applicable
In 2017, reformed GCSEs (which use the 9-1 grade scale) were introduced into secondary school performance tables in a phased approach. Unreformed subjects continue to be graded using the A* to G system. Information on how the 9 to 1 scale and the A* to G scale are different and not directly comparable is available in the Secondary accountability measures guidance. In 2020, all GCSEs are now reformed and use the 9-1 grading scale.
Includes entries and achievements by these pupils in previous academic years.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
Any science includes Astronomy, Electronics, Environmental Science and Geology.

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KS4 GCSE subject entry level data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
*	The number of exams graded as A*
1	The number of exams graded as 1
11	The number of exams graded as 11
2	The number of exams graded as 2
21	The number of exams graded as 21
22	The number of exams graded as 22
3	The number of exams graded as 3
32	The number of exams graded as 32
33	The number of exams graded as 33
4	The number of exams graded as 4
43	The number of exams graded as 43
44	The number of exams graded as 44
5	The number of exams graded as 5
54	The number of exams graded as 54
55	The number of exams graded as 55
6	The number of exams graded as 6
65	The number of exams graded as 65
66	The number of exams graded as 66
7	The number of exams graded as 7
76	The number of exams graded as 76
77	The number of exams graded as 77
8	The number of exams graded as 8
87	The number of exams graded as 87
88	The number of exams graded as 88
9	The number of exams graded as 9
98	The number of exams graded as 98
99	The number of exams graded as 99
A	The number of exams graded as A
B	The number of exams graded as B
C	The number of exams graded as C
D	The number of exams graded as D
E	The number of exams graded as E
F	The number of exams graded as F
G	The number of exams graded as G
subject	The subject pupils are entered for
total_exam_entries	The total number of exam entered
U	The number of exams graded as U
X	The number of exams graded as X

Footnotes

Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
Any Design and Technology includes Design and Technology Engineering and Product Design qualifications.
Combined Science GCSE is a Double Award and is included in this table for the purpose of comparison with other Science subjects.
Grade X refers to pupils who were absent or whose results are pending.
: = When data is unavailable for other reasons
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
The Secondary accountability measures guidance and subject grouping composition files can be found alongside the KS4 data and metadata files under 'Download associated files'.
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.
KS4 data and metadata files can be can be found under 'Download associated files'. The subject grouping composition is available under this section.
Some zero percentages may represent small numbers due to rounding.
In 2017, reformed GCSEs (which use the 9-1 grade scale) were introduced into secondary school performance tables in a phased approach. Unreformed subjects continue to be graded using the A* to G system. Information on how the 9 to 1 scale and the A* to G scale are different and not directly comparable is available in the Secondary accountability measures guidance. In 2020, all GCSEs are now reformed and use the 9-1 grading scale.
z = When an observation is not applicable
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
Discounting has been applied where pupils have taken the same subject more than once. In 2019/20, only Only one entry per subject is counted and we count the entry with the highest grade for results received in Summer 2020. Previously only the first entry grade would count and this is still the case for any results received before Summer 2020. Further information can be found in the secondary accountability guidance where pupils have already entered for an exam within the same subject in 2018/19, first entry rules will still be used. For more on previous years’ discounting methodology prior to 2020, read the Discounting and Early Entry Guidance at: https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-and-point-scores
Includes entries and achievements by these pupils in previous academic years.
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.

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KS4 GCSE subject pupil level data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
characteristic_admission_type	Basis for admission into the school
characteristic_gender	Gender
characteristic_religious_denomination	Religious denomination of school
Percentage_achieving_9-5	The percentage of pupils achieving a grade 9-5 out of pupils entering that subject
Percentage_achieving_A-B	The percentage of pupils achieving a grade A-B
Percentage_achieving_A-E	The percentage of pupils achieving a grade A-E
Percentage_achieving_A*-C/9-4	The percentage of pupils achieving a grade A*-C/9-4 out of pupils entering that subject
Percentage_achieving_A*-G/9-1	The percentage of pupils achieving a grade A*-G/9-1 out of pupils entering that subject
Percentage_achieving_level_1_pass	The percentage of pupils achieving a level 1 pass
Percentage_achieving_level_2_pass	The percentage of pupils achieving a level 2 pass
qualification_type	The type of qualification being taken by a pupil
school_type	The types of school in the data
subject	The subject pupils are entered for
subject_entry	The number of pupils entering each exam
table	Table that the data would have been in for previous years' publications
Total_achieving_9-5	The total number of pupils achieving a grade 9-5
Total_achieving_A-B	The total number of pupils achieving a grade A-B
Total_achieving_A-E	The total number of pupils achieving a grade A-E
Total_achieving_A*-C/9-4	The total number of pupils achieving a grade A*-C/9-4
Total_achieving_A*-G/9-1	The total number of pupils achieving a grade A*-G/9-1
Total_achieving_level_1_pass	The total number of pupils achieving a level 1 pass
Total_achieving_level_2_pass	The total number of pupils achieving a level 2 pass

Footnotes

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.
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.
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.
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.
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.
Since 2014/15, early entry policy, under which only a pupil’s first attempt at a qualification is counted in performance measures, is extended to all subjects. For Summer 2019/20 results, only a pupils best entry at a qualification is counted in performance measures.
: = When data is unavailable for other reasons
Only GCSEs and established GCSE equivalents (Cambridge International certificates and Edexcel level 1/2 certificates) are included in this data. Excludes Double Awards.
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.
Combined Science GCSE is a Double Award and is included in this table for the purpose of comparison with other Science subjects.
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.
Due to one school being recorded under the Hindu religious character, any figures that are not published in the performance tables are suppressed for this grouping.
Grade X refers to pupils who were absent or whose results are pending.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
All State-funded special schools include community special schools, foundation special schools, special sponsored academies, special converter academies and special free schools.
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.
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.
Academies and free schools include sponsored academies, converter academies, free schools studio schools and university technical colleges (UTCs).
Hospital, PRU & AP schools include Community Hospital School, Foundation Hospital School, Pupil Referral Unit, sponsored academies, convertor academies, free school and alternative provision.
Any Design and Technology includes Design and Technology Engineering and Product Design qualifications.
Discounting has been applied where pupils have taken the same subject more than once. In 2019/20, only Only one entry per subject is counted and we count the entry with the highest grade for results received in Summer 2020. Previously only the first entry grade would count and this is still the case for any results received before Summer 2020. Further information can be found in the secondary accountability guidance where pupils have already entered for an exam within the same subject in 2018/19, first entry rules will still be used. For more on previous years’ discounting methodology prior to 2020, read the Discounting and Early Entry Guidance at: https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-and-point-scores
Includes entries and achievements by these pupils in previous academic years.
Prior to 2016, school admission basis was taken from the 'Get information about schools' website, which was self-declared by each school and not necessarily a true reflection of a school's admission policy. From 2016, we moved to an alternative classification which will continue into 2017. This is expected to be a more accurate reflection of the current admissions basis of a school. This groups schools into selective schools, non-selective schools in highly selective areas and all other non-selective schools. The selective group covers the same schools as in the previous grouping. Non-selective schools in highly selective areas cover all schools in local authorities where 25% or more of state-funded secondary places are in state-funded selective schools. The all other non-selective schools group includes schools in local authorities with some selection, as well as those with no selection.
Grade U refers to pupils' results which are ungraded or unclassified.
In 2017, new reformed GCSEs (which use the 9-1 grade scale) were introduced into secondary school performance tables in a phased approach. Unreformed subjects continued to be graded using the A* to G system. Information on how the 9 to 1 scale and the A* to G scale are different and not directly comparable is available in the secondary accountability measures guidance. In 2020, all GCSEs are now reformed and use the 9-1 grading scale.
Any science includes Astronomy, Electronics, Environmental Science and Geology.
z = When an observation is not applicable
The Secondary accountability measures guidance and subject grouping composition files can be found alongside the KS4 data and metadata files under 'Download associated files'.
Some zero percentages may represent small numbers due to rounding.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
Includes schools that were open before 12 September of the academic year.
All entries and achievements are for AS levels and applied AS levels with the exception of the mathematics (FSMQ) category which covers all Free Standing Mathematics Qualifications.
Religious character is taken from the GIAS (Get information about schools) website and is the legal designation of each school. Any state-funded mainstream schools who do not have their religious character recorded on the GIAS website are recorded in 'no religious character'. This list of religious characters is complete for 2019 data. Religious character is taken from GIAS and are given as at 12 September at the start of the academic year, and is the legal designation of each school.
Selective schools admit pupils wholly or mainly with reference to ability. These schools are formally designated as grammar schools.
School admission basis is taken from GIAS (Get Information About Schools) website and is self-declared by the school. From 2019, school performance tables will identify selective state-funded mainstream schools using GIAS and treat other state-funded mainstream schools as non-selective. School admissions basis is given as at 12 September at the start of the academic year.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020

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KS4 GCSE subject year of entry data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
2020_final_year	The number of pupils entering each exam in their final school year
2020_overall	The number of pupils entering each exam
2020_penultimate_year	The number of pupils entering each exam in their penultimate school year
percentage_final_of_overall	The percentage of pupils entering each exam in their final school year
percentage_penultimate_of_overall	The percentage of pupils entering each exam in their penultimate school year
subject	The subject pupils are entered for

Footnotes

Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
Discounting has been applied where pupils have taken the same subject more than once. In 2019/20, only Only one entry per subject is counted and we count the entry with the highest grade for results received in Summer 2020. Previously only the first entry grade would count and this is still the case for any results received before Summer 2020. Further information can be found in the secondary accountability guidance where pupils have already entered for an exam within the same subject in 2018/19, first entry rules will still be used. For more on previous years’ discounting methodology prior to 2020, read the Discounting and Early Entry Guidance at: https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-and-point-scores
Includes entries and achievements by these pupils in previous academic years.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
From 2014/15, all subject mappings which are classed as Computer Science count towards the English Baccalaureate. In 2013/14, AS Levels and Cambridge International Certificates in Computer Science did not count towards the English Baccalaureate.
In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.
The Secondary accountability measures guidance and subject grouping composition files can be found alongside the KS4 data and metadata files under 'Download associated files'.
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.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
: = When data is unavailable for other reasons
From 2017, Core Science, Double Science, Additional and Further Science no longer count in the English Baccalaureate.
Some zero percentages may represent small numbers due to rounding.
From 2017, the new GCSE in Food preparation and nutrition was introduced. This replaces D & T: Food Technology which was previously included in the Design and Technology subject group.
z = When an observation is not applicable

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KS4 IDACI decile and degree of rurality of pupil residence data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
idaci_decile	Income Deprivation Affecting Children Indices decile
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage number 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_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 in English and maths, A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, 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_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_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

From 2013/14 EBacc sciences includes computer science. From 2018 GCSEs in core, additional and further additional science are no longer eligible to count. Sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.
Progress 8 data is not being published using 2019/20 data because of the cancellation of GCSE exams. Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 for pupils in similar prior Attainment groups) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress for 2020.
Includes entries and achievements by these pupils in previous academic years.
The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
Some zero percentages may represent small numbers due to rounding.
: = When data is unavailable for other reasons
Attainment 8 and Progress 8 are part of the secondary accountability system that was implemented for all schools from 2016. Attainment 8 measures pupils’ Attainment across 8 qualifications including maths, English, three ebacc qualifications and three further GCSE or non-GCSE qualifications. From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This helped to minimise fluctuations in the average Attainment 8 scores following the phased introduction of 9-1 reformed GCSEs. These differences should be considered when comparing Attainment 8 scores between 2016-2019. In 2020, the majority of Attainment 8 scores are based on qualifications that were awarded via centre assessment grades rather than exams, so they are likely to be higher due to this and are not comparable to previous years.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
z = When an observation is not applicable
IDACI bands are based on 2015 IDACI scores.
The residency of 900 pupils living in England in 2019/20 is unknown due to missing or invalid postcode information. Pupils not resident in England and pupils with missing or invalid postcode information are excluded from the figures in presented.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
State-funded mainstream schools include local authority maintained mainstream, academies, free schools, city technology colleges and further education colleges with provision for 14 to 16 year-olds. They exclude state-funded special schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
The rural-urban classification of postcodes for 2020 are based on the 2011 classification of output areas released in August 2013. Census output areas forming settlements with populations of over 10,000 are defined as urban. The urban domain is further sub-divided into three broad morphological types based on the predominant settlement component. The remainder are defined as one of three rural types.
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
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 average point score (Ebacc APS) was introduced as a headline measure in 2018 and replaced the previous threshold 'EBacc Attainment' measure. EBacc APS measures pupils’ point scores across the five pillars of the EBacc. This ensures the Attainment of all pupils is recognised, not just those at particular grade boundaries, encouraging schools to enter pupils of all abilities, and support them to achieve their full potential. Threshold measures are included for completeness and are reported as a percentage of pupils at the end of key stage 4. The two threshold measures are: i) proportion of pupils achieving grade 5/C or above, ii) proportion of pupils achieving a grade 4/C or above respectively.
c = From 2018 revised data, suppression due to low numbers was not applied unless deemed necessary. Previous years' data remains suppressed. For 2020, where a geographical area contains only one school (for example Isles of Scilly) the data for that area has been suppressed. This is in line with the announcement that school level data would not be published using the summer 2020 exam grades awarded.
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.
Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.

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KS4 IDACI decile of pupil residence data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
idaci_decile	Income Deprivation Affecting Children Indices decile
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage number 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 in English and maths, A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, 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_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_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

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.
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
EBacc average point score (Ebacc APS) was introduced as a headline measure in 2018 and replaced the previous threshold 'EBacc Attainment' measure. EBacc APS measures pupils’ point scores across the five pillars of the EBacc. This ensures the Attainment of all pupils is recognised, not just those at particular grade boundaries, encouraging schools to enter pupils of all abilities, and support them to achieve their full potential. Threshold measures are included for completeness and are reported as a percentage of pupils at the end of key stage 4. The two threshold measures are: i) proportion of pupils achieving grade 5/C or above, ii) proportion of pupils achieving a grade 4/C or above respectively.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.
Progress 8 data is not being published using 2019/20 data because of the cancellation of GCSE exams. Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 for pupils in similar prior Attainment groups) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress for 2020.
From 2013/14 EBacc sciences includes computer science. From 2018 GCSEs in core, additional and further additional science are no longer eligible to count. Sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
Includes entries and achievements by these pupils in previous academic years.
: = When data is unavailable for other reasons
EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.
State-funded mainstream schools include local authority maintained mainstream, academies, free schools, city technology colleges and further education colleges with provision for 14 to 16 year-olds. They exclude state-funded special schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
Attainment 8 and Progress 8 are part of the secondary accountability system that was implemented for all schools from 2016. Attainment 8 measures pupils’ Attainment across 8 qualifications including maths, English, three ebacc qualifications and three further GCSE or non-GCSE qualifications. From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This helped to minimise fluctuations in the average Attainment 8 scores following the phased introduction of 9-1 reformed GCSEs. These differences should be considered when comparing Attainment 8 scores between 2016-2019. In 2020, the majority of Attainment 8 scores are based on qualifications that were awarded via centre assessment grades rather than exams, so they are likely to be higher due to this and are not comparable to previous years.
IDACI bands are based on 2015 IDACI scores.
Some zero percentages may represent small numbers due to rounding.
The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
z = When an observation is not applicable
The residency of 900 pupils living in England in 2019/20 is unknown due to missing or invalid postcode information. Pupils not resident in England and pupils with missing or invalid postcode information are excluded from the figures in presented.
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.

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KS4 local authority alternative provision data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable 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
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 in English and maths, A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage number 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 in English and maths, A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, 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_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_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

City of London does not have any state-funded secondary schools, therefore there are no entries present in the data for this local authority.
Pupils also registered at an institution included within the Secondary School Performance Tables are excluded from the Alternative Provision data. In 2020, school performance tables have been cancelled and headline performance measures will not be available on the school performance tables website for 2019/20 Attainment data.
: = When data is unavailable for other reasons
From 2013/14 EBacc sciences includes computer science. From 2018 GCSEs in core, additional and further additional science are no longer eligible to count. Sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
z = When an observation is not applicable
Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.
EBacc average point score (Ebacc APS) was introduced as a headline measure in 2018 and replaced the previous threshold 'EBacc Attainment' measure. EBacc APS measures pupils’ point scores across the five pillars of the EBacc. This ensures the Attainment of all pupils is recognised, not just those at particular grade boundaries, encouraging schools to enter pupils of all abilities, and support them to achieve their full potential. Threshold measures are included for completeness and are reported as a percentage of pupils at the end of key stage 4. The two threshold measures are: i) proportion of pupils achieving grade 5/C or above, ii) proportion of pupils achieving a grade 4/C or above respectively.
c = From 2018 revised data, suppression due to low numbers was not applied unless deemed necessary. Previous years' data remains suppressed. For 2020, where a geographical area contains only one school (for example Isles of Scilly) the data for that area has been suppressed. This is in line with the announcement that school level data would not be published using the summer 2020 exam grades awarded.
In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.
Some zero percentages may represent small numbers due to rounding.
The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
Includes entries and achievements by these pupils in previous academic years.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
Attainment 8 and Progress 8 are part of the secondary accountability system that was implemented for all schools from 2016. Attainment 8 measures pupils’ Attainment across 8 qualifications including maths, English, three ebacc qualifications and three further GCSE or non-GCSE qualifications. From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This helped to minimise fluctuations in the average Attainment 8 scores following the phased introduction of 9-1 reformed GCSEs. These differences should be considered when comparing Attainment 8 scores between 2016-2019. In 2020, the majority of Attainment 8 scores are based on qualifications that were awarded via centre assessment grades rather than exams, so they are likely to be higher due to this and are not comparable to previous years.
Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
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.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
Local authority, region and England (alternative provision) figures only cover achievements in state-funded alternative provision schools (Pupil referral units, AP free schools and AP academies) as well as state-funded AP placements in other institutions including independent schools, non-maintained special schools and settings other than a school. They do not include pupils recently arrived from overseas. The 'England (all schools)' line includes all pupils from state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools and alternative provision.
EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.
Progress 8 data is not being published using 2019/20 data because of the cancellation of GCSE exams. Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 for pupils in similar prior Attainment groups) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress for 2020.
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.

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KS4 local authority characteristics data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
breakdown	The breakdown of the data being displayed
characteristic_disadvantage	Disadvantaged status
characteristic_Ethnic_major	Major ethnic group
characteristic_first_language	English as an Additional Language status
characteristic_free_school_meals	Free school meal eligibility
characteristic_gender	Gender
characteristic_sen_description	Special Educational Needs description
characteristic_sen_status	Special Educational Needs status
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage number 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 in English and maths, A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, 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_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_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

Following special educational needs and disability (SEND) reforms in 2014/15, SEN pupils are categorised as 'SEN with a statement or Education, health and care (EHC) plan' and 'SEN support'. SEN support replaces 'school action' and 'school action plus' (grouped as SEN without a statement up to and including 2013/14) but some pupils remain with these provision types in first year of transition. More detailed information on the reforms can be found in the link below: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
English includes 'pupils whose first language is English’ includes 'not known but believed to be English'.
From 2013/14 EBacc sciences includes computer science. From 2018 GCSEs in core, additional and further additional science are no longer eligible to count. Sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
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.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
: = When data is unavailable for other reasons
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.
No SEN' includes pupils whom could not obtained, refused, unclassified or could not be determined.
Some zero percentages may represent small numbers due to rounding.
Includes pupils for whom Special Educational Needs status (SEN provision) or SEN primary could not be determined. This figure also includes pupils at further education colleges: as FE colleges do not complete the school census, we do not have matched pupil characteristics data of pupils in FE colleges and therefore these pupils are not included in characteristics breakdowns. This means that there are some cases where the individual characteristics breakdowns will not add up to the all pupils figure.
z = When an observation is not applicable
No SEN' includes pupils whom could not obtained, refused, unclassified or 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.
FSM all other includes pupils not eligible for free school meals and for whom free school meal eligibility was unclassified or could not be determined.
Disadvantaged all other includes pupils for whom free school meal eligibility, Special Educational Needs status (SEN provision) or SEN primary need could not be determined.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
State-funded schools include academies, free schools, city technology colleges, further education colleges with provision for 14- to 16-year-olds and state-funded special schools. They exclude independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
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.
Progress 8 data is not being published using 2019/20 data because of the cancellation of GCSE exams. Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 for pupils in similar prior Attainment groups) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress for 2020.
Attainment 8 and Progress 8 are part of the secondary accountability system that was implemented for all schools from 2016. Attainment 8 measures pupils’ Attainment across 8 qualifications including maths, English, three ebacc qualifications and three further GCSE or non-GCSE qualifications. From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This helped to minimise fluctuations in the average Attainment 8 scores following the phased introduction of 9-1 reformed GCSEs. These differences should be considered when comparing Attainment 8 scores between 2016-2019. In 2020, the majority of Attainment 8 scores are based on qualifications that were awarded via centre assessment grades rather than exams, so they are likely to be higher due to this and are not comparable to previous years.
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.
Includes pupils for whom free school meal eligibility could not be determined. This figure also includes pupils at further education colleges: as FE colleges do not complete the school census, we do not have matched pupil characteristics data of pupils in FE colleges and therefore these pupils are not included in characteristics breakdowns. This means that there are some cases where the individual characteristics breakdowns will not add up to the all pupils figure. Pupils in FE colleges are included in the free school meals figures from 2015/16 onwards.
c = From 2018 revised data, suppression due to low numbers was not applied unless deemed necessary. Previous years' data remains suppressed. For 2020, where a geographical area contains only one school (for example Isles of Scilly) the data for that area has been suppressed. This is in line with the announcement that school level data would not be published using the summer 2020 exam grades awarded.
EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.
Local authority, region and the total (state-funded sector) figures cover achievements in state-funded schools only. They do not include pupils recently arrived from overseas and so will not match with state-funded figures in the national tables. 'England' includes all pupils from state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
City of London does not have any state-funded secondary schools, therefore there are no entries present in the data for this local authority.
English as an additional language (EAL) unclassified includes pupils whom first language was not obtained, refused or could not be determined.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.
All pupils 'Total' includes pupils for whom free school meal eligibility, special educational need (SEN) provision or SEN primary need could not be determined.
Unclassified includes pupils whom ethnicity was not obtained, refused or could not be determined.
Other than English includes ‘pupils whose first language is other than English’ includes 'not known but believed to be other than English'.
Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.
Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
Free school meals (FSM) does not relate to pupils who actually received free school meals but those who are eligible to receive free school meals. Pupils not eligible for free school meals or unclassified pupils are described as ‘All other pupils’.
The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
Includes entries and achievements by these pupils in previous academic years.
EBacc average point score (Ebacc APS) was introduced as a headline measure in 2018 and replaced the previous threshold 'EBacc Attainment' measure. EBacc APS measures pupils’ point scores across the five pillars of the EBacc. This ensures the Attainment of all pupils is recognised, not just those at particular grade boundaries, encouraging schools to enter pupils of all abilities, and support them to achieve their full potential. Threshold measures are included for completeness and are reported as a percentage of pupils at the end of key stage 4. The two threshold measures are: i) proportion of pupils achieving grade 5/C or above, ii) proportion of pupils achieving a grade 4/C or above respectively.

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KS4 local authority data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable 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
characteristic_gender	Gender
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 in English and maths, A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage number 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 in English and maths, A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, 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_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_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
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.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
City of London does not have any state-funded secondary schools, therefore there are no entries present in the data for this local authority.
c = From 2018 revised data, suppression due to low numbers was not applied unless deemed necessary. Previous years' data remains suppressed. For 2020, where a geographical area contains only one school (for example Isles of Scilly) the data for that area has been suppressed. This is in line with the announcement that school level data would not be published using the summer 2020 exam grades awarded.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
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.
Attainment 8 and Progress 8 are part of the secondary accountability system that was implemented for all schools from 2016. Attainment 8 measures pupils’ Attainment across 8 qualifications including maths, English, three ebacc qualifications and three further GCSE or non-GCSE qualifications. From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This helped to minimise fluctuations in the average Attainment 8 scores following the phased introduction of 9-1 reformed GCSEs. These differences should be considered when comparing Attainment 8 scores between 2016-2019. In 2020, the majority of Attainment 8 scores are based on qualifications that were awarded via centre assessment grades rather than exams, so they are likely to be higher due to this and are not comparable to previous years.
From 2013/14 EBacc sciences includes computer science. From 2018 GCSEs in core, additional and further additional science are no longer eligible to count. Sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
Progress 8 data is not being published using 2019/20 data because of the cancellation of GCSE exams. Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 for pupils in similar prior Attainment groups) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress for 2020.
z = When an observation is not applicable
EBacc average point score (Ebacc APS) was introduced as a headline measure in 2018 and replaced the previous threshold 'EBacc Attainment' measure. EBacc APS measures pupils’ point scores across the five pillars of the EBacc. This ensures the Attainment of all pupils is recognised, not just those at particular grade boundaries, encouraging schools to enter pupils of all abilities, and support them to achieve their full potential. Threshold measures are included for completeness and are reported as a percentage of pupils at the end of key stage 4. The two threshold measures are: i) proportion of pupils achieving grade 5/C or above, ii) proportion of pupils achieving a grade 4/C or above respectively.
Includes entries and achievements by these pupils in previous academic years.
Some zero percentages may represent small numbers due to rounding.
State-funded schools include academies, free schools, city technology colleges, further education colleges with provision for 14- to 16-year-olds and state-funded special schools. They exclude independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
Local authority, region and the total (state-funded sector) figures cover achievements in state-funded schools only. They do not include pupils recently arrived from overseas and so will not match with state-funded figures in the national tables. 'England' includes all pupils from state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
: = When data is unavailable for other reasons
In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.
Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.
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.

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KS4 local authority district and region of pupil residence data

Filename: 1920_lad_pr_data.csv
Geographic levels: Local authority district; National; Regional
Time period: 2019/20
Content: --

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage number 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 in English and maths, A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, 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_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_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

St Albans district boundary was changed in 2013. The local authority district code was changed from E07000100 to E07000240 to reflect this.
EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.
Northumberland district boundary was changed in 2014. The local authority district code was changed from E06000048 to E06000057 to reflect this.
From 2013/14 EBacc sciences includes computer science. From 2018 GCSEs in core, additional and further additional science are no longer eligible to count. Sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
The residency of 900 pupils living in England in 2019/20 is unknown due to missing or invalid postcode information. Pupils not resident in England and pupils with missing or invalid postcode information are excluded from the figures in presented.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
Attainment 8 and Progress 8 are part of the secondary accountability system that was implemented for all schools from 2016. Attainment 8 measures pupils’ Attainment across 8 qualifications including maths, English, three ebacc qualifications and three further GCSE or non-GCSE qualifications. From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This helped to minimise fluctuations in the average Attainment 8 scores following the phased introduction of 9-1 reformed GCSEs. These differences should be considered when comparing Attainment 8 scores between 2016-2019. In 2020, the majority of Attainment 8 scores are based on qualifications that were awarded via centre assessment grades rather than exams, so they are likely to be higher due to this and are not comparable to previous years.
State-funded mainstream schools include local authority maintained mainstream, academies, free schools, city technology colleges and further education colleges with provision for 14 to 16 year-olds. They exclude state-funded special schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
: = When data is unavailable for other reasons
EBacc average point score (Ebacc APS) was introduced as a headline measure in 2018 and replaced the previous threshold 'EBacc Attainment' measure. EBacc APS measures pupils’ point scores across the five pillars of the EBacc. This ensures the Attainment of all pupils is recognised, not just those at particular grade boundaries, encouraging schools to enter pupils of all abilities, and support them to achieve their full potential. Threshold measures are included for completeness and are reported as a percentage of pupils at the end of key stage 4. The two threshold measures are: i) proportion of pupils achieving grade 5/C or above, ii) proportion of pupils achieving a grade 4/C or above respectively.
East Hertfordshire district boundary was changed in 2014. The local authority district code was changed from E07000097 to E07000242 to reflect this.
Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
c = From 2018 revised data, suppression due to low numbers was not applied unless deemed necessary. Previous years' data remains suppressed. For 2020, where a geographical area contains only one school (for example Isles of Scilly) the data for that area has been suppressed. This is in line with the announcement that school level data would not be published using the summer 2020 exam grades awarded.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
Includes entries and achievements by these pupils in previous academic years.
Gateshead district boundary was changed in 2014. The local authority district code was changed from E08000020 to E08000037 to reflect this.
Some zero percentages may represent small numbers due to rounding.
Welwyn Hatfield district boundary was changed in 2013. The local authority district code was changed from E07000104 to E07000241 to reflect this.
Stevenage district boundary was changed in 2014. The local authority district code was changed from E07000101 to E07000243 to reflect this.
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 in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.
Progress 8 data is not being published using 2019/20 data because of the cancellation of GCSE exams. Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 for pupils in similar prior Attainment groups) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress for 2020.
z = When an observation is not applicable
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.

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KS4 local authority district and region of school location data

Filename: 1920_lad_sl_data.csv
Geographic levels: Local authority district; National; Regional
Time period: 2019/20
Content: -

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage number 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 in English and maths, A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, 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_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_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

z = When an observation is not applicable
Data has been provided based on both the pupil’s location and the school’s location. At local authority level there may be differences in the totals because of a small number of schools where the school is maintained by a different local authority to the one in which they are located.
The residency of 900 pupils living in England in 20119/20 is unknown due to missing or invalid postcode information. Pupils not resident in England and pupils with missing or invalid postcode information are excluded from the figures in presented.
c = From 2018 revised data, suppression due to low numbers was not applied unless deemed necessary. Previous years' data remains suppressed. For 2020, where a geographical area contains only one school (for example Isles of Scilly) the data for that area has been suppressed. This is in line with the announcement that school level data would not be published using the summer 2020 exam grades awarded.
Stevenage district boundary was changed in 2014. The local authority district code was changed from E07000101 to E07000243 to reflect this.
EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.
From 2013/14 EBacc sciences includes computer science. From 2018 GCSEs in core, additional and further additional science are no longer eligible to count. Sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
EBacc average point score (Ebacc APS) was introduced as a headline measure in 2018 and replaced the previous threshold 'EBacc Attainment' measure. EBacc APS measures pupils’ point scores across the five pillars of the EBacc. This ensures the Attainment of all pupils is recognised, not just those at particular grade boundaries, encouraging schools to enter pupils of all abilities, and support them to achieve their full potential. Threshold measures are included for completeness and are reported as a percentage of pupils at the end of key stage 4. The two threshold measures are: i) proportion of pupils achieving grade 5/C or above, ii) proportion of pupils achieving a grade 4/C or above respectively.
Welwyn Hatfield district boundary was changed in 2013. The local authority district code was changed from E07000104 to E07000241 to reflect this.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
Progress 8 data is not being published using 2019/20 data because of the cancellation of GCSE exams. Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 for pupils in similar prior Attainment groups) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress for 2020.
: = When data is unavailable for other reasons
Northumberland district boundary was changed in 2014. The local authority district code was changed from E06000048 to E06000057 to reflect this.
Attainment 8 and Progress 8 are part of the secondary accountability system that was implemented for all schools from 2016. Attainment 8 measures pupils’ Attainment across 8 qualifications including maths, English, three ebacc qualifications and three further GCSE or non-GCSE qualifications. From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This helped to minimise fluctuations in the average Attainment 8 scores following the phased introduction of 9-1 reformed GCSEs. These differences should be considered when comparing Attainment 8 scores between 2016-2019. In 2020, the majority of Attainment 8 scores are based on qualifications that were awarded via centre assessment grades rather than exams, so they are likely to be higher due to this and are not comparable to previous years.
The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
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.
East Hertfordshire district boundary was changed in 2014. The local authority district code was changed from E07000097 to E07000242 to reflect this.
Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
Includes entries and achievements by these pupils in previous academic years.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
State-funded mainstream schools include local authority maintained mainstream, academies, free schools, city technology colleges and further education colleges with provision for 14 to 16 year-olds. They exclude state-funded special schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
St Albans district boundary was changed in 2013. The local authority district code was changed from E07000100 to E07000240 to reflect this.
Gateshead district boundary was changed in 2014. The local authority district code was changed from E08000020 to E08000037 to reflect this.
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
Some zero percentages may represent small numbers due to rounding.

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KS4 local authority district of school location by disadvantaged data

Filename: 1920_lad_sl_disadvantage__data.csv
Geographic levels: Local authority district; National; Regional
Time period: 2019/20
Content: --

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
att8screbac	Total sum of Attainment 8 scores for EBacc element
att8screbac_all_other_disadvantaged	Total sum of Attainment 8 scores for EBacc element - disadvantaged all other pupils
att8screbac_disadvantaged	Total sum of Attainment 8 scores for EBacc element - disadvantaged pupils
att8screng	Total sum of Attainment 8 scores for English element
att8screng_all_other_disadvantaged	Total sum of Attainment 8 scores for English element - disadvantaged all other pupils
att8screng_disadvantaged	Total sum of Attainment 8 scores for English element - disadvantaged pupils
att8scrmat	Total sum of Attainment 8 scores for Maths element
att8scrmat_all_other_disadvantaged	Total sum of Attainment 8 scores for Maths element - disadvantaged all other pupils
att8scrmat_disadvantaged	Total sum of Attainment 8 scores for Maths element - disadvantaged pupils
att8scropen	Total sum of Attainment 8 scores for open element
att8scropen_all_other_disadvantaged	Total sum of Attainment 8 scores for open element - disadvantaged all other pupils
att8scropen_disadvantaged	Total sum of Attainment 8 scores for open element - disadvantaged pupils
att8scropeng	Total sum of Attainment 8 scores for open element - GCSE only
att8scropeng_all_other_disadvantaged	Total sum of Attainment 8 scores for open element - GCSE only - disadvantaged all other pupils
att8scropeng_disadvantaged	Total sum of Attainment 8 scores for open element - GCSE only - disadvantaged pupils
att8scropenng	Total sum of Attainment 8 scores for open element - non-GCSE only
att8scropenng_all_other_disadvantaged	Total sum of Attainment 8 scores for open element - non-GCSE only - disadvantaged all other pupils
att8scropenng_disadvantaged	Total sum of Attainment 8 scores for open element - non-GCSE only - disadvantaged pupils
avg_att8_all	Average Attainment 8 score per pupil
avg_att8_all_other_disadvantaged	Average Attainment 8 score per pupil - disadvantaged all other pupils
avg_att8_disadvantaged	Average Attainment 8 score per pupil - disadvantaged pupils
avg_att8screbac	Average Attainment 8 score per pupil for EBacc element
avg_att8screbac_all_other_disadvantaged	Average Attainment 8 score per pupil for EBacc element - disadvantaged all other pupils
avg_att8screbac_disadvantaged	Average Attainment 8 score per pupil for EBacc element - disadvantaged pupils
avg_att8screng	Average Attainment 8 score per pupil for English element
avg_att8screng_all_other_disadvantaged	Average Attainment 8 score per pupil for English element - disadvantaged all other pupils
avg_att8screng_disadvantaged	Average Attainment 8 score per pupil for English element - disadvantaged pupils
avg_att8scrmat	Average Attainment 8 score per pupil for Maths element
avg_att8scrmat_all_other_disadvantaged	Average Attainment 8 score per pupil for Maths element - disadvantaged all other pupils
avg_att8scrmat_disadvantaged	Average Attainment 8 score per pupil for Maths element - disadvantaged pupils
avg_att8scropen	Average Attainment 8 score per pupil for open element
avg_att8scropen_all_other_disadvantaged	Average Attainment 8 score per pupil for open element - disadvantaged all other pupils
avg_att8scropen_disadvantaged	Average Attainment 8 score per pupil for open element - disadvantaged pupils
avg_att8scropeng	Average Attainment 8 score per pupil for open element - GCSE only
avg_att8scropeng_all_other_disadvantaged	Average Attainment 8 score per pupil for open element - GCSE only - disadvantaged all other pupils
avg_att8scropeng_disadvantaged	Average Attainment 8 score per pupil for open element - GCSE only - disadvantaged pupils
avg_att8scropenng	Average Attainment 8 score per pupil for open element - non-GCSE only
avg_att8scropenng_all_other_disadvantaged	Average Attainment 8 score per pupil for open element - non-GCSE only - disadvantaged all other pupils
avg_att8scropenng_disadvantaged	Average Attainment 8 score per pupil for open element - non-GCSE only - disadvantaged pupils
avg_ebaccaps_all	Average Ebacc Point Score per pupil
avg_ebaccaps_all_other_disadvantaged	Average Ebacc Point Score per pupil - disadvantaged all other pupils
avg_ebaccaps_disadvantaged	Average Ebacc Point Score per pupil - disadvantaged pupils
ebac2sci_94	Number of pupils achieving grades 9-4 or above in the English Baccalaureate Science subject area
ebac2sci_94_all_other_disadvantaged	Number of pupils achieving grade 9-4 in the English Baccalaureate Science subject area- disadvantaged all other pupils
ebac2sci_94_disadvantaged	Number of pupils achieving grade 9-4 in the English Baccalaureate Science subject area - disadvantaged pupils
ebac2sci_95	Number of pupils achieving grades 9-5 or above in the English Baccalaureate Science subject area
ebac2sci_95_all_other_disadvantaged	Number of pupils achieving grade 9-5 in the English Baccalaureate Science subject area- disadvantaged all other pupils
ebac2sci_95_disadvantaged	Number of pupils achieving grade 9-5 in the English Baccalaureate Science subject area - disadvantaged pupils
ebac2sci_e	Number of pupils entering the English Baccalaureate Science subject area
ebac2sci_e_all_other_disadvantaged	Number of pupils entering the English Baccalaureate Science subject area - disadvantaged all other pupils
ebac2sci_e_disadvantaged	Number of pupils entering the English Baccalaureate Science subject area - disadvantaged pupils
ebacc_94_all	Number of pupils achieving grade 9-4 in the English Baccalaureate
ebacc_94_all_other_disadvantaged	Number of pupils achieving grade 9-4 in the English Baccalaureate - disadvantaged all other pupils
ebacc_94_disadvantaged	Number of pupils achieving grade 9-4 in the English Baccalaureate - disadvantaged pupils
ebacc_95_all	Number of pupils achieving grade 9-5 in the English Baccalaureate
ebacc_95_all_other_disadvantaged	Number of pupils achieving grade 9-5 in the English Baccalaureate - disadvantaged all other pupils
ebacc_95_disadvantaged	Number of pupils achieving grade 9-5 in the English Baccalaureates - disadvantaged pupils
ebacc_e_all	Number of key stage 4 pupils with entries in all English Baccalaureate subject areas
ebacc_e_all_other_disadvantaged	Number of key stage 4 pupils with entries in all English Baccalaureate subject areas - disadvantaged all other pupils
ebacc_e_disadvantaged	Number of key stage 4 pupils with entries in all English Baccalaureate subject areas - disadvantaged pupils
ebaccaps_all	Total sum of points scored in the English Baccalaureate
ebaccaps_all_other_disadvantaged	Total sum of points scored in the English Baccalaureate - disadvantaged all other pupils
ebaccaps_disadvantaged	Total sum of points scored in the English Baccalaureate - disadvantaged pupils
ebaceng_94	Number of pupils achieving the English Baccalaureate English subject area achieving grade 9-4
ebaceng_94_all_other_disadvantaged	Number of pupils achieving the English Baccalaureate English subject area achieving grade 9-4 - disadvantaged all other pupils
ebaceng_94_disadvantaged	Number of pupils achieving the English Baccalaureate English subject area achieving grade 9-4 - disadvantaged pupils
ebaceng_95	Number of pupils achieving the English Baccalaureate English subject area achieving grade 9-5
ebaceng_95_all_other_disadvantaged	Number of pupils achieving the English Baccalaureate English subject area achieving grade 9-5 - disadvantaged all other pupils
ebaceng_95_disadvantaged	Number of pupils achieving the English Baccalaureate English subject area achieving grade 9-5 - disadvantaged pupils
ebaceng_e	Number of pupils entering the English Baccalaureate English subject area
ebaceng_e_all_other_disadvantaged	Number of pupils entering the English Baccalaureate English subject area - disadvantaged all other pupils
ebaceng_e_disadvantaged	Number of pupils entering the English Baccalaureate English subject area - disadvantaged pupils
ebachum_94	Number of pupils achieving grades 9-4 or above in the English Baccalaureate Humanities subject area
ebachum_94_all_other_disadvantaged	Number of pupils achieving grade 9-4 in the English Baccalaureate Humanities subject area- disadvantaged all other pupils
ebachum_94_disadvantaged	Number of pupils achieving grade 9-4 in the English Baccalaureate Humanities subject area - disadvantaged pupils
ebachum_95	Number of pupils achieving grades 9-5 or above in the English Baccalaureate Humanities subject area
ebachum_95_all_other_disadvantaged	Number of pupils achieving grade 9-5 in the English Baccalaureate Humanities subject area- disadvantaged all other pupils
ebachum_95_disadvantaged	Number of pupils achieving grade 9-5 in the English Baccalaureate Humanities subject area - disadvantaged pupils
ebachum_e	Number of pupils entering the English Baccalaureate Humanities subject area
ebachum_e_all_other_disadvantaged	Number of pupils entering the English Baccalaureate Humanities subject area - disadvantaged all other pupils
ebachum_e_disadvantaged	Number of pupils entering the English Baccalaureate Humanities subject area - disadvantaged pupils
ebaclan_94	Number of pupils achieving grades 9-4 or above in the English Baccalaureate Languages subject area
ebaclan_94_all_other_disadvantaged	Number of pupils achieving grade 9-4 in the English Baccalaureate Languages subject area- disadvantaged all other pupils
ebaclan_94_disadvantaged	Number of pupils achieving grade 9-4 in the English Baccalaureate Languages subject area - disadvantaged pupils
ebaclan_95	Number of pupils achieving grades 9-5 or above in the English Baccalaureate Languages subject area
ebaclan_95_all_other_disadvantaged	Number of pupils achieving grade 9-5 in the English Baccalaureate Languages subject area- disadvantaged all other pupils
ebaclan_95_disadvantaged	Number of pupils achieving grade 9-5 in the English Baccalaureate Languages subject area - disadvantaged pupils
ebaclan_e	Number of pupils entering the English Baccalaureate Language subject area
ebaclan_e_all_other_disadvantaged	Number of pupils entering the English Baccalaureate Language subject area - disadvantaged all other pupils
ebaclan_e_disadvantaged	Number of pupils entering the English Baccalaureate Language subject area - disadvantaged pupils
ebacmat_94	Number of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4
ebacmat_94_all_other_disadvantaged	Number of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4 - disadvantaged all other pupils
ebacmat_94_disadvantaged	Number of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4 - disadvantaged pupils
ebacmat_95	Number of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5
ebacmat_95_all_other_disadvantaged	Number of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5 - disadvantaged all other pupils
ebacmat_95_disadvantaged	Number of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5 - disadvantaged pupils
ebacmat_e	Number of pupils entering the English Baccalaureate Maths subject area
ebacmat_e_all_other_disadvantaged	Number of pupils entering the English Baccalaureate Maths subject area - disadvantaged all other pupils
ebacmat_e_disadvantaged	Number of pupils entering the English Baccalaureate Maths subject area - disadvantaged pupils
l2basics_94_all	Number of pupils achieving grade 9-4 in both English and mathematics GCSEs
l2basics_94_all_other_disadvantaged	Number of pupils achieving grade 9-4 in both English and mathematics GCSEs - disadvantaged all other pupils
l2basics_94_disadvantaged	Number of pupils achieving grade 9-4 in both English and mathematics GCSEs - disadvantaged pupils
l2basics_95_all	Number of pupils achieving grade 9-5 in both English and mathematics GCSEs
l2basics_95_all_other_disadvantaged	Number of pupils achieving grade 9-5 in both English and mathematics GCSEs - disadvantaged all other pupils
l2basics_95_disadvantaged	Number of pupils achieving grade 9-5 in both English and mathematics GCSEs - disadvantaged pupils
pt_ebac2sci_94	Percentage of entered pupils achieving grade 9-4 the English Baccalaureate Science subject area
pt_ebac2sci_94_all_other_disadvantaged	Percentage of entered pupils achieving grade 9-4 the English Baccalaureate Science subject area - disadvantaged all other pupils
pt_ebac2sci_94_disadvantaged	Percentage of entered pupils achieving grade 9-4 the English Baccalaureate Science subject area - disadvantaged pupils
pt_ebac2sci_95	Percentage of entered pupils achieving grade 9-5 the English Baccalaureate Science subject area
pt_ebac2sci_95_all_other_disadvantaged	Percentage of entered pupils achieving grade 9-5 the English Baccalaureate Science subject area - disadvantaged all other pupils
pt_ebac2sci_95_disadvantaged	Percentage of entered pupils achieving grade 9-5 the English Baccalaureate Science subject area - disadvantaged pupils
pt_ebac2sci_e	Percentage of pupils entering the English Baccalaureate Science subject area
pt_ebac2sci_e_all_other_disadvantaged	Percentage of pupils entering the English Baccalaureate Science subject area - disadvantaged all other pupils
pt_ebac2sci_e_disadvantaged	Percentage of pupils entering the English Baccalaureate Science subject area - disadvantaged pupils
pt_ebacc_94_all	Percentage of pupils achieving grade 9-4 in the English Baccalaureate
pt_ebacc_94_all_other_disadvantaged	Percentage of pupils achieving grade 9-4 in the English Baccalaureate - disadvantaged all other pupils
pt_ebacc_94_disadvantaged	Percentage of pupils achieving grade 9-4 in the English Baccalaureate - disadvantaged pupils
pt_ebacc_95_all	Percentage of pupils achieving grade 9-5 in the English Baccalaureate
pt_ebacc_95_all_other_disadvantaged	Percentage of pupils achieving grade 9-5 in the English Baccalaureate - disadvantaged all other pupils
pt_ebacc_95_disadvantaged	Percentage of pupils achieving grade 9-5 in the English Baccalaureate - disadvantaged pupils
pt_ebacc_e_all	Percentage of key stage 4 pupils with entries in all English Baccalaureate subject areas
pt_ebacc_e_all_other_disadvantaged	Percentage of key stage 4 pupils with entries in all English Baccalaureate subject areas - disadvantaged all other pupils
pt_ebacc_e_disadvantaged	Percentage of key stage 4 pupils with entries in all English Baccalaureate subject areas - disadvantaged pupils
pt_ebaceng_94	Percentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-4
pt_ebaceng_94_all_other_disadvantaged	Percentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-4 - disadvantaged all other pupils
pt_ebaceng_94_disadvantaged	Percentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-4 - disadvantaged pupils
pt_ebaceng_95	Percentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-5
pt_ebaceng_95_all_other_disadvantaged	Percentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-5 - disadvantaged all other pupils
pt_ebaceng_95_disadvantaged	Percentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-5 - disadvantaged pupils
pt_ebaceng_e	Percentage of pupils entering the English Baccalaureate English subject area
pt_ebaceng_e_all_other_disadvantaged	Percentage of pupils entering the English Baccalaureate English subject area - disadvantaged all other pupils
pt_ebaceng_e_disadvantaged	Percentage of pupils entering the English Baccalaureate English subject area - disadvantaged pupils
pt_ebachum_94	Percentage of entered pupils achieving grade 9-4 the English Baccalaureate Humanities subject area
pt_ebachum_94_all_other_disadvantaged	Percentage of entered pupils achieving grade 9-4 the English Baccalaureate Humanities subject area - disadvantaged all other pupils
pt_ebachum_94_disadvantaged	Percentage of entered pupils achieving grade 9-4 the English Baccalaureate Humanities subject area - disadvantaged pupils
pt_ebachum_95	Percentage of entered pupils achieving grade 9-5 the English Baccalaureate Humanities subject area
pt_ebachum_95_all_other_disadvantaged	Percentage of entered pupils achieving grade 9-5 the English Baccalaureate Humanities subject area - disadvantaged all other pupils
pt_ebachum_95_disadvantaged	Percentage of entered pupils achieving grade 9-5 the English Baccalaureate Humanities subject area - disadvantaged pupils
pt_ebachum_e	Percentage of pupils entering the English Baccalaureate Humanities subject area
pt_ebachum_e_all_other_disadvantaged	Percentage of pupils entering the English Baccalaureate Humanities subject area - disadvantaged all other pupils
pt_ebachum_e_disadvantaged	Percentage of pupils entering the English Baccalaureate Humanities subject area - disadvantaged pupils
pt_ebaclan_94	Percentage of entered pupils achieving grade 9-4 the English Baccalaureate Language subject area
pt_ebaclan_94_all_other_disadvantaged	Percentage of entered pupils achieving grade 9-4 the English Baccalaureate Language subject area - disadvantaged all other pupils
pt_ebaclan_94_disadvantaged	Percentage of entered pupils achieving grade 9-4 the English Baccalaureate Language subject area - disadvantaged pupils
pt_ebaclan_95	Percentage of entered pupils achieving grade 9-5 the English Baccalaureate Language subject area
pt_ebaclan_95_all_other_disadvantaged	Percentage of entered pupils achieving grade 9-5 the English Baccalaureate Language subject area - disadvantaged all other pupils
pt_ebaclan_95_disadvantaged	Percentage of entered pupils achieving grade 9-5 the English Baccalaureate Language subject area - disadvantaged pupils
pt_ebaclan_e	Percentage of pupils entering the English Baccalaureate Language subject area
pt_ebaclan_e_all_other_disadvantaged	Percentage of pupils entering the English Baccalaureate Language subject area - disadvantaged all other pupils
pt_ebaclan_e_disadvantaged	Percentage of pupils entering the English Baccalaureate Language subject area - disadvantaged pupils
pt_ebacmat_94	Percentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4
pt_ebacmat_94_all_other_disadvantaged	Percentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4 - disadvantaged all other pupils
pt_ebacmat_94_disadvantaged	Percentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4 - disadvantaged pupils
pt_ebacmat_95	Percentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5
pt_ebacmat_95_all_other_disadvantaged	Percentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5 - disadvantaged all other pupils
pt_ebacmat_95_disadvantaged	Percentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5 - disadvantaged pupils
pt_ebacmat_e	Percentage of pupils entering the English Baccalaureate Maths subject area
pt_ebacmat_e_all_other_disadvantaged	Percentage of pupils entering the English Baccalaureate Maths subject area - disadvantaged all other pupils
pt_ebacmat_e_disadvantaged	Percentage of pupils entering the English Baccalaureate Maths subject area - disadvantaged pupils
pt_l2basics_94_all	Percentage of pupils achieving grade 9-4 in both English and mathematics GCSEs
pt_l2basics_94_all_other_disadvantaged	Percentage of pupils achieving grade 9-4 in both English and mathematics GCSEs - disadvantaged all other pupils
pt_l2basics_94_disadvantaged	Percentage of pupils achieving grade 9-4 in both English and mathematics GCSEs - disadvantaged pupils
pt_l2basics_95_all	Percentage of pupils achieving grades 9-5 in both English and mathematics GCSEs
pt_l2basics_95_all_other_disadvantaged	Percentage of pupils achieving grades 9-5 in both English and mathematics GCSEs - disadvantaged all other pupils
pt_l2basics_95_disadvantaged	Percentage of pupils achieving grades 9-5 in both English and mathematics GCSEs - disadvantaged pupils
schloc_den	School location denominator
schloc_den_all_other_disadvantaged	School location denominator - disadvantaged all other pupils
schloc_den_disadvantaged	School location denominator - disadvantaged pupils
totalatt8_all	Total sum of Attainment 8 scores
totalatt8_all_other_disadvantaged	Total sum of Attainment 8 scores - disadvantaged all other pupils
totalatt8_disadvantaged	Total sum of Attainment 8 scores - disadvantaged pupils

Footnotes

Gateshead district boundary was changed in 2014. The local authority district code was changed from E08000020 to E08000037 to reflect this.
Progress 8 data is not being published using 2019/20 data because of the cancellation of GCSE exams. Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 for pupils in similar prior Attainment groups) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress for 2020.
Welwyn Hatfield district boundary was changed in 2013. The local authority district code was changed from E07000104 to E07000241 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.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
Northumberland district boundary was changed in 2014. The local authority district code was changed from E06000048 to E06000057 to reflect this.
: = When data is unavailable for other reasons
State-funded mainstream schools include local authority maintained mainstream, academies, free schools, city technology colleges and further education colleges with provision for 14 to 16 year-olds. They exclude state-funded special schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
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.
The residency of 900 pupils living in England in 2019/20 is unknown due to missing or invalid postcode information. Pupils not resident in England and pupils with missing or invalid postcode information are excluded from the figures in presented.
EBacc average point score (Ebacc APS) was introduced as a headline measure in 2018 and replaced the previous threshold 'EBacc Attainment' measure. EBacc APS measures pupils’ point scores across the five pillars of the EBacc. This ensures the Attainment of all pupils is recognised, not just those at particular grade boundaries, encouraging schools to enter pupils of all abilities, and support them to achieve their full potential. Threshold measures are included for completeness and are reported as a percentage of pupils at the end of key stage 4. The two threshold measures are: i) proportion of pupils achieving grade 5/C or above, ii) proportion of pupils achieving a grade 4/C or above respectively.
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.
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.
St Albans district boundary was changed in 2013. The local authority district code was changed from E07000100 to E07000240 to reflect this.
z = When an observation is not applicable
Some zero percentages may represent small numbers due to rounding.
EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.
The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
From 2013/14 EBacc sciences includes computer science. From 2018 GCSEs in core, additional and further additional science are no longer eligible to count. Sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
Stevenage district boundary was changed in 2014. The local authority district code was changed from E07000101 to E07000243 to reflect this.
Attainment 8 and Progress 8 are part of the secondary accountability system that was implemented for all schools from 2016. Attainment 8 measures pupils’ Attainment across 8 qualifications including maths, English, three ebacc qualifications and three further GCSE or non-GCSE qualifications. From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This helped to minimise fluctuations in the average Attainment 8 scores following the phased introduction of 9-1 reformed GCSEs. These differences should be considered when comparing Attainment 8 scores between 2016-2019. In 2020, the majority of Attainment 8 scores are based on qualifications that were awarded via centre assessment grades rather than exams, so they are likely to be higher due to this and are not comparable to previous years.
Disadvantaged all other includes pupils for whom free school meal eligibility, Special Educational Needs status (SEN provision) or SEN primary need could not be determined.
Includes entries and achievements by these pupils in previous academic years.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
Data has been provided based on both the pupil’s location and the school’s location. At local authority level there may be differences in the totals because of a small number of schools where the school is maintained by a different local authority to the one in which they are located.

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

Filename: 1920_lad_sl_fsm__data.csv
Geographic levels: Local authority district; National; Regional
Time period: 2019/20
Content: --

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
att8screbac	Total sum of Attainment 8 scores for EBacc element
att8screbac_all_other_fsm	Total sum of Attainment 8 scores for EBacc element - FSM all other pupils
att8screbac_fsm	Total sum of Attainment 8 scores for EBacc element - FSM eligible pupils
att8screng	Total sum of Attainment 8 scores for English element
att8screng_all_other_fsm	Total sum of Attainment 8 scores for English element - FSM all other pupils
att8screng_fsm	Total sum of Attainment 8 scores for English element - FSM eligible pupils
att8scrmat	Total sum of Attainment 8 scores for Maths element
att8scrmat_all_other_fsm	Total sum of Attainment 8 scores for Maths element - FSM all other pupils
att8scrmat_fsm	Total sum of Attainment 8 scores for Maths element - FSM eligible pupils
att8scropen	Total sum of Attainment 8 scores for open element
att8scropen_all_other_fsm	Total sum of Attainment 8 scores for open element - FSM all other pupils
att8scropen_fsm	Total sum of Attainment 8 scores for open element - FSM eligible pupils
att8scropeng	Total sum of Attainment 8 scores for open element - GCSE only
att8scropeng_all_other_fsm	Total sum of Attainment 8 scores for open element - GCSE only - FSM all other pupils
att8scropeng_fsm	Total sum of Attainment 8 scores for open element - GCSE only - FSM eligible pupils
att8scropenng	Total sum of Attainment 8 scores for open element - non-GCSE only
att8scropenng_all_other_fsm	Total sum of Attainment 8 scores for open element - non-GCSE only - FSM all other pupils
att8scropenng_fsm	Total sum of Attainment 8 scores for open element - non-GCSE only - FSM eligible pupils
avg_att8_all	Average Attainment 8 score per pupil
avg_att8_all_other_fsm	Average Attainment 8 score per pupil - FSM all other pupils
avg_att8_fsm	Average Attainment 8 score per pupil - FSM eligible pupils
avg_att8screbac	Average Attainment 8 score per pupil for EBacc element
avg_att8screbac_all_other_fsm	Average Attainment 8 score per pupil for EBacc element - FSM all other pupils
avg_att8screbac_fsm	Average Attainment 8 score per pupil for EBacc element - FSM eligible pupils
avg_att8screng	Average Attainment 8 score per pupil for English element
avg_att8screng_all_other_fsm	Average Attainment 8 score per pupil for English element - FSM all other pupils
avg_att8screng_fsm	Average Attainment 8 score per pupil for English element - FSM eligible pupils
avg_att8scrmat	Average Attainment 8 score per pupil for Maths element
avg_att8scrmat_all_other_fsm	Average Attainment 8 score per pupil for Maths element - FSM all other pupils
avg_att8scrmat_fsm	Average Attainment 8 score per pupil for Maths element - FSM eligible pupils
avg_att8scropen	Average Attainment 8 score per pupil for open element
avg_att8scropen_all_other_fsm	Average Attainment 8 score per pupil for open element - FSM all other pupils
avg_att8scropen_fsm	Average Attainment 8 score per pupil for open element - FSM eligible pupils
avg_att8scropeng	Average Attainment 8 score per pupil for open element - GCSE only
avg_att8scropeng_all_other_fsm	Average Attainment 8 score per pupil for open element - GCSE only - FSM all other pupils
avg_att8scropeng_fsm	Average Attainment 8 score per pupil for open element - GCSE only - FSM eligible pupils
avg_att8scropenng	Average Attainment 8 score per pupil for open element - non-GCSE only
avg_att8scropenng_all_other_fsm	Average Attainment 8 score per pupil for open element - non-GCSE only - FSM all other pupils
avg_att8scropenng_fsm	Average Attainment 8 score per pupil for open element - non-GCSE only - FSM eligible pupils
avg_ebaccaps_all	Average Ebacc Point Score per pupil
avg_ebaccaps_all_other_fsm	Average Ebacc Point Score per pupil - FSM all other pupils
avg_ebaccaps_fsm	Average Ebacc Point Score per pupil - FSM eligible pupils
ebac2sci_94	Number of pupils achieving grades 9-4 or above in the English Baccalaureate Science subject area
ebac2sci_94_all_other_fsm	Number of pupils achieving a 9-4 grade or above in the English Baccalaureate Science subject area - FSM all other pupils
ebac2sci_94_fsm	Number of pupils achieving a 9-4 grade or above in the English Baccalaureate Science subject area - FSM eligible pupils
ebac2sci_95	Number of pupils achieving grades 9-5 or above in the English Baccalaureate Science subject area
ebac2sci_95_all_other_fsm	Number of pupils achieving a 9-5 grade or above in the English Baccalaureate Science subject area - FSM all other pupils
ebac2sci_95_fsm	Number of pupils achieving a 9-5 grade or above in the English Baccalaureate Science subject area - FSM eligible pupils
ebac2sci_e	Number of pupils entering the English Baccalaureate Science subject area
ebac2sci_e_all_other_fsm	Number of pupils entering the English Baccalaureate Science subject area - FSM all other pupils
ebac2sci_e_fsm	Number of pupils entering the English Baccalaureate Science subject area - FSM eligible pupils
ebacc_94_all	Number of pupils achieving grade 9-4 in the English Baccalaureate
ebacc_94_all_other_fsm	Number of pupils achieving grade 9-4 in the English Baccalaureate - FSM all other pupils
ebacc_94_fsm	Number of pupils achieving grade 9-4 in the English Baccalaureate - FSM eligible pupils
ebacc_95_all	Number of pupils achieving grade 9-5 in the English Baccalaureate
ebacc_95_all_other_fsm	Number of pupils achieving grade 9-5 in the English Baccalaureate - FSM all other pupils
ebacc_95_fsm	Number of pupils achieving grade 9-5 in the English Baccalaureate - FSM eligible pupils
ebacc_e_all	Number of key stage 4 pupils with entries in all English Baccalaureate subject areas
ebacc_e_all_other_fsm	Number of key stage 4 pupils with entries in all English Baccalaureate subject areas - FSM all other pupils
ebacc_e_fsm	Number of key stage 4 pupils with entries in all English Baccalaureate subject areas - FSM eligible pupils
ebaccaps_all	Total sum of points scored in the English Baccalaureate
ebaccaps_all_other_fsm	Total sum of points scored in the English Baccalaureate - FSM all other pupils
ebaccaps_fsm	Total sum of points scored in the English Baccalaureate - FSM
ebaceng_94	Number of pupils achieving the English Baccalaureate English subject area achieving grade 9-4
ebaceng_94_all_other_fsm	Number of pupils achieving the English Baccalaureate English subject area achieving grade 9-4 - FSM all other pupils
ebaceng_94_fsm	Number of pupils achieving the English Baccalaureate English subject area achieving grade 9-4 - FSM eligible pupils
ebaceng_95	Number of pupils achieving the English Baccalaureate English subject area achieving grade 9-5
ebaceng_95_all_other_fsm	Number of pupils achieving the English Baccalaureate English subject area achieving grade 9-5 - FSM all other pupils
ebaceng_95_fsm	Number of pupils achieving the English Baccalaureate English subject area achieving grade 9-5 - FSM eligible pupils
ebaceng_e	Number of pupils entering the English Baccalaureate English subject area
ebaceng_e_all_other_fsm	Number of pupils entering the English Baccalaureate English subject area - FSM all other pupils
ebaceng_e_fsm	Number of pupils entering the English Baccalaureate English subject area - FSM eligible pupils
ebachum_94	Number of pupils achieving grades 9-4 or above in the English Baccalaureate Humanities subject area
ebachum_94_all_other_fsm	Number of pupils achieving a 9-4 grade or above in the English Baccalaureate Humanities subject area - FSM all other pupils
ebachum_94_fsm	Number of pupils achieving a 9-4 grade or above in the English Baccalaureate Humanities subject area - FSM eligible pupils
ebachum_95	Number of pupils achieving grades 9-5 or above in the English Baccalaureate Humanities subject area
ebachum_95_all_other_fsm	Number of pupils achieving a 9-5 grade or above in the English Baccalaureate Humanities subject area - FSM all other pupils
ebachum_95_fsm	Number of pupils achieving a 9-5 grade or above in the English Baccalaureate Humanities subject area - FSM eligible pupils
ebachum_e	Number of pupils entering the English Baccalaureate Humanities subject area
ebachum_e_all_other_fsm	Number of pupils entering the English Baccalaureate Humanities subject area - FSM all other pupils
ebachum_e_fsm	Number of pupils entering the English Baccalaureate Humanities subject area - FSM eligible pupils
ebaclan_94	Number of pupils achieving grades 9-4 or above in the English Baccalaureate Languages subject area
ebaclan_94_all_other_fsm	Number of pupils achieving a 9-4 grade or above in the English Baccalaureate Languages subject area - FSM all other pupils
ebaclan_94_fsm	Number of pupils achieving a 9-4 grade or above in the English Baccalaureate Languages subject area - FSM eligible pupils
ebaclan_95	Number of pupils achieving grades 9-5 or above in the English Baccalaureate Languages subject area
ebaclan_95_all_other_fsm	Number of pupils achieving a 9-5 grade or above in the English Baccalaureate Languages subject area - FSM all other pupils
ebaclan_95_fsm	Number of pupils achieving a 9-5 grade or above in the English Baccalaureate Languages subject area - FSM eligible pupils
ebaclan_e	Number of pupils entering the English Baccalaureate Language subject area
ebaclan_e_all_other_fsm	Number of pupils entering the English Baccalaureate Language subject area - FSM all other pupils
ebaclan_e_fsm	Number of pupils entering the English Baccalaureate Language subject area - FSM eligible pupils
ebacmat_94	Number of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4
ebacmat_94_all_other_fsm	Number of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4 - FSM all other pupils
ebacmat_94_fsm	Number of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4 - FSM eligible pupils
ebacmat_95	Number of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5
ebacmat_95_all_other_fsm	Number of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5 - FSM all other pupils
ebacmat_95_fsm	Number of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5 - FSM eligible pupils
ebacmat_e	Number of pupils entering the English Baccalaureate Maths subject area
ebacmat_e_all_other_fsm	Number of pupils entering the English Baccalaureate Maths subject area - FSM all other pupils
ebacmat_e_fsm	Number of pupils entering the English Baccalaureate Maths subject area - FSM eligible pupils
l2basics_94_all	Number of pupils achieving grade 9-4 in both English and mathematics GCSEs
l2basics_94_all_other_fsm	Number of pupils achieving grade 9-4 in both English and mathematics GCSEs - FSM all other pupils
l2basics_94_fsm	Number of pupils achieving grade 9-4 in both English and mathematics GCSEs - FSM eligible pupils
l2basics_95_all	Number of pupils achieving grade 9-5 in both English and mathematics GCSEs
l2basics_95_all_other_fsm	Number of pupils achieving grade 9-5 in both English and mathematics GCSEs - FSM all other pupils
l2basics_95_fsm	Number of pupils achieving grade 9-5 in both English and mathematics GCSEs - FSM eligible pupils
pt_ebac2sci_94	Percentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Science subject area
pt_ebac2sci_94_all_other_fsm	Percentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Science subject area - FSM all other pupils
pt_ebac2sci_94_fsm	Percentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Science subject area - FSM eligible pupils
pt_ebac2sci_95	Percentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Science subject area
pt_ebac2sci_95_all_other_fsm	Percentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Science subject area - FSM all other pupils
pt_ebac2sci_95_fsm	Percentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Science subject area - FSM eligible pupils
pt_ebac2sci_e	Percentage of pupils entering the English Baccalaureate Science subject area
pt_ebac2sci_e_all_other_fsm	Percentage of pupils entering the English Baccalaureate Science subject area - FSM all other pupils
pt_ebac2sci_e_fsm	Percentage of pupils entering the English Baccalaureate Science subject area - FSM eligible pupils
pt_ebacc_94_all	Percentage of pupils achieving grade 9-4 in the English Baccalaureate
pt_ebacc_94_all_other_fsm	Percentage of pupils achieving grade 9-4 in the English Baccalaureate - FSM all other pupils
pt_ebacc_94_fsm	Percentage of pupils achieving grade 9-4 in the English Baccalaureate - FSM eligible pupils
pt_ebacc_95_all	Percentage of pupils achieving grade 9-5 in the English Baccalaureate
pt_ebacc_95_all_other_fsm	Percentage of pupils achieving grade 9-5 in the English Baccalaureate - FSM all other pupils
pt_ebacc_95_fsm	Percentage of pupils achieving grade 9-5 in the English Baccalaureate - FSM eligible pupils
pt_ebacc_e_all	Percentage of key stage 4 pupils with entries in all English Baccalaureate subject areas
pt_ebacc_e_all_other_fsm	Percentage of key stage 4 pupils with entries in all English Baccalaureate subject areas - FSM all other pupils
pt_ebacc_e_fsm	Percentage of key stage 4 pupils with entries in all English Baccalaureate subject areas - FSM eligible pupils
pt_ebaceng_94	Percentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-4
pt_ebaceng_94_all_other_fsm	Percentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-4 - FSM all other pupils
pt_ebaceng_94_fsm	Percentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-4 - FSM eligible pupils
pt_ebaceng_95	Percentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-5
pt_ebaceng_95_all_other_fsm	Percentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-5 - FSM all other pupils
pt_ebaceng_95_fsm	Percentage of pupils achieving the English Baccalaureate English subject area achieving grade 9-5 - FSM eligible pupils
pt_ebaceng_e	Percentage of pupils entering the English Baccalaureate English subject area
pt_ebaceng_e_all_other_fsm	Percentage of pupils entering the English Baccalaureate English subject area - FSM all other pupils
pt_ebaceng_e_fsm	Percentage of pupils entering the English Baccalaureate English subject area - FSM eligible pupils
pt_ebachum_94	Percentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Humanities subject area
pt_ebachum_94_all_other_fsm	Percentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Humanities subject area - FSM all other pupils
pt_ebachum_94_fsm	Percentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Humanities subject area - FSM eligible pupils
pt_ebachum_95	Percentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Humanities subject area
pt_ebachum_95_all_other_fsm	Percentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Humanities subject area - FSM all other pupils
pt_ebachum_95_fsm	Percentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Humanities subject area - FSM eligible pupils
pt_ebachum_e	Percentage of pupils entering the English Baccalaureate Humanities subject area
pt_ebachum_e_all_other_fsm	Percentage of pupils entering the English Baccalaureate Humanities subject area - FSM all other pupils
pt_ebachum_e_fsm	Percentage of pupils entering the English Baccalaureate Humanities subject area - FSM eligible pupils
pt_ebaclan_94	Percentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Languages subject area
pt_ebaclan_94_all_other_fsm	Percentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Languages subject area - FSM all other pupils
pt_ebaclan_94_fsm	Percentage of pupils achieving a 9-4 grade or above in the English Baccalaureate Languages subject area - FSM eligible pupils
pt_ebaclan_95	Percentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Languages subject area
pt_ebaclan_95_all_other_fsm	Percentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Languages subject area - FSM all other pupils
pt_ebaclan_95_fsm	Percentage of pupils achieving a 9-5 grade or above in the English Baccalaureate Languages subject area - FSM eligible pupils
pt_ebaclan_e	Percentage of pupils entering the English Baccalaureate Language subject area
pt_ebaclan_e_all_other_fsm	Percentage of pupils entering the English Baccalaureate Language subject area - FSM all other pupils
pt_ebaclan_e_fsm	Percentage of pupils entering the English Baccalaureate Language subject area - FSM eligible pupils
pt_ebacmat_94	Percentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4
pt_ebacmat_94_all_other_fsm	Percentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4 - FSM all other pupils
pt_ebacmat_94_fsm	Percentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-4 - FSM eligible pupils
pt_ebacmat_95	Percentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5
pt_ebacmat_95_all_other_fsm	Percentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5 - FSM all other pupils
pt_ebacmat_95_fsm	Percentage of pupils achieving the English Baccalaureate Maths subject area achieving grade 9-5 - FSM eligible pupils
pt_ebacmat_e	Percentage of pupils entering the English Baccalaureate Maths subject area
pt_ebacmat_e_all_other_fsm	Percentage of pupils entering the English Baccalaureate Maths subject area - FSM all other pupils
pt_ebacmat_e_fsm	Percentage of pupils entering the English Baccalaureate Maths subject area - FSM eligible pupils
pt_l2basics_94_all	Percentage of pupils achieving grade 9-4 in both English and mathematics GCSEs
pt_l2basics_94_all_other_fsm	Percentage of pupils achieving grade 9-4 in both English and mathematics GCSEs - FSM all other pupils
pt_l2basics_94_fsm	Percentage of pupils achieving grade 9-4 in both English and mathematics GCSEs - FSM eligible pupils
pt_l2basics_95_all	Percentage of pupils achieving grade 9-5 in both English and mathematics GCSEs
pt_l2basics_95_all_other_fsm	Percentage of pupils achieving grade 9-5 in both English and mathematics GCSEs - FSM all other pupils
pt_l2basics_95_fsm	Percentage of pupils achieving grade 9-5 in both English and mathematics GCSEs - FSM eligible pupils
schloc_den	School location denominator
schloc_den_all_other_fsm	School location denominator - FSM all other pupils
schloc_den_fsm	School location denominator - FSM eligible pupils
totalatt8_all	Total sum of Attainment 8 scores
totalatt8_all_other_fsm	Total sum of Attainment 8 scores - FSM all other pupils
totalatt8_fsm	Total sum of Attainment 8 scores - FSM eligible pupils

