Methodology

Outcomes for children in need, including children looked after by local authorities in England

Published
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See all notes (5)
  1. Updated for the 2024 statistical release, published on 10 April 2025.

  2. Updated for the 2023 statistical release, published on 18 April 2024.

  3. CINO definition updated

  4. Updated for the 2022 statistical release, published on 30 March 2023

  5. Updated for the 2021 statistical release, published on 31 March 2022.

Summary

This page is a guide to the Outcomes for children in need, including children looked after by local authorities in England statistics published by the Department for Education (DfE). It sets out information on the:

  • source of the data and data matching
  • social care groups
  • outcomes and all pupils comparison data
  • rounding and suppression
  • related statistics.

This is the fourth update to the new statistical release that was introduced in March 2021, which incorporates changes to the annual Outcomes for children looked after by LAs (opens in a new tab) statistical release and outcomes within the Characteristics of children in need (opens in a new tab) statistical release, proposed by the department in September 2020. The methodology will be updated with each new statistical release. The next revision will be made when the release is updated.

Children in need data is not available for Hackney local authority for both the 2020 to 2021 and 2021 to 2022 collection years and Hampshire local authority for the 2023 to 2024 collection year. Hackney was unable to provide a return for both the 2021 and 2022 children in need census collections, due to a cyberattack which had a significant impact on their management information systems. Hampshire provided a return for the 2024 collection, however, due to a transition to a new case management and reporting system there were significant data quality issues affecting the coverage of Hampshire's 2024 children in need return.

Data

The statistics in this publication are derived from information collected in the children in need (CIN) census, the children looked after (CLA) SSDA903 return and a range of outcome measures from the National Pupil Database (NPD).

The DfE has collected the CIN census from local authorities for each full 12 month period since 2010. The latest collection covers the year from 1 April 2023 to 31 March 2024. More information on the CIN census is available in the CIN census: guide to submitting data (opens in a new tab). The collection provides the latest information on children referred to children’s social care, assessments carried out upon those children and whether a child became the subject of a child protection plan.

The DfE has collected the CLA SSDA903 return from local authorities for each full 12 month period since 1992. The latest collection covers the year from 1 April 2023 to 31 March 2024. There have been a number of significant changes to the collection since 1992. More information on the SSDA903 return is available in the CLA return: guide to submitting data (opens in a new tab). The collection provides the latest information on children looked after by local authorities and care leavers. A more detailed timeline of changes to the SSDA903 is in the main CLA publication methodology. The SSDA903 data is collected in a longitudinal database, with one record for every episode of care. Local authorities update the database every year, including making amendments to previous years’ records where there have been changes.

The data sources for the range of outcomes measures from the NPD include:

  • school census (special educational needs, free school meal eligibility and school type)
  • alternative provision census (special educational needs and free school meal eligibility)
  • educational attainment data (Key Stage 2, Key Stage 4) and progress (Key Stage 4)
  • destinations data
  • absence data
  • suspensions and permanent exclusions data.

This publication previously included the results of end of KS1 assessments. These became non-statutory from the 2023/24 academic year onwards. Optional assessments were still offered but the results of these are not collected and statistics will not be published.

This publication previously included Key Stage 2 progress measures. These measures will not be published for the 2023/24 and 2024/25 academic years as KS2 pupils in these years did not have KS1 assessments due to the COVID-19 pandemic.

For most outcomes measures the data included is from 2017/18 to the most recent year available 2023/24, except for suspensions and permanent exclusions which is from 2017/18 to 2022/23 and destinations which is for pupils who were at the end of Key Stage 4 study (GCSE and equivalent qualification) in 2017/18 to 2021/22.

Data matching

National Pupil Database (NPD) input files

The NPD input files for CIN and CLA are prepared and matched into the NPD. The CIN input files are copies of the data from the CIN census for the variables required, whereas for CLA the input files require some preparation. 

The CLA dataset contains a row for each episode of care during a child’s period of care. To create the NPD input file, a child level file is created which includes all children who have been looked after during the year - for each year beginning 1 April and ending 31 March selecting their most recent episode of care during the reporting year.

A number of indicators are created within the child level input files – these indicators don’t include CLA in respite care in the most recent episode of care during the reporting year. The indicators are:

  • child is looked after on 31 March
  • child is looked after continuously for at least six months at 31 March
  • child is looked after continuously for at least twelve months at 31 March
  • child is eligible for Pupil Premium
  • other variables including child characteristics and placement information.

Before the input files are matched several quality assurance checks are completed. These include:

  • the analysis being dual run independently by two members of the team
  • checks of summary figures against previous years for consistency
  • checks against data published in the Children looked after in England including adoptions statistical release.
  • checks on the volumes of unique pupil numbers (UPNs).

The NPD input files are created for the most recent 7 years to allow us to produce the ‘Ever CIN – last 6 years’ social care group and refresh historic data for each outcome in the publication.

Matching into the NPD

The main matching key is the child’s unique pupil number (opens in a new tab) (UPN), which identifies each pupil attending a state funded school in England. Allocated on first entry to a school, the UPN is generated using a nationally specified formula and is expected to remain with a pupil throughout their school career regardless of any change in school or local authority. Local authorities are required to return UPNs as part of the CIN census and the CLA SSDA903 return. It is the responsibility of local authorities to ensure that the UPN is accurate, as incorrect data could lead to a mismatch of data in the NPD. Local authorities can amend UPNs for previous years on the CLA SSDA903 return.

Since 2013, on the CLA SSDA903 return, a valid UPN (opens in a new tab) should be returned for children of compulsory school age. They are usually allocated during a pupil’s first entry into the maintained school sector. UPNs can be returned for younger children if they have been assigned one. This data item is not required for children receiving respite care. Previously UPNs were only required for looked after children aged 6 to 15 years old at 31 August.

There are several reasons why a child may not have a UPN, for example if in collating the UPNs discrepancies become apparent i.e. child's first name and/or surname and/or date of birth preventing reliable matching or if the child:

  • is not of school age and has not yet been assigned a UPN (some children who aren’t of school age may have a UPN depending on the type of setting they attend)
  • has never attended a school where UPNs are mandatory (for example, some unaccompanied asylum-seeking children or children that have only ever attended an independent school)
  • is educated outside of England
  • is newly CIN or CLA (from one week before the end of the collection period) and the UPN was not yet known at the time of the CIN census or CLA SSDA903 return.

A record from the CIN or CLA NPD input files is matched into the NPD if there is enough information available in that record which identifies the child as already being in the NPD via its appearance in other data sources, mainly UPN, but also date of birth, gender, ethnicity, and local authority responsible for the care of the child. If a child is matched into the NPD in this way a child is given a pupil matching reference (PMR). A child can be matched into the NPD and given a PMR but not be able to be linked to other data if there is no other information attributed to that PMR from other data sources. In this publication we focus on those children that have been allocated a PMR and can be matched across other data sources.

Percentage of children of compulsory school age (age 5 to 15 at 31st August) that have a PMR in the NPD for the ‘any point’ social care groups.
Academic YearCIN at any pointCINO at any pointCPPO at any pointCLA at any point
2023/2491.289.295.396.4
2022/2392.390.396.597.4
2021/2292.090.096.198.1
2020/2192.189.895.998.8
2019/2090.988.595.398.4
2018/1991.188.894.998.4
2017/1890.888.595.098.2

The percentages are refreshed across all years each year, to reflect the refreshed social care dataset. To note, there were changes to matching methodology in 2024 for CIN and CLA, matching into the NPD and the results given in the table above may not be comparable with previous years.

Social care dataset

The social care dataset is created from all CIN and CLA records in the NPD input files, not just those that have matched into the NPD and have a PMR. It is refreshed each year, to incorporate historic updates to CLA data. This involves:

  • Updating identifiers in the CIN data based on historic updates to the CLA data (from 2021, includes updated identifiers from all CIN data not just those that are CLA).
  • Removing duplicates in the CIN and CLA data (within each local authority) and from matched CIN and CLA data.
  • Creating flags for the CIN and child protection plan (CPP) social care groups in the CIN data.
  • Creating flags for the CLA social care groups in the CLA data (excludes CLA in respite care in their most recent episode of care during the reporting year).
  • Matching CLA data to CIN data for each of the most recent 7 years using a combination of identifiers within each local authority.
  • Creating flags for the children in need, excluding children on a child protection plan and children looked after (CINO) and children on a child protection plan, excluding children looked after (CPPO) social care groups.
  • Joining the data across the 7 years so that each child within a local authority has one record.
  • Creating flags for the ‘Ever CIN – last 6 years’ social care group where a child has been in need at any point in the last 6 years within a local authority.

Where a child appears in more than one local authority during the reporting year, their outcomes are counted in each local authority. This affects the ‘any point’ and ‘Ever CIN – last 6 years’ social care groups leading to some children being counted more than once. There are two years of ‘Ever CIN – last 6 years’ data available for most outcomes (one year for permanent exclusions and suspensions).

For the ‘Ever CIN – last 6 years’ social care group, six years has been chosen due to initial availability and reliability of data. We will continue to report on a six-year period even as more years of data become available so that the measure is comparable over years.

There are limitations with the accuracy of the ‘Ever CIN – last 6 years’ social care group due to:

  • unknown changes to identifiers for CIN that are not CLA (prior to 2021).
  • children being counted as ‘Ever CIN – last 6 years’ in all local authorities where they have been in need over the last 6 years leading to some children being counted more than once.
  • local authority changes (e.g. the new local authorities in 2019/20 and 2021/22) leading to some children being counted more than once.

The issues around unknown changes to identifiers for CIN that are not CLA (prior to 2021) are mitigated to some extent by the matching being done on multiple identifiers within each local authority.

New analysis has been conducted linking together 11 years of data from the Children in Need census between the years 2011-12 to 2022-23 and using unique identifiers to determine how many children were CIN at some point during the reporting period. This linking took account of changing identifiers across years and local authority reorganisations. The linking accounted for children who moved across local authorities where the Unique Pupil Number (UPN) was recorded in both authorities, therefore cases where a child moved but the UPN was not known will appear as distinct children in the dataset. The 11-year span was chosen as it was the maximum number of years for which high-quality data was available. 

The estimate includes children from pre-birth to age 18; those aged over 18 at the end of the reporting period were excluded to allