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Academic year 2021/22
Longer term destinations
Data guidance
Published
Description
This document describes the data included in the ‘Longer term destination measures: 2021/22’ Official Statistics release’s underlying data files. This data is released under the terms of the Open Government License (opens in a new tab) and is intended to meet at least 3 stars for Open Data (opens in a new tab).
The publication methodology, available on the publication report, should be referenced alongside this data. It provides information on the data sources, their coverage and quality as well as explaining methodology used in producing the data.
Coverage
This release provides information on destinations from:
state-funded mainstream schools
state-funded special schools (including non-maintained special schools)
alternative provision
This information is based on data from the National Pupil Database and the Longitudinal Education Outcomes dataset.
File formats and conventions
The Code of Practice for Statistics requires us to take reasonable steps to ensure that our published or disseminated statistics protect confidentiality. Where appropriate we apply disclosure control to protect confidentiality.
The following symbols have been used in this publication:
( 0 ) zero
( c ) small number suppressed to preserve confidentiality or for accountability reasons
( z ) not applicable
(x) not available
( low ) positive % less than 0.5
Small cohorts
At institutional level, where cohorts are less than 6, all data are suppressed. This is to ensure that schools are not held to account for small cohorts of pupils rather than for confidentiality reasons.
This does not apply to levels of data other than institutional level.
Data files
All data files associated with this releases are listed below with guidance on their content. To download any of these files, please visit our data catalogue.
National longer term destinations
Filename
ltd_dm_1819_nat.csv
Geographic levels
National
Time period
2012/13 to 2018/19
Content
National level destinations data 1, 3 and 5 years after students leave key stage 4 for different characteristic groups and provider types.
Variable names and descriptions
Variable names and descriptions for this file are provided below:
Variable name
Variable description
all_notsust
Not recorded as a sustained destination
all_unknown
Activity not captured
all_work
Sustained employment
appl2
Intermediate apprenticeships (level 2)
appl3
Advanced apprenticeships (level 3)
appl4
Higher and degree apprenticeships (level 4 and above)
Level 2 (e.g. GCSE 9 - 4/ A* - C, Level 2 National Certificate, Level 2 National Diploma)
fel3
Level 3 (e.g. A level, Level 3 National Certificate, Level 3 National Diploma)
he
UK higher education institution
hel4
Level 4 (e.g. Higher National Certificates)
hel5
Level 5 (e.g. Foundation degree and Higher National Diploma)
hel6
Level 6 (e.g. Degree with/without honours)
institution_group
Institution group
institution_type
Institution type
other_edu
Other education
overall
Sustained education, apprenticeship or employment
sfc_and_ssf
Sixth form college or school sixth form
Footnotes
Activity not captured: means the young person wasn’t found to have any participation in education or employment, had made no claim to out-of-work benefits and was not recorded NEET.
Alternative provision: includes state place funded alternative provision (Pupil Referral Units, AP academies, AP free schools, and hospital schools) and other alternative provision (education funded by the local authority outside of state place funded schools, including independent schools, non-maintained special schools, and providers who do not meet the criteria for registration as a school)
State-funded special schools: includes community special schools, foundation special schools, special sponsored academies, special converter academies, and special free schools and non-maintained special schools.
At the end of key stage 4 pupils are expected to achieve 'good passes' at grade 5 or above in both English and maths GCSEs or selected equivalents. The figures for student achievement of grade 4 or above in both English and maths are shown alongside this measure for transparency and comparability. This measure is chosen because passes in English and maths will continue to be assessed in future years and because passes in these subjects tie closely to conditions for post-16 funding and accountability. Prior to the introduction of the reformed 9 to 1 GCSEs in English and maths in 2016/17, a 'good pass' was classed as an A*-C grade.
The following symbols have been used in this publication: (0) zero, ( c ) small number suppressed to preserve confidentiality or for accountability reasons, ( z ) not applicable, (x) not available, ( low ) positive % less than 0.5
Not recorded as a sustained destination: includes pupils who were captured in the source data and had some participation in the academic year but did not complete the required six months sustained participation. It also includes pupils who had no participation in education or employment but had claimed out-of-work benefits
Disadvantage status: Given as in year 11. Disadvantaged pupils are defined as those who were eligible for free school meals at any point in the previous six years or having been looked after by their local authority. These are the pupils who would have attracted the pupil premium when in year 11. Pupils with no key stage 4 record were not known to be disadvantaged in year 11 and are included in all other pupils.
