Academic year 2023/24

Provisional T Level results

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• Published: 27 March 2025
• Next update: August 2025
• Last updated: 27 March 2025
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  1. 27 March 2025

     Update to data for 2023/24 including new breakdowns by student characteristics and for individual providers

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• Produced by: Department for Education

A summary of outcomes achieved by students in receipt of T Level results for the academic year 2023/24, as reported to the Department for Education through the Manage T Level results service (opens in a new tab).

Results in 2023/24 include six new subject areas, along with the ten awarded last year.

This interim release updates 2023/24 provisional T Level results from August 2024 to data as recorded on 1 November 2024. Fully revised data for 2023/24 will be published in August 2025, alongside 2024/25 provisional results.

Additionally, the release has been extended to include a wider range of student characteristic breakdowns of the overall T Level results for the 2023/24 cohort.

Also available in underlying data for transparency are 2023/24 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 in the early stages of roll out, in particular comparisons over time should take into account changes in the T Level pathways available.

These are official statistics in development and feedback from users is welcome at Attainment.STATISTICS@education.gov.uk.

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• Academic year 2022/23
• Academic year 2021/22

Methodologies

• Provisional T Level results

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Headline facts and figures - 2023/24

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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 2023/24. 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 further 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

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 a new tab).

Updated November results for 2023/24 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 1 November 2024.

The provisional November data for 2023/24 will be further updated to ‘revised’ on T Level results day 2025 when provisional 2024/25 will be published.

Ofqual also report  T Level Technical Qualification (TQ) results (opens in a new tab), which includes data for students expected to complete their T Level programme in 2024 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 (2023/24)

Provisional data published in August 2024 – based on students who started T Levels in September 2022 – is updated in 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 1st November.

Provider level data is published for transparency for the first time 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 2024/25. These students (9 students from 2 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 third cohort of T Level students, who started in September 2022.

Provisional November 2023/24	Grade	Achieved grade (count)	Achieved grade (%)	Impact of change from provisional to November
Overall T Level	Distinction*	14	0.2	0.0 ppt
	Distinction	1187	16.0	+0.3 ppt
	Merit	3549	47.8	+1.0 ppt
	Pass	2000	27.0	+1.0 ppt
	Partial achievement	650	8.8	-2.3 ppt
	Unclassified	21	0.3	0.0 ppt
	Total students	7421	n/a	+0.6 %
	Achieving Pass or above	6750	91.0	+2.3 ppt

Updating provisional November data for 2023/24

Provisional November data for 2023/24 will be updated to revised in August 2025, alongside 2024/25 provisional results. Note, there are 188 students from the third cohort of T Level students recorded as having not yet completed their industry placement, of which 97 had passed the core and occupational specialism.

Annual revisions to data (2022/23)

Updating provisional data for 2022/23

Provisional data published last year – based on students who started T Levels in September 2021 – is updated in underlying data and labelled as ‘revised’.  Any changes since results day in August 2023 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 the second cohort of T Level students, who started in September 2021.

Revised 2022/23	Grade	Achieved grade (count)	Achieved grade (%)	Impact of change from provisional to revised data
		Based on revised data
Overall T Level	Distinction*	10	0.3	0.0 ppt
	Distinction	791	22.2	+0.4 ppt
	Merit	1,746	49.1	+2.0 ppt
	Pass	795	22.3	+1.1 ppt
	Partial achievement	205	5.8	-3.4 ppt
	Unclassified	12	0.3	0.0 ppt
	Total students	3,559	n/a	+3.2 %
	Achieving Pass or above	3,342	93.9	+3.4 ppt

T Level roll out

This is the third year of results for T Levels and also represents the third phase of the roll out in T Level pathways. It includes results from 162 providers, 61 of which taught T Levels from 2022 for the first time.

In the first year there were three pathways available, seven added in year two, a further six added in year three.

The number of students that started in academic year 2022/23 with a T Level result by November 2024 was 7,421. 

The three T Level pathways available to all three cohorts saw further large increases in students with results in 2023/24 compared to 2022/23 (49% increase for Digital Production, Design and Development, 50% increase in Education and Early Years, 55% increase for Design, Surveying and Planning).