Footnotes

Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.
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.
FSM all other includes pupils not eligible for free school meals and for whom free school meal eligibility was unclassified or could not be determined.
: = When data is unavailable for other reasons
Progress 8 data is not being published using 2019/20 data because of the cancellation of GCSE exams. Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 for pupils in similar prior Attainment groups) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress for 2020.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
St Albans district boundary was changed in 2013. The local authority district code was changed from E07000100 to E07000240 to reflect this.
The residency of 900 pupils living in England in 2019/20 is unknown due to missing or invalid postcode information. Pupils not resident in England and pupils with missing or invalid postcode information are excluded from the figures in presented.
z = When an observation is not applicable
Free school meals (FSM) does not relate to pupils who actually received free school meals but those who are eligible to receive free school meals. Pupils not eligible for free school meals or unclassified pupils are described as ‘All other pupils’.
Includes pupils for whom free school meal eligibility could not be determined. This figure also includes pupils at further education colleges: as FE colleges do not complete the school census, we do not have matched pupil characteristics data of pupils in FE colleges and therefore these pupils are not included in characteristics breakdowns. This means that there are some cases where the individual characteristics breakdowns will not add up to the all pupils figure. Pupils in FE colleges are included in the free school meals figures from 2015/16 onwards.
EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.
The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
Stevenage district boundary was changed in 2014. The local authority district code was changed from E07000101 to E07000243 to reflect this.
From 2013/14 EBacc sciences includes computer science. From 2018 GCSEs in core, additional and further additional science are no longer eligible to count. Sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
Some zero percentages may represent small numbers due to rounding.
Data has been provided based on both the pupil’s location and the school’s location. At local authority level there may be differences in the totals because of a small number of schools where the school is maintained by a different local authority to the one in which they are located.
State-funded mainstream schools include local authority maintained mainstream, academies, free schools, city technology colleges and further education colleges with provision for 14 to 16 year-olds. They exclude state-funded special schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
Welwyn Hatfield district boundary was changed in 2013. The local authority district code was changed from E07000104 to E07000241 to reflect this.
Attainment 8 and Progress 8 are part of the secondary accountability system that was implemented for all schools from 2016. Attainment 8 measures pupils’ Attainment across 8 qualifications including maths, English, three ebacc qualifications and three further GCSE or non-GCSE qualifications. From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This helped to minimise fluctuations in the average Attainment 8 scores following the phased introduction of 9-1 reformed GCSEs. These differences should be considered when comparing Attainment 8 scores between 2016-2019. In 2020, the majority of Attainment 8 scores are based on qualifications that were awarded via centre assessment grades rather than exams, so they are likely to be higher due to this and are not comparable to previous years.
EBacc average point score (Ebacc APS) was introduced as a headline measure in 2018 and replaced the previous threshold 'EBacc Attainment' measure. EBacc APS measures pupils’ point scores across the five pillars of the EBacc. This ensures the Attainment of all pupils is recognised, not just those at particular grade boundaries, encouraging schools to enter pupils of all abilities, and support them to achieve their full potential. Threshold measures are included for completeness and are reported as a percentage of pupils at the end of key stage 4. The two threshold measures are: i) proportion of pupils achieving grade 5/C or above, ii) proportion of pupils achieving a grade 4/C or above respectively.
Northumberland district boundary was changed in 2014. The local authority district code was changed from E06000048 to E06000057 to reflect this.
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
Gateshead district boundary was changed in 2014. The local authority district code was changed from E08000020 to E08000037 to reflect this.
Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
East Hertfordshire district boundary was changed in 2014. The local authority district code was changed from E07000097 to E07000242 to reflect this.
Includes entries and achievements by these pupils in previous academic years.