Note that employment figures showed an increase between 2013/14 and 2014/15 destination years due to the introduction of the Longitudinal Educational Outcomes data, and so Year 1 employment figures between the 2012/13 and 2013/14 cohorts are not directly comparable.
State-funded mainstream schools: include community schools, voluntary aided schools, voluntary controlled schools, foundation schools, academies, free schools, city technology colleges and further education colleges with provision for 14- to 16-year-olds.
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.
Other education destinations include independent schools, specialist post-16 institutions, special schools and education combination destination.
Following special educational needs and disability (SEND) reforms in 2014/15, SEN pupils are categorised as 'SEN with EHC (Education health care) plan or statement' and 'SEN support'. SEN support replaces school action and school action plus. It was expected that all transfers to this category take place during the 2014/15 academic year but some legacy categories remain in subsequent cohorts. More detailed information on the reforms can be found here: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25.
The student was not found to have any participation in education, apprenticeship or employment nor recorded as receiving out-of-work benefits at any point in the year. Possible reasons for this could be that the pupil was living, working or studying abroad or was attending a Scottish or Welsh college or school.
Local Authority and regional level destinations data 1, 3 and 5 years after students leave key stage 4 by different geography levels, characteristics groups and provider types.
Variable names and descriptions
Variable names and descriptions for this file are provided below:
Variable name
Variable description
all_notsust
Not recorded as a sustained destination
all_unknown
Activity not captured
all_work
Sustained employment destination
appl2
Intermediate apprenticeships (level 2)
appl3
Advanced apprenticeships (level 3)
appl4
Higher and degree apprenticeships (level 4 and above)
Level 2 (e.g. GCSE 9 - 4/ A* - C, Level 2 National Certificate, Level 2 National Diploma)
fel3
Level 3 (e.g. A level, Level 3 National Certificate, Level 3 National Diploma)
he
Higher education
hel4
Level 4 (e.g. Higher National Certificates)
hel5
Level 5 (e.g. Foundation degree and Higher National Diploma)
hel6
Level 6 (e.g. Degree with/without honours)
institution_group
Institution group
other_edu
Other education destination
overall
Sustained education, employment & apprenticeships
sfc_and_ssf
School sixth form & Sixth form college
Footnotes
Activity not captured: means the young person wasn’t found to have any participation in education or employment, had made no claim to out-of-work benefits and was not recorded NEET.
Alternative provision: includes state place funded alternative provision (Pupil Referral Units, AP academies, AP free schools, and hospital schools) and other alternative provision (education funded by the local authority outside of state place funded schools, including independent schools, non-maintained special schools, and providers who do not meet the criteria for registration as a school)
State-funded special schools: includes community special schools, foundation special schools, special sponsored academies, special converter academies, and special free schools and non-maintained special schools.
At the end of key stage 4 pupils are expected to achieve 'good passes' at grade 5 or above in both English and maths GCSEs or selected equivalents. The figures for student achievement of grade 4 or above in both English and maths are shown alongside this measure for transparency and comparability. This measure is chosen because passes in English and maths will continue to be assessed in future years and because passes in these subjects tie closely to conditions for post-16 funding and accountability. Prior to the introduction of the reformed 9 to 1 GCSEs in English and maths in 2016/17, a 'good pass' was classed as an A*-C grade.
The following symbols have been used in this publication: (0) zero, ( c ) small number suppressed to preserve confidentiality or for accountability reasons, ( z ) not applicable, (x) not available, ( low ) positive % less than 0.5
Not recorded as a sustained destination: includes pupils who were captured in the source data and had some participation in the academic year but did not complete the required six months sustained participation. It also includes pupils who had no participation in education or employment but had claimed out-of-work benefits
Disadvantage status: Given as in year 11. Disadvantaged pupils are defined as those who were eligible for free school meals at any point in the previous six years or having been looked after by their local authority. These are the pupils who would have attracted the pupil premium when in year 11. Pupils with no key stage 4 record were not known to be disadvantaged in year 11 and are included in all other pupils.
Note that employment figures showed an increase between 2013/14 and 2014/15 destination years due to the introduction of the Longitudinal Educational Outcomes data, and so Year 1 employment figures between the 2012/13 and 2013/14 cohorts are not directly comparable.