Across the seven T Level pathways available to the last two cohorts, the number of students with results compared to 2022/23 increased similarly overall, but with a more mixed picture for individual pathways (ranging from a 19% fall in Digital Business Services to a 103% increase in Healthcare Science). Note, these changes are based on small numbers, as these pathways had the fewest number of students with results in 2022/23 and 2023/24.

Education and Early Years - in its third year of roll out - still has the largest number of students with a T Level result in 2023/24 (1,534). Of the six new pathways added in year three, Management and Administration had the largest number of T Level results awarded in 2023/24 (847).

The region with the highest number of T Level results in 2023/24 was the North West with 1,461 and the lowest number was the North East with 492, the same pattern as 2022/23. 

Users should exercise caution when drawing conclusions from these numbers as this programme is in the early stages of a roll out and therefore will be highly dependent on the schools/colleges that are involved in these early stages.

Overall T Level results

Overall T Level grades are calculated by the Department from core component grades, occupational specialism grades and industry placement completion status according to rules set out in the Methodology document 

Across all subjects combined (7,421 students), the percentage of students achieving a Pass or above in their T Level was 91.0%. 96.7% of females and 86.4% of males achieved a Pass or above. 

Education and Early Years had the highest percentage of students achieving Pass or above (97.8%) whilst Design and Development for Engineering and Manufacturing had the lowest (71.7%). 

The T Level pathway in which the highest percentage of students achieved a Distinction or above was Finance (51.4%), whilst Science had the lowest (5.4%). However, note the percentages are based on a small number of students with results in Finance and Science pathways (37 and 129 respectively).  

Other pathways with low numbers are Digital Business Services (35), Healthcare Science (65), Accounting (95), and Onsite Construction (138).   

Users should exercise caution when considering comparisons from these grade percentages as this programme is in the early stages of a roll out, in particular comparisons over time should take into account changes in the T Level pathways available.

The overall pass rate (Pass or above) was higher for females (96.7%) than males (86.4%). More females achieved Distinction or above than males (22.2% compared with 11.5%). Overall, the most common grade for both females and males was Merit.

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. This goes beyond sex that is populated in 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:

• 20.6% of students disadvantaged
• 77.5% of students non-disadvantaged
• 1.9% of students unknown disadvantaged status

There is a 4.1ppts difference between the pass rate of non-disadvantaged students (91.8%) and disadvantaged students (87.7%) 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 (11.6% of disadvantaged students compared to 8.1% of non-disadvantaged students). 

 The largest difference in pass rate by T Level pathway between disadvantaged and non-disadvantaged students is in science (11.3 ppts), healthcare science (11.2 ppts) and Design and Development for Engineering and Manufacturing (11.1 ppts). However, in contrast, disadvantaged students had a higher pass rate in finance (7.1 ppts), onsite construction (3.9 ppts) and Engineering, Manufacturing, Processing and Control (0.6 ppts). Although 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 Accounting pathways where less than 100 students were in receipt of results in the latest year).

SEN provision

SEN cohort breakdown:

• 1.5% of students with an EHC plan
• 8.4% of students with SEN support
• 85.4% of students with no identifiable SEN
• 4.7% of students with unknown SEN status

Students with SEN support had a lower pass rate (88.6%) than those with no identified SEN (91.2%) and students with an EHC plan or statement of SEN had a lower pass rate still (85.2%). However, there was a different ordering and much smaller differences when comparing students achieving a distinction or above (16.5% of students with an EHC plan or statement of SEN, 16.2% of students with no identified SEN and 15.7% of students with SEN support) 

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 a new tab).

Ethnicity cohort breakdown:

• 1.4% are Any other ethnic group
• 9.9% are Asian or Asian British
• 3.8% are Black or Black British
• 4.3% are Mixed Dual background
• 74.6% are White
• 6.0% are Unknown ethnicity

The Any other ethnic group had the highest overall T Level pass rate (93.5%, although the smallest cohort, 107 students), followed by White students (91.5%, with the biggest cohort, 5,538 students). Black or Black British students had the lowest pass rate (84.8%). There is a wider difference when looking at the percentage achieving a distinction or higher, White students had the highest (17.4%), and Black or Black British students had the lowest (6.7%). 

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:

• 3.9% of students had prior attainment of 7+
• 80.5% of students were in the prior attainment band 4 to <7
• 13.1% of students were in the prior attainment band 0 to <4
• 2.5% of students had unknown prior attainment

Most students included in these results have a prior attainment of between 4 and 7 (80.5%) with a further 13.1% having a prior attainment of between 0 and 4. Students with prior attainment of 7+ had the highest pass rate (98.3%) and students with a prior attainment of between 0 and 4 had the lowest (81.5%). There is a large difference in the percentage of students achieving a distinction or higher between prior attainment groups, 52.3% for those with the highest prior attainment and 5.7% for those with the lowest prior attainment. 

 Students with the highest prior attainment were more likely to enter the digital production, design and development T Level. This pathway was entered by 13.9% of students but 22.3% of students with the highest prior attainment were on this pathway.

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 2023/24 (7,421 students), the percentage of students achieving an E or above in the core component assessment was 98.3%. The most common grade for the core component, across all pathways, was D. This was achieved by 32.8% of students.

The core components in which the highest percentage of students achieved grade E or above were Digital Business Services, Education and Early Years, and Finance (all achieving 100%), whilst Building Services Engineering for Construction had the lowest proportion (92.5%). Please note, however, percentages are based on small numbers of students with results in both Digital Business Services and Finance pathways (35 and 37 respectively).  

Other pathways with low numbers are Healthcare Science (65), Accounting (95), Science (129) and Onsite Construction (138).   

Users should exercise caution when considering comparisons of these percentages as this programme is in the early stages of a roll out, in particular comparisons over time should take into account changes in the T Level pathways available.

The percentage achieving an E or above in the core component assessment was higher for females (99.2%) than males (97.6%).  More females achieved a C or above than males (60.5% compared to 42.2%).

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 2023/24 (7,421 students), the percentage of students achieving a Pass or above in their occupational specialism was 93.3%. 

The most common grade for the Occupational Specialism, across all pathways, was Merit.49.3% of students achieved this grade.

The occupational specialism with the highest pass rate was Digital Business Services (100%) but had the lowest number of students (35).  Design and Development for Engineering and Manufacturing had the lowest pass rate (73.0%, 555 students).   

Users should exercise caution when drawing conclusions from these figures as T Levels are in the early stages of roll out.

The percentage of students achieving a Pass or above in their occupational specialism was higher for females (97.8%) than males (89.7%).  Similarly, more females achieved a Merit or above than males (80.6% compared to 59.7%).  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 highest proportion of students where the Industry Placement has not been completed by November following the end of their second year is Maintenance, Installation and Repair for Engineering and Manufacturing (6.0%), with Education and Early Years having the lowest proportion of students not completing the Industry Placement (0.7%).

Across all subject areas combined (7,421 students), the percentage of students who completed an industry placement was 97.5% - for males this was 96.4% 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 calculation of retained and assessed rates is the same as that described in the T Level action plan: 2023 to 2024 (opens in a new tab) for students who started a T Level in 2021/22, and also summarised in the  Methodologies document for this statistical release.

T Level retained and assessed 

The T Level is a two-year programme, and the T Level retained and assessed rate is first measured as provisional data after two years. However, learners can elect to complete the T Level over two or more academic years, and the retained and assessed rate is updated as revised data to reflect any further assessment after three years. The retained and assessed rate is calculated out of 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 2022/23 is 71%.

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.

Start year	Cohort	Study programme	Version	Entrants	Number retained and assessed	Percentage retained and assessed
2022/23	All	T Level	Prov-Nov	10,253	7,271	71%
2022/23	Age 16	T Level	Prov-Nov	7,487	5,486	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	Revised	5,321	3,525	66%
2021/22	Age 16	T Level	Revised	3,942	2,693	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%

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 a 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. 

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Methodology

Find out how and why we collect, process and publish these statistics.

• Provisional T Level results

Official statistics in development

These statistics are undergoing a development. 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.

They have been produced as far as possible in line with the Code of Practice for Statistics.

This can be broadly interpreted to mean that these statistics are:

• managed impartially and objectively in the public interest
• meet identified user needs
• produced according to sound methods
• well explained and readily accessible

Find out more about the standards we follow to produce these statistics through our Standards for official statistics published by DfE guidance.

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.uk
Contact name: Pat Thomas

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