Provisional T Level results
Provisional T Level outcomes for students completing T Levels, as reported to the Department for Education through the manage T Level results service.
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Background information
A summary of outcomes achieved by students in receipt of T Level results for the academic year 2024/25, as reported to the Department for Education through the Manage T Level results service (opens in new tab).
Results in 2024/25 include 2 new subject areas, along with the 16 awarded last year.
This interim release updates 2024/25 provisional T Level results from August 2025 to data as recorded on 7th November 2025. Revised data for 2024/25 will be published in August 2026, alongside 2025/26 provisional results.
Additionally, this release has been updated to include a wider range of student characteristic breakdowns of the overall T Level results for the 2024/25 cohort.
Also available in the underlying data for transparency are 2024/25 T Level results for individual providers, for their T Level students overall, and by T Level pathway.
Users should exercise caution when drawing conclusions from these numbers as T Levels are still in the roll out phase with new T Level subjects being added each year. Comparisons over time should not be made for pass rates as the timeseries data features a mixture of provisional results for those who have completed this year at the end of their second year of study, and revised/final results, where students have had subsequent attempts at assessments or completed the industry placement after their second year.
These are official statistics in development and feedback from users is welcome at Attainment.STATISTICS@education.gov.uk.
Headline facts and figures
Students in receipt of T Level results
11,981
Students awarded Pass or above for their overall T Level
93%
Students awarded E or above in core component
98.4%
Students awarded Pass or above in occupational specialism
95.2%
Students who completed an industry placement
97.9%
There are 11,981 students with an overall T Level result across 18 pathways. 7,435 were awarded last year (revised data for 2023/24, covering 16 pathways).
11,148 (93.0%) of the 11,981 students achieved a Pass or above in their overall T level result across all T Level pathways. For female students, this was 96.4% and for male students, this was 90.2%.
Two-thirds (66.0%) of students achieved a Merit or above.
Of the 11,981 students with an overall result in 2024/25: 98.4% of students achieved a grade E or above in the core component; 95.2% achieved a Pass or above in their Occupational Specialism; 97.9% completed their Industry Placement (includes completed with special consideration).
The pass rate across the 18 pathways awarded this year ranged from 97.8% (Legal Services & Education and Early years) to 81.1% (Design and Development for Engineering and Manufacturing).
About these statistics
This publication provides a summary of the outcomes achieved by students in receipt of results for a T Level in the academic year 2024/25. The first T Level courses started in September 2020 in the following subject areas (also known as ‘pathways’):
- Design, Surveying and Planning for Construction
- Digital Production, Design and Development
- Education and Early Years
Seven T Level courses were introduced in September 2021 in the following pathways:
- Building Services Engineering for Construction
- Health
- Healthcare Science
- Science
- Onsite Construction
- Digital Support Services
- Digital Business Services
Six T Level courses were introduced in September 2022 in the following pathways:
- Accounting
- Design and Development for Engineering and Manufacturing
- Engineering, Manufacturing, Processing and Control
- Finance
- Maintenance, Installation and Repair for Engineering and Manufacturing
- Management and Administration
Two further T Level courses were introduced in September 2023 in the following pathways:
- Agriculture & Land Management
- Legal Services
T Levels are 2-year courses which are taken after GCSEs and are broadly equivalent in size to 3 A levels. These courses have been developed in collaboration with employers and education providers so that the content meets the needs of industry and prepares students for entry into skilled employment, an apprenticeship or related technical study through further or higher education.
T Levels offer students practical and knowledge-based learning at a school or college and on-the-job experience.
Students who have completed their T Level will receive a nationally recognised certificate which will show their overall grade and a breakdown of what they have achieved. This will include:
- an overall grade for the T Level, shown as pass, merit, distinction or distinction*
- a separate grade for the core component, using A* to E
- a separate grade for each occupational specialism, shown as pass, merit or distinction
- confirmation that they have completed an industry placement
The courses are available at selected colleges, schools and other providers across England. Information on all providers offering T Levels is available on the T Levels website (opens in new tab).
Updated November results for 2024/25 follow the outcomes of appeals to awarding organisations about individual core or occupational specialism results, but mainly reflect some partially achieving students completing their industry placement after results day in August. Students for whom core component or occupational specialism results remain pending are excluded from these results.
Data for this interim update are correct as of 7 November 2025.
The provisional November data for 2024/25 will be further updated to ‘revised’ on T Level results day 2026 when provisional 2025/26 will be published.
Ofqual also report T Level Technical Qualification (TQ) results (opens in new tab), which includes data for students expected to complete their T Level programme in 2025 who have completed both the core component and occupational specialism. Results may differ slightly due to differences in processing and rounding and in the timing of data collection.
Interim update to data (2024/25)
Provisional data published in August 2025 – based on students who started T Levels in September 2023 – is updated in the underlying data and labelled as ‘provisional November’. Any changes in the data reflects late completions of industry placements and the outcomes to reviews of markings and appeals between August results day and 7th November.
Provider level data is published for transparency in this release and has additionally been through an exercise that has allowed providers to delay a student’s reporting until revised data, where the student will be resitting components in 2025/26. These students (20 students from 6 providers) are still included in the national data but have been excluded from the provider level data.
The table below shows the change between the original provisional August data and the November updated data for the fourth cohort of T Level students, who started in September 2023.
| Provisional November 2024/25 | Grade | Achieved grade (count) | Achieved grade (%) | Impact of change from provisional to November |
|---|---|---|---|---|
| Overall T Level | Distinction* | 21 | 0.2 | 0.0 ppt |
| Distinction | 1,895 | 15.8 | +0.3 ppt | |
| Merit | 5,996 | 50.0 | +0.5 ppt | |
| Pass | 3,236 | 27.0 | +0.9 ppt | |
| Partial achievement | 806 | 6.7 | -1.6 ppt | |
| Unclassified | 27 | 0.2 | 0.0 ppt | |
| Total students | 11,981 | n/a | +0.6% | |
| Achieving Pass or above | 11,148 | 93.0 | +1.6 ppt |
Updating provisional November data for 2024/25
Provisional November data for 2024/25 will be updated to revised in August 2026, alongside 2025/26 provisional results. Note, there are 250 students from the fourth cohort of T Level students recorded as having not yet completed their industry placement, of which 138 had passed the core and occupational specialism.
Annual revisions to data (2023/24)
Updating provisional data for 2023/24
Data relating to 2023/24 – based on students who started T Levels in September 2022 – was updated in the underlying data and labelled as ‘revised’ in August 2025. Any changes since results day in August 2024 reflect core and occupational specialism marking or moderation reviews, retakes, and if students subsequently complete their industry placement.
The table below shows the change between provisional and revised data for 2023/24.
| Revised 2023/24 | Grade | Achieved grade (count) | Achieved grade (count) | Achieved grade (%) | Impact of change from provisional to revised |
|---|---|---|---|---|---|
| Provisional data | Revised data | ||||
| Overall T Level | Distinction* | 14 | 14 | 0.2 | 0 ppts |
| Distinction | 1,159 | 1,187 | 16 | +0.3 ppts | |
| Merit | 3,457 | 3,581 | 48.2 | +1.3 ppts | |
| Pass | 1,913 | 2,026 | 27.2 | +1.3 ppts | |
| Partial achievement | 816 | 606 | 8.2 | -2.9 ppts | |
| Unclassified | 21 | 21 | 0.3 | 0 ppts | |
| Total students | 7,380 | 7,435 | n/a | +0.7% | |
| Achieving Pass or above | 6,543 | 6,808 | 91.6 | +2.9 ppts | |
T Level roll out
This is the fourth year of results for T Levels and also represents the fourth phase of the roll out in T Level pathways. It includes results from 255 providers, 94 of which taught T Levels from 2023 for the first time.