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KS4 national academies data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
characteristic_years_open	The number of academic years the school has been open
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 in English and maths, A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage number 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
pupils	Total number of pupils
school_characteristic	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 in English and maths, A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, 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_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_schools	Total number of schools

Footnotes

From 2013/14 EBacc sciences includes computer science. From 2018 GCSEs in core, additional and further additional science are no longer eligible to count. Sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
Includes all converter academies that were open before 12 September of the academic year.
c = From 2018 revised data, suppression due to low numbers was not applied unless deemed necessary. Previous years' data remains suppressed. For 2020, where a geographical area contains only one school (for example Isles of Scilly) the data for that area has been suppressed. This is in line with the announcement that school level data would not be published using the summer 2020 exam grades awarded.
In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.
EBacc average point score (Ebacc APS) was introduced as a headline measure in 2018 and replaced the previous threshold 'EBacc Attainment' measure. EBacc APS measures pupils’ point scores across the five pillars of the EBacc. This ensures the Attainment of all pupils is recognised, not just those at particular grade boundaries, encouraging schools to enter pupils of all abilities, and support them to achieve their full potential. Threshold measures are included for completeness and are reported as a percentage of pupils at the end of key stage 4. The two threshold measures are: i) proportion of pupils achieving grade 5/C or above, ii) proportion of pupils achieving a grade 4/C or above respectively.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.
: = When data is unavailable for other reasons
Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
Some zero percentages may represent small numbers due to rounding.
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.
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
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.
Includes entries and achievements by these pupils in previous academic years.
One academic year is between 12th September of one year to the 11th September the following year.
z = When an observation is not applicable
The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.

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KS4 national characteristics data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable 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 breakdown of the data being displayed
characteristic_admission_type	Basis for admission into the school e.g. non-selective schools in other areas, selective schools
Characteristic_all_primary_need	Primary need grouping
characteristic_disadvantage	Disadvantaged status
characteristic_ethnic_major	Major ethnic group
characteristic_ethnic_minor	Minor ethnic group
characteristic_first_language	English as an Additional Language status
characteristic_free_school_meals	Free school meal eligibility
characteristic_gender	Gender
Characteristic_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)
characteristic_religious_denomination	Religious denomination of school
characteristic_sen_description	Special Educational Needs description
Characteristic_sen_status	Special Educational Needs status
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 in English and maths, A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_e_ptq_ee	Percentage number 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
school_characteristic	The types of school in the data
t_att8	Total sum of pupils Attainment 8 scores
t_ebacc_94	Total number of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, 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

From 2013/14 EBacc sciences includes computer science. From 2018 GCSEs in core, additional and further additional science are no longer eligible to count. Sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
Hospital, PRU & AP schools include Community Hospital School, Foundation Hospital School, Pupil Referral Unit, sponsered academies, convertor academies, free school and alternative provision.
English includes 'pupils whose first language is English’ includes 'not known but believed to be English'.
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.
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.
Free school meals (FSM) does not relate to pupils who actually received free school meals but those who are eligible to receive free school meals. Pupils not eligible for free school meals or unclassified pupils are described as ‘All other pupils’.
English as an additional language (EAL) unclassified includes pupils whom first language was not obtained, refused or could not be determined.
School admission basis is taken from GIAS (Get Information About Schools) website and is self-declared by the school. From 2019, school performance tables will identify selective state-funded mainstream schools using GIAS and treat other state-funded mainstream schools as non-selective. School admissions basis is given as at 12 September at the start of the academic year.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
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.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
All State-funded special schools include community special schools, foundation special schools, special sponsored academies, special converter academies and special free schools.
No SEN' includes pupils whom could not obtained, refused, unclassified or could not be determined.
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.
The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
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.
c = From 2018 revised data, suppression due to low numbers was not applied unless deemed necessary. Previous years' data remains suppressed. For 2020, where a geographical area contains only one school (for example Isles of Scilly) the data for that area has been suppressed. This is in line with the announcement that school level data would not be published using the summer 2020 exam grades awarded.
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.
Prior to 2016, school admission basis was taken from the 'Get information about schools' website, which was self-declared by each school and not necessarily a true reflection of a school's admission policy. From 2016, we moved to an alternative classification which will continue into 2017. This is expected to be a more accurate reflection of the current admissions basis of a school. This groups schools into selective schools, non-selective schools in highly selective areas and all other non-selective schools. The selective group covers the same schools as in the previous grouping. Non-selective schools in highly selective areas cover all schools in local authorities where 25% or more of state-funded secondary places are in state-funded selective schools. The all other non-selective schools group includes schools in local authorities with some selection, as well as those with no selection.
Some zero percentages may represent small numbers due to rounding.
Academies and free schools include sponsored academies, converter academies, free schools studio schools and university technical colleges (UTCs).
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.
z = When an observation is not applicable
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 pupils 'Total' includes pupils for whom free school meal eligibility, special educational need (SEN) provision or SEN primary need could not be determined.
FSM all other includes pupils not eligible for free school meals and for whom free school meal eligibility was unclassified or could not be determined.
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.
Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.
Includes pupils for whom Special Educational Needs status (SEN provision) or SEN primary could not be determined. This figure also includes pupils at further education colleges: as FE colleges do not complete the school census, we do not have matched pupil characteristics data of pupils in FE colleges and therefore these pupils are not included in characteristics breakdowns. This means that there are some cases where the individual characteristics breakdowns will not add up to the all pupils figure.
Other than English includes ‘pupils whose first language is other than English’ includes 'not known but believed to be other than English'.
Unclassified includes pupils whom ethnicity was not obtained, refused or could not be determined.
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.
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'.
Progress 8 data is not being published using 2019/20 data because of the cancellation of GCSE exams. Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 for pupils in similar prior Attainment groups) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress for 2020.
EBacc average point score (Ebacc APS) was introduced as a headline measure in 2018 and replaced the previous threshold 'EBacc Attainment' measure. EBacc APS measures pupils’ point scores across the five pillars of the EBacc. This ensures the Attainment of all pupils is recognised, not just those at particular grade boundaries, encouraging schools to enter pupils of all abilities, and support them to achieve their full potential. Threshold measures are included for completeness and are reported as a percentage of pupils at the end of key stage 4. The two threshold measures are: i) proportion of pupils achieving grade 5/C or above, ii) proportion of pupils achieving a grade 4/C or above respectively.
Following special educational needs and disability (SEND) reforms in 2014/15, SEN pupils are categorised as 'SEN with a statement or Education, health and care (EHC) plan' and 'SEN support'. SEN support replaces 'school action' and 'school action plus' (grouped as SEN without a statement up to and including 2013/14) but some pupils remain with these provision types in first year of transition. More detailed information on the reforms can be found in the link below: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
Due to one school being recorded under the Hindu religious character, any figures that are not published in the performance tables are suppressed for this grouping.
All pupils with a primary need (from 2014/15 onwards this consisted of pupils flagged as SEN with a statement, EHC plan, SEN support).
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.
Disadvantaged all other includes pupils for whom free school meal eligibility, Special Educational Needs status (SEN provision) or SEN primary need could not be determined.
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.
Includes entries and achievements by these pupils in previous academic years.
EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.
: = When data is unavailable for other reasons
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
No identified SEN' includes pupils whom could not not obtained, refused, unclassified or could not be determined.
Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
Attainment 8 and Progress 8 are part of the secondary accountability system that was implemented for all schools from 2016. Attainment 8 measures pupils’ Attainment across 8 qualifications including maths, English, three ebacc qualifications and three further GCSE or non-GCSE qualifications. From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This helped to minimise fluctuations in the average Attainment 8 scores following the phased introduction of 9-1 reformed GCSEs. These differences should be considered when comparing Attainment 8 scores between 2016-2019. In 2020, the majority of Attainment 8 scores are based on qualifications that were awarded via centre assessment grades rather than exams, so they are likely to be higher due to this and are not comparable to previous years.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
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.
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.
In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.
All independent schools include non-maintained special schools, independent special schools and independent schools.
Includes pupils for whom free school meal eligibility could not be determined. This figure also includes pupils at further education colleges: as FE colleges do not complete the school census, we do not have matched pupil characteristics data of pupils in FE colleges and therefore these pupils are not included in characteristics breakdowns. This means that there are some cases where the individual characteristics breakdowns will not add up to the all pupils figure. Pupils in FE colleges are included in the free school meals figures from 2015/16 onwards.
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.
Religious character is taken from the GIAS (Get information about schools) website and is the legal designation of each school. Any state-funded mainstream schools who do not have their religious character recorded on the GIAS website are recorded in 'no religious character'. This list of religious characters is complete for 2019 data. Religious character is taken from GIAS and are given as at 12 September at the start of the academic year, and is the legal designation of each school.
Selective schools admit pupils wholly or mainly with reference to ability. These schools are formally designated as grammar schools.

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KS4 national data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable 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
breakdown	The breakdown of the data being displayed
characteristic_admission_type	Basis for admission into the school e.g. non-selective schools in other areas, selective schools
characteristic_gender	Gender
characteristic_prior_attainment	Attainment level assigned to pupil based on their KS2 results
characteristic_religious_denomination	Religious denomination of school
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 in English and maths, A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, 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_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
school_characteristic	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_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 in English and maths, A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, 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_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

Due to one school being recorded under the Hindu religious character, any figures that are not published in the performance tables are suppressed for this grouping.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
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.
: = When data is unavailable for other reasons
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.
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
Includes entries and achievements by these pupils in previous academic years.
From 2017, new GCSE qualifications in English and mathematics, graded 9-1, are included in performance tables. Points will be allocated to the new GCSEs on a 9-1 point scale corresponding to the new 9 to 1 grades, e.g. a grade 9 will get 9 points in the performance measures. To minimize change, legacy GCSEs and all other qualifications will be mapped onto the 9-1 scale from 2017 (with 8.5 being the maximum points available for legacy GCSEs), rather than mapping new GCSEs onto the 8-1 scale and moving to 9-1 when legacy GCSEs are no longer available. By 2020 all GCSEs will be reformed.
Selective schools admit pupils wholly or mainly with reference to ability. These schools are formally designated as grammar schools.
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.
Religious character is taken from the GIAS (Get information about schools) website and is the legal designation of each school. Any state-funded mainstream schools who do not have their religious character recorded on the GIAS website are recorded in 'no religious character'. This list of religious characters is complete for 2019 data. Religious character is taken from GIAS and are given as at 12 September at the start of the academic year, and is the legal designation of each school.
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.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
Hospital, PRU & AP schools include Community Hospital School, Foundation Hospital School, Pupil Referral Unit, sponsered academies, convertor academies, free school and alternative provision.
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.
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.
Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
c = From 2018 revised data, suppression due to low numbers was not applied unless deemed necessary. Previous years' data remains suppressed. For 2020, where a geographical area contains only one school (for example Isles of Scilly) the data for that area has been suppressed. This is in line with the announcement that school level data would not be published using the summer 2020 exam grades awarded.
EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.
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.
From 2013/14 EBacc sciences includes computer science. From 2018 GCSEs in core, additional and further additional science are no longer eligible to count. Sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.
Academies and free schools include sponsored academies, converter academies, free schools studio schools and university technical colleges (UTCs).
School admission basis is taken from GIAS (Get Information About Schools) website and is self-declared by the school. From 2019, school performance tables will identify selective state-funded mainstream schools using GIAS and treat other state-funded mainstream schools as non-selective. School admissions basis is given as at 12 September at the start of the academic year.
Prior to 2016, school admission basis was taken from the 'Get information about schools' website, which was self-declared by each school and not necessarily a true reflection of a school's admission policy. From 2016, we moved to an alternative classification which will continue into 2017. This is expected to be a more accurate reflection of the current admissions basis of a school. This groups schools into selective schools, non-selective schools in highly selective areas and all other non-selective schools. The selective group covers the same schools as in the previous grouping. Non-selective schools in highly selective areas cover all schools in local authorities where 25% or more of state-funded secondary places are in state-funded selective schools. The all other non-selective schools group includes schools in local authorities with some selection, as well as those with no selection.
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.
Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.
EBacc average point score (Ebacc APS) was introduced as a headline measure in 2018 and replaced the previous threshold 'EBacc Attainment' measure. EBacc APS measures pupils’ point scores across the five pillars of the EBacc. This ensures the Attainment of all pupils is recognised, not just those at particular grade boundaries, encouraging schools to enter pupils of all abilities, and support them to achieve their full potential. Threshold measures are included for completeness and are reported as a percentage of pupils at the end of key stage 4. The two threshold measures are: i) proportion of pupils achieving grade 5/C or above, ii) proportion of pupils achieving a grade 4/C or above respectively.
Progress 8 data is not being published using 2019/20 data because of the cancellation of GCSE exams. Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 for pupils in similar prior Attainment groups) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress for 2020.
z = When an observation is not applicable
All State-funded special schools include community special schools, foundation special schools, special sponsored academies, special converter academies and special free 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.
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.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.
All independent schools include non-maintained special schools, independent special schools and independent schools.
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.
Attainment 8 and Progress 8 are part of the secondary accountability system that was implemented for all schools from 2016. Attainment 8 measures pupils’ Attainment across 8 qualifications including maths, English, three ebacc qualifications and three further GCSE or non-GCSE qualifications. From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This helped to minimise fluctuations in the average Attainment 8 scores following the phased introduction of 9-1 reformed GCSEs. These differences should be considered when comparing Attainment 8 scores between 2016-2019. In 2020, the majority of Attainment 8 scores are based on qualifications that were awarded via centre assessment grades rather than exams, so they are likely to be higher due to this and are not comparable to previous years.
Some zero percentages may represent small numbers due to rounding.
Average number of slots filled that contains U grades or other qualifications scoring 0 points are counted as a non-filled slot.

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KS4 parliamentary constituency of school location data

Filename: 1920_pcon_sl_data.csv
Geographic levels: Parliamentary constituency
Time period: 2019/20
Content: --

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
avg_att8	Average Attainment 8 score of all pupils
avg_ebaccaps	Average EBacc APS score per pupil
pt_ebacc_94	Percentage of pupils achieving the English Baccalaureate (grades 4 or above in English and maths, A*-C in unreformed subjects)
pt_ebacc_95	Percentage of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, 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 in English and maths, A*-C in unreformed subjects)
t_ebacc_95	Total number of pupils achieving the English Baccalaureate (grades 5 or above in English and maths, 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_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_pupils	Total number of pupils at the end of key stage 4
t_schools	Total number of schools

Footnotes

Progress 8 data is not being published using 2019/20 data because of the cancellation of GCSE exams. Calculating Progress 8 has an element of modelling (estimating the average Attainment 8 for pupils in similar prior Attainment groups) and with the lack of exam data, the Progress 8 measure is not meaningful as a measure of Progress for 2020.
: = When data is unavailable for other reasons
Some zero percentages may represent small numbers due to rounding.
The residency of 900 pupils living in England in 2019/20 is unknown due to missing or invalid postcode information. Pupils not resident in England and pupils with missing or invalid postcode information are excluded from the figures in presented.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
EBacc entry and Attainment are shown as the percentage of pupils at the end of key stage 4. Ebacc thresholds are included for transparency and comparability. Prior to 2015/16, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. In 2015/16, to meet the English requirement of the EBacc, exams in both had to be taken and a C grade or above achieved in either English language or English literature. In 2016/17, the definition of 'percentage achieving the English Baccalaureate' has changed to 'the proportion of pupils achieving the Ebacc which included a grade 5 or above in English and mathematics, and grade C or above in unreformed subjects' following the introduction of the reformed 9 to 1 GCSEs in English and mathematics. The 9-4 grade shows pupils who achieved a grade 4 or above in English and mathematics, and a grade C in unreformed subjects. In 2017/18, EBacc APS provides the headline EBacc measure but the 9-5 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 5 or above in reformed subjects, and grade C or above in unreformed subjects. Most of the Ebacc subjects were reformed in 2017/18 and so caution should be taken in comparing to 2016/17 with only reformed English and maths. For the 9-4 EBacc threshold is the proportion of pupils achieving the Ebacc which included a grade 4 or above in reformed subjects, and grade C or above in unreformed subjects.
EBacc average point score (Ebacc APS) was introduced as a headline measure in 2018 and replaced the previous threshold 'EBacc Attainment' measure. EBacc APS measures pupils’ point scores across the five pillars of the EBacc. This ensures the Attainment of all pupils is recognised, not just those at particular grade boundaries, encouraging schools to enter pupils of all abilities, and support them to achieve their full potential. Threshold measures are included for completeness and are reported as a percentage of pupils at the end of key stage 4. The two threshold measures are: i) proportion of pupils achieving grade 5/C or above, ii) proportion of pupils achieving a grade 4/C or above respectively.
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
Percentage of pupils achieving grades 5 or above in English and mathematics measures are calculated as a percentage of all pupils at the end of key stage 4. Prior to 2015/16, where the English language and English literature option was chosen in English, exams in both had to be taken and a C grade or above achieved in English language. From 2015/16, to meet the English requirement of the A*-C in English and maths Attainment measure, a C in either English language or English literature counted and there was no requirement to take both. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, a grade 5 or above in either English language or English literature counts and there remains no requirement to take both. The 9-4 measure shows pupils who achieved a grade 4 or above in either English language or English literature and maths and is shown alongside the headline measure for transparency and comparability.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
State-funded mainstream schools include local authority maintained mainstream, academies, free schools, city technology colleges and further education colleges with provision for 14 to 16 year-olds. They exclude state-funded special schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.
Attainment 8 and Progress 8 are part of the secondary accountability system that was implemented for all schools from 2016. Attainment 8 measures pupils’ Attainment across 8 qualifications including maths, English, three ebacc qualifications and three further GCSE or non-GCSE qualifications. From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This helped to minimise fluctuations in the average Attainment 8 scores following the phased introduction of 9-1 reformed GCSEs. These differences should be considered when comparing Attainment 8 scores between 2016-2019. In 2020, the majority of Attainment 8 scores are based on qualifications that were awarded via centre assessment grades rather than exams, so they are likely to be higher due to this and are not comparable to previous years.
The English Baccalaureate element includes the three highest point scores from any of the English Baccalaureate qualifications in science subjects, computer science, history, geography, and languages.
Includes entries and achievements by these pupils in previous academic years.
Reformed GCSEs in English and mathematics were taught from September 2015, with the first examinations taking place in Summer 2017. Reformed GCSEs in other subjects were firstly phased in for teaching from September 2016, continued into 2017 and a very small number in 2018, 2019, and 2020. As they were introduced, only the newly reformed GCSEs counted in secondary school performance measures (and tables when published). From 2020, all GCSEs in England have been reformed and use the new 9 to 1 grading system (rather than A*-G) . Year on year comparisons will be limited until these qualifications are consistently included from 2020 onwards. However, results for 2020 are not comparable with earlier years due to the cancellation of exams (due to COVID-19) and the awarding of GCSE grades via centre assessment grades.
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.
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
z = When an observation is not applicable
From 2013/14 EBacc sciences includes computer science. From 2018 GCSEs in core, additional and further additional science are no longer eligible to count. Sciences includes the double award GCSE in combined science, and single GCSEs in biology, chemistry, physics and computer science.

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KS4 subject timeseries data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
91AstarG	The percentage of pupils achieving a grade A*-G/9-1
94AstarC	The percentage of pupils achieving a grade A*-C/9-4
97AstarA	The percentage of pupils achieving a grade A*-A/9-7
9to5	The percentage of pupils achieving a grade 9-5
characteristic_gender	Gender
entries	The number of pupils entering each exam
grade1	The percentage of pupils achieving a grade 1
grade11	The percentage of pupils achieving a grade 11
grade2	The percentage of pupils achieving a grade 2
grade21	The percentage of pupils achieving a grade 21
grade22	The percentage of pupils achieving a grade 22
grade3	The percentage of pupils achieving a grade 3
grade32	The percentage of pupils achieving a grade 32
grade33	The percentage of pupils achieving a grade 33
grade4	The percentage of pupils achieving a grade 4
grade43	The percentage of pupils achieving a grade 43
grade44	The percentage of pupils achieving a grade 44
grade5	The percentage of pupils achieving a grade 5
grade54	The percentage of pupils achieving a grade 54
grade55	The percentage of pupils achieving a grade 55
grade6	The percentage of pupils achieving a grade 6
grade65	The percentage of pupils achieving a grade 65
grade66	The percentage of pupils achieving a grade 66
grade7	The percentage of pupils achieving a grade 7
grade76	The percentage of pupils achieving a grade 76
grade77	The percentage of pupils achieving a grade 77
grade8	The percentage of pupils achieving a grade 8
grade87	The percentage of pupils achieving a grade 87
grade88	The percentage of pupils achieving a grade 88
grade9	The percentage of pupils achieving a grade 9
grade98	The percentage of pupils achieving a grade 98
grade99	The percentage of pupils achieving a grade 99
gradeA	The percentage of pupils achieving a grade A
gradeAstar	The percentage of pupils achieving a grade A*
gradeB	The percentage of pupils achieving a grade B
gradeC	The percentage of pupils achieving a grade C
gradeD	The percentage of pupils achieving a grade D
gradeE	The percentage of pupils achieving a grade E
gradeF	The percentage of pupils achieving a grade F
gradeG	The percentage of pupils achieving a grade G
subject	The subject pupils are entered for

Footnotes

c = From 2018 revised data, suppression due to low numbers was not applied unless deemed necessary. Previous years' data remains suppressed. For 2020, where a geographical area contains only one school (for example Isles of Scilly) the data for that area has been suppressed. This is in line with the announcement that school level data would not be published using the summer 2020 exam grades awarded.
In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: 1) Professor Alison Wolf’s Review of Vocational Education recommendations which: restrict the qualifications counted; prevent any qualification from counting as larger than one GCSE; and cap the number of non-GCSEs included in performance measures at two per pupil, and 2) an early entry policy to only count a pupil’s first attempt at a qualification, in subjects counted in the English Baccalaureate.
: = When data is unavailable for other reasons
The latest year figures are revised, all other years are final.
z = When an observation is not applicable
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020
Includes entries and achievements by these pupils in previous academic years.
Discounting has been applied where pupils have taken the same subject more than once. In 2019/20, only Only one entry per subject is counted and we count the entry with the highest grade for results received in Summer 2020. Previously only the first entry grade would count and this is still the case for any results received before Summer 2020. Further information can be found in the secondary accountability guidance where pupils have already entered for an exam within the same subject in 2018/19, first entry rules will still be used. For more on previous years’ discounting methodology prior to 2020, read the Discounting and Early Entry Guidance at: https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-and-point-scores
In 2017, new reformed GCSEs (which use the 9-1 grade scale) were introduced into secondary school performance tables in a phased approach. Unreformed subjects continued to be graded using the A* to G system. Information on how the 9 to 1 scale and the A* to G scale are different and not directly comparable is available in the secondary accountability measures guidance. In 2020, all GCSEs are now reformed and use the 9-1 grading scale.
Total number of entries include pupils who were absent, whose results are pending and results which are ungraded or unclassified.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
Since 2014/15, early entry policy, under which only a pupil’s first attempt at a qualification is counted in performance measures, is extended to all subjects. For Summer 2019/20 results, only a pupils best entry at a qualification is counted in performance measures.
Figures include attempts and achievements by these pupils in previous academic years where only the best grade in each individual subject is counted per pupil. Where subjects have been combined into a group (e.g. Other Modern Languages) and a pupil has two or more entries, each result in each subject is counted.
The subject grouping composition file can be found alongside the KS4 data and metadata files under 'Download associated files'.
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.

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KS4 vocational subject alternative provision data

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

Variable names and descriptions

Variable names and descriptions for this file are provided below:

Variable name	Variable description
Percentage_achieving_level1_pass	The percentage of pupils achieving a level 1 pass
Percentage_achieving_level2_pass	The percentage of pupils achieving a level 2 pass
subject	The type of subject
subject_entry	The number of pupils entering each exam
Total_achieving_level1_pass	The total number of pupils achieving a level 1 pass
Total_achieving_level2_pass	The total number of pupils achieving a level 2 pass

Footnotes

Some zero percentages may represent small numbers due to rounding.
Includes entries and achievements by these pupils in previous academic years.
The Secondary accountability measures guidance can be found alongside the KS4 data and metadata files under 'Download associated files'.
z = When an observation is not applicable
: = When data is unavailable for other reasons
Figures not present in the data means there are no pupils at the end of key stage 4 for this breakdown.
Explore education statistics (EES) glossary can be found at https://explore-education-statistics.service.gov.uk/glossary
The subject totals do not sum to the overall total because some pupils enter more than one vocational subject. For example, a pupil that has entered both Art & Design and Business will appear in both the Art & Design and Business totals but will be counted only once in the overall total.
Local authority, region and England (alternative provision) figures only cover achievements in state-funded alternative provision schools (Pupil referral units, AP free schools and AP academies) as well as state-funded AP placements in other institutions including independent schools, non-maintained special schools and settings other than a school. They do not include pupils recently arrived from overseas. The 'England (all schools)' line includes all pupils from state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools and alternative provision.
Pupils also registered at an institution included within the Secondary School Performance Tables are excluded from the Alternative Provision data. In 2020, school performance tables have been cancelled and headline performance measures will not be available on the school performance tables website for 2019/20 Attainment data.
Discounting has been applied where pupils have taken the same subject more than once. In 2019/20, only Only one entry per subject is counted and we count the entry with the highest grade for results received in Summer 2020. Previously only the first entry grade would count and this is still the case for any results received before Summer 2020. Further information can be found in the secondary accountability guidance where pupils have already entered for an exam within the same subject in 2018/19, first entry rules will still be used. For more on previous years’ discounting methodology prior to 2020, read the Discounting and Early Entry Guidance at: https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-and-point-scores
Due to the COVID-19 pandemic and resulting school closures, the summer exam series was cancelled in 2020. Pupils scheduled to sit GCSE exams in 2020 were awarded either a centre assessment grade submitted by their teachers or their calculated grade using a model developed by Ofqual - whichever was the higher of the two. Due to the changed awarding process for GCSE grades it is recommended that year on year comparisons are not made. For further information: https://www.gov.uk/government/publications/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020/coronavirus-covid-19-cancellation-of-gcses-as-and-a-levels-in-2020

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