State-funded mainstream schools: include community schools, voluntary aided schools, voluntary controlled schools, foundation schools, academies, free schools, city technology colleges and further education colleges with provision for 14- to 16-year-olds.
Numbers of pupils in the Disadvantage Status and special educational needs (SEN) breakdowns have been rounded to the nearest 5 to preserve confidentiality. Values of 1 and 2 are represented by the "low" symbol.
Other education destinations include independent schools, specialist post-16 institutions, special schools and education combination destination.
Following special educational needs and disability (SEND) reforms in 2014/15, SEN pupils are categorised as 'SEN with EHC (Education health care) plan or statement' and 'SEN support'. SEN support replaces school action and school action plus. It was expected that all transfers to this category take place during the 2014/15 academic year but some legacy categories remain in subsequent cohorts. More detailed information on the reforms can be found here: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25.
The student was not found to have any participation in education, apprenticeship or employment nor recorded as receiving out-of-work benefits at any point in the year. Possible reasons for this could be that the pupil was living, working or studying abroad or was attending a Scottish or Welsh college or school.
Level 2 (e.g. GCSE 9 - 4/ A* - C, Level 2 National Certificate, Level 2 National Diploma)
fel3
Level 3 (e.g. A level, Level 3 National Certificate, Level 3 National Diploma)
he
Higher education
hel4
Level 4 (e.g. Higher National Certificates)
hel5
Level 5 (e.g. Foundation degree and Higher National Diploma)
hel6
Level 6 (e.g. Degree with/without honours)
institution_group
Institution group
other_edu
Other education destination
overall
Sustained education, employment & apprenticeships
sfc_and_ssf
School sixth form & Sixth form college
Footnotes
Activity not captured: means the young person wasn’t found to have any participation in education or employment, had made no claim to out-of-work benefits and was not recorded NEET.
Alternative provision: includes state place funded alternative provision (Pupil Referral Units, AP academies, AP free schools, and hospital schools) and other alternative provision (education funded by the local authority outside of state place funded schools, including independent schools, non-maintained special schools, and providers who do not meet the criteria for registration as a school)
State-funded special schools: includes community special schools, foundation special schools, special sponsored academies, special converter academies, and special free schools and non-maintained special schools.
At the end of key stage 4 pupils are expected to achieve 'good passes' at grade 5 or above in both English and maths GCSEs or selected equivalents. The figures for student achievement of grade 4 or above in both English and maths are shown alongside this measure for transparency and comparability. This measure is chosen because passes in English and maths will continue to be assessed in future years and because passes in these subjects tie closely to conditions for post-16 funding and accountability. Prior to the introduction of the reformed 9 to 1 GCSEs in English and maths in 2016/17, a 'good pass' was classed as an A*-C grade.
The following symbols have been used in this publication: (0) zero, ( c ) small number suppressed to preserve confidentiality or for accountability reasons, ( z ) not applicable, (x) not available, ( low ) positive % less than 0.5
Not recorded as a sustained destination: includes pupils who were captured in the source data and had some participation in the academic year but did not complete the required six months sustained participation. It also includes pupils who had no participation in education or employment but had claimed out-of-work benefits
Disadvantage status: Given as in year 11. Disadvantaged pupils are defined as those who were eligible for free school meals at any point in the previous six years or having been looked after by their local authority. These are the pupils who would have attracted the pupil premium when in year 11. Pupils with no key stage 4 record were not known to be disadvantaged in year 11 and are included in all other pupils.
Note that employment figures showed an increase between 2013/14 and 2014/15 destination years due to the introduction of the Longitudinal Educational Outcomes data, and so Year 1 employment figures between the 2012/13 and 2013/14 cohorts are not directly comparable.
State-funded mainstream schools: include community schools, voluntary aided schools, voluntary controlled schools, foundation schools, academies, free schools, city technology colleges and further education colleges with provision for 14- to 16-year-olds.
Other education destinations include independent schools, specialist post-16 institutions, special schools and education combination destination.
The student was not found to have any participation in education, apprenticeship or employment nor recorded as receiving out-of-work benefits at any point in the year. Possible reasons for this could be that the pupil was living, working or studying abroad or was attending a Scottish or Welsh college or school.