In the first year there were three pathways available, seven added in year two, six added in year three and a further two in year four.
The number of students that started in academic year 2023/24 with a T Level result by November 2025 was 11,981 based on 18 pathways, compared to 996 for 2020/21 starters (final data for 2021/22, based on only 3 pathways).
The three T Level pathways available to all four cohorts saw large increases in students with results in 2024/25 compared to 2023/24 (42% increase for Digital Production, Design and Development, 62% increase in Education and Early Years, 49% increase for Design, Surveying and Planning).
Of the six pathways added in September 2022, Management and Administration had the largest number of T Level results awarded in 2024/25 (1,315). Accounting had the largest percentage increase but second lowest number (256).
Education and Early Years - in its fourth year of roll out - still has the largest number of students with a T Level result in 2024/25 (2,490) and Healthcare Science had the lowest number (38).
Both Healthcare Science and Onsite Construction saw a decrease in the number of results in 2024/25 compared with 2023/24 (41.5% and 9.4% drops respectively). Both of these T Levels are now winding down, with new enrolments in Onsite Construction having ceased in September 2024 and the last enrolments in Healthcare Science due to cease in September 2025.
Number of T Level results by region of England from 2022/23 to 2024/25
The region with the highest number of T Level results in 2024/25 was the North West with 2,152 and the lowest number was the East Midlands with 737.
Users should exercise caution when drawing conclusions from these numbers as this programme is still in the roll out phase.
Overall T Level results
Across all subjects combined (11,981 students), the percentage of students achieving a Pass or above in their T Level was 93.0%. 96.4% of females and 90.2% of males achieved a Pass or above. Two-thirds (66.0%) of students achieved a Merit or above overall.
Legal services and Education and Early years had the highest joint percentage of students achieving a Pass or above (97.8%) whilst Design and Development for Engineering and Manufacturing had the lowest (81.1%). However, note the percentage is based on a small number of students with results in Legal Services (45).
The T Level pathway in which the highest percentage of students achieved a Distinction or above was Finance (48.0%), whilst Digital Business Services had the lowest (5.5%). However, note the percentages are based on a small number of students with results in Finance and Digital Business Services pathways (98 and 55 respectively). Education and Early Years had the second highest percentage of students achieving a Distinction or above (28.2%).
Users should exercise caution when considering comparisons from these grade percentages as this programme is in the roll out phase, in particular comparisons over time should take into account changes in the T Level pathways available and data revisions from provisional to revised.
The overall pass rate (Pass or above) was higher for females (96.4%) than males (90.2%). More females achieved Distinction or above than males (20.1% compared with 12.5%). Overall, the most common grade for both females and males was Merit.
Education and Early Years and Health pathways had the highest proportion of female results (95.0% and 92.9% respectively with these two pathways accounting for 73.9% of all female T Level results. Conversely, males made up 95.4% of the Building Services Engineering pathway and 92.7% of the Maintenance, Installation and Repair for Engineering and Manufacturing pathway.
Overall T Level results by further student characteristics
Further student characteristics that the Department for Education holds from KS4 have been matched to the Manage T Level results service.
Disadvantage
Disadvantage status at 16-18 is as recorded at the end of Key Stage 4. Pupils are defined as disadvantaged at Key Stage 4 if they are known to have been eligible for free school meals at any point in the past six years (from year 6 to year 11), if they are recorded as having been looked after for at least one day or if they are recorded as having been adopted from care.
Disadvantage measures do not include students who were not reported at the end of KS4 – for example, because they came from overseas. Students who were known to be at independent schools in their last year of KS4 are treated as non-disadvantaged.
Disadvantaged cohort breakdown:
- 20.9% of students disadvantaged
- 75.8% of students non-disadvantaged
- 3.3% of students unknown disadvantaged status
There is a 3.1ppts difference between the pass rate of non-disadvantaged students (93.8%) and disadvantaged students (90.7%) over all T Levels. Non disadvantaged students also had a higher percentage achieving a distinction or above by 5.9ppts. Disadvantaged students were more likely to partially achieve the T Level (8.9% of disadvantaged students compared to 6.1% of non-disadvantaged students).
The largest difference in pass rate by T Level pathway between disadvantaged and non-disadvantaged students is in Onsite Construction (20.9 ppts), Digital Business Services (20.1) and healthcare science (16.6 ppts). However, in contrast, disadvantaged students had a higher pass rate in Finance (6.3 ppts), Legal services (3.3 ppts) and Accounting (2.4 ppts). Users should exercise caution when considering comparisons from these grade percentages as these are based on low numbers (especially for the Finance, Digital Business Services, Healthcare Science and Legal pathways where less than 100 students were in receipt of results in the latest year).
SEN
SEN cohort breakdown:
- 1.4% of students with an EHC plan or statement of SEN
- 8.4% of students with SEN support
- 84.1% of students with no identifiable SEN
- 6.1% of students with unknown SEN status
Students with no identified SEN had a pass rate of 93.5%. Students with an EHC plan or statement of SEN had higher pass rates than those with SEN support (92.4% and 90.0%, respectively).
13.7% of students with SEN support achieved a distinction or above compared to 13.4% of students with an EHC plan or statement of SEN.16.1% of students with no identified SEN achieved a distinction or above.
Ethnicity
Ethnicity is as reported at the end of Key Stage 4. Ethnicity will be unknown for students not reported in KS4 - for example because they came from overseas – or for some students that attended independent schools. Ethnicity groupings are harmonised to align with Government Statistical Service (GSS) standards (opens in new tab).
Ethnicity cohort breakdown:
- 1.5% are Any other ethnic group
- 10.0% are Asian or Asian British
- 5.1% are Black or Black British
- 4.2% are Mixed Dual background
- 72.1% are White
- 7.1% are Unknown ethnicity
White students had the highest overall T Level pass rate (94.1% and the biggest cohort, 8,636). Black or Black British students had the lowest pass rate (87.0%). There is a wider difference when looking at the percentage achieving a distinction or higher, White students had the highest (17.2%), and Black or Black British students had the lowest (6.8%).
Prior attainment
Prior attainment is a measure of the average points attained per qualification at Key Stage 4. Simple discounting rules apply, with the best result in any subject used when calculating the average point score at KS4. Any GCSE resits or additional qualifications gained during T Level study are ignored. For the vast majority of students, prior attainment is between 0-9, reflecting the range of possible grades at GCSE (where 9 is the highest grade).
Prior attainment cohort breakdown:
- 2.4% of students had prior attainment of 7+
- 76.1% of students were in the prior attainment band 4 to <7
- 17.9% of students were in the prior attainment band 0 to <4
- 3.6% of students had unknown prior attainment
Most students included in these results have a prior attainment of between 4 and (76.1%) with a further 17.9% having a prior attainment of between 0 and 4. Students with prior attainment of 7+ had the highest pass rate (99%) and students with a prior attainment of between 0 and 4 had the lowest (86.3%). There is a large difference in the percentage of students achieving a distinction or higher between prior attainment groups, 52.8% for those with the highest prior attainment and 4.2% for those with the lowest prior attainment.
Students with the highest prior attainment were most likely to enter the Digital Production, Design and Development pathway, or the Health pathway. These pathways were entered by 12.3% and 15.2% of students respectively, but the proportion of students with highest prior attainment on these pathways were 21.0% and 21.7% respectively.
Core component results
The core component of a T Level is assessed through one or more written exams and an Employer Set Project, typically taken midway through the course. It is possible for learners to sit the core component assessment up to three times.
The data presented here includes the highest grade achieved if a student made more than one attempt at the assessment.
Across all T Levels awarded in 2024/25 (11,981 students), the percentage of students achieving an E or above in the core component assessment was 98.4%. The most common grade for the core component, across all pathways, was D. This was achieved by 32.5% of students.
The core components in which the highest percentage of students achieved grade E or above were Education and Early Years and Legal Services (both achieving 100%), whilst Digital Business Services had the lowest proportion (87.3%). Please note, however, percentages for Legal Services and Digital Business Services pathways are based on small numbers of students with results (45 and 55, respectively).
Users should exercise caution when considering comparisons from these grade percentages as this programme is in the roll out phase, in particular comparisons over time should take into account changes in the T Level pathways available and data revisions from provisional to revised.
The percentage achieving an E or above in the core component assessment was higher for females (99.2%) than males (97.8%). More females achieved a C or above than males (61% compared to 43.4%).
Occupational specialism results
The occupational specialism component of a T Level is assessed through a practical project or assignments, typically taken in the second year of the T Level.
Across all T Levels awarded in 2024/25 (11,981 students), the percentage of students achieving a Pass or above in their occupational specialism was 95.2%.
The most common grade for the Occupational Specialism, across all pathways, was Merit. 53.1% of students achieved this grade.
The occupational specialism with the highest pass rate was Legal Services (100%) but had one of the lowest number of students (45). Design and Development for Engineering and Manufacturing had the lowest pass rate (83.1%, 1,111 students).
Users should exercise caution when drawing conclusions from these figures as T Levels are still in the roll out phase.
The percentage of students achieving a Pass or above in their occupational specialism was higher for females (97.7%) than males (93.1%). Similarly, more females achieved a Merit or above than males (79.3% compared to 64.2%). The most common grade for the occupational specialism was Merit.
Industry placement completion
The on-the-job training part of a T Level is achieved through an industry placement of at least 315 hours – approximately 45 days.
Special consideration is available where a student has experienced adverse circumstances and has not been able to complete the minimum placement hours but has demonstrated sufficient progress towards their learning goals and worked directly to an external employer.
The pathway with the lowest proportion of students completing the Industry Placement by November following the end of their second year is Digital Business Services (89.1%), whereas 100% students in the Science pathway have completed or completed with special consideration their Industry Placement.
Across all subject areas combined (11,981 students), the percentage of students who completed an industry placement was 97.9% - for males this was 97.2% and for females 98.8%.
Provider T Level results
Overall T Level results broken down for each provider can be created in the table builder tool.
T Level retained and assessed rates
The T Level is a two-year study programme, and the T Level retained and assessed rate is first measured using provisional data after two years. However, learners can elect to complete their T Level over two or more academic years, and so the retained and assessed rate is updated using revised data to reflect any further assessment after three years. The retained and assessed rate is calculated using all T Level entrants.
A T level entrant is considered retained and assessed in their T Level if they are flagged as receiving a marked grade (including pending grades) in both their core component and occupational specialism. This does not have to be a pass grade.
The provisional retained and assessed rate for students who started their T Level in 2023/24 (and were expected to complete it in 2024/25) is 73.1%.
Comparison data for students studying vocational and technical qualifications or A levels
Two level 3 study programmes are included to provide suitable comparators to the T Level, which is equivalent in size to 3 A levels. These comparator level 3 study programmes are:
• 16-year-old entrants whose study programme included 3 or more A levels and no substantial (325 guided learning hours or more) vocational and technical qualifications (VTQs) studied over two years;
• 16-year-old entrants to large (1,045 guided learning hours or more) VTQs included in performance tables studied over two years.
Note, as T Levels are still being rolled out, caution should be taken comparing retained and assessed rates from one year to the next. Any change in rates could be due to changes in student behaviours as well as changes in the mix of pathways available.
The calculation of retained and assessed rates is the same as that described in the T Level action plan: 2023 to 2024 (opens in new tab) for students who started a T Level in 2021/22, and also summarised in the Methodologies document for this statistical release.
Start year | Cohort | Study programme | Version | Entrants | Number retained and assessed | Percentage retained and assessed |
|---|---|---|---|---|---|---|
2023/24 | All | T Level | Provisional | 16081 | 11752 | 73% |
2023/24 | Age 16 | T Level | Provisional | 11697 | 8,856 | 76% |
2023/24 | Age 16 | 3 A level | Provisional | 164535 | 148433 | 90% |
2023/24 | Age 16 | Large VTQs | Provisional | 14017 | 11273 | 80% |
2022/23 | All | T Level | Revised | 10,253 | 7,284 | 71% |
2022/23 | Age 16 | T Level | Revised | 7,487 | 5,495 | 73% |
2022/23 | Age 16 | 3 A level | Revised | 164,161 | 147,135 | 90% |
2022/23 | Age 16 | Large VTQs | Revised | 12,573 | 9,775 | 78% |
2021/22 | All | T Level | Final | 5,321 | 3,526 | 66% |
2021/22 | Age 16 | T Level | Final | 3,942 | 2,694 | 68% |
2021/22 | Age 16 | 3 A level | Revised | 161,270 | 141,772 | 88% |
2021/22 | Age 16 | Large VTQs | Revised | 14,559 | 10,906 | 75% |
Retained and assessed rates and destinations for those withdrawing from their studies in 2023/24 start year
A learner who is still enrolled on their T Level at the end of their second year is considered retained on the programme. A learner who is assessed on the programme within two academic years of starting is considered retained and assessed.
The data presented for 2023/24 cover only those learners who were assessed within this two-year period. Learners who are assessed after their second year appear within the retained group only.
For this cohort, it is not possible determine whether learners who withdrew and did not transfer to another qualification moved into employment or left education, training, or employment entirely. As a result, the category “withdrew but did not switch” includes both groups and should not be interpreted as a measure of not in education, employment or training (NEET).
| Outcome | T level (all ages) | T level (16YO) | Large VTQ (16YO) | 3+ A levels (16YO) | |
|---|---|---|---|---|---|
| Retained and assessed | 73.1% | 75.7% | 80.4% | 90.2% | |
| Retained, not assessed | 1.9% | 2.0% | 3.4% | 1.8% | |
| Withdrew and switched (apprenticeship) | 6.1% | 6.3% | 2.6% | 0.6% | |
| Withdrew and switched (level 3) | 5.4% | 6.0% | 5.1% | 3.5% | |
| Withdrew and switched (other qualification) | 3.0% | 3.1% | 2.5% | 0.7% | |
| Withdrew, did not switch | 10.5% | 6.8% | 6.0% | 3.2% | |
The above table shows the retained and assessed rates for 2023 to 2024 entrants to T Levels and the comparator study programmes. It also includes the proportion of total entrants who withdrew from their programme and the destinations to which they withdrew.
Overall, a higher proportion of T Level entrants withdrew from their programme compared with entrants to large VTQs or those taking at least three A levels. Among learners who withdrew, a greater share of T Level learners transferred to another qualification than in either comparator study programme. The higher proportion recorded as “withdrew but did not switch” for T Levels reflects the higher overall withdrawal rate for the programme, rather than lower rates of switching among those who withdrew.
The statistics in this release are published as official statistics in development (see ‘Help and support’ below for further information). They have been developed under the guidance of the Head of Profession for Statistics and published to involve users and stakeholders at an early stage in assessing their suitability and quality.
Data on T Level retained and assessed rates were first published in the T Level Action Plan analytical annex (opens in new tab) in April 2024. We welcome any feedback on this section of the release to inform future publication plans. Please contact: Attainment.STATISTICS@education.gov.uk.
Contact us
If you have a specific enquiry about Provisional T Level results statistics and data:
16 to 18 Accountability Data and Development team
Email: Attainment.STATISTICS@education.gov.ukContact name: Pat Thomas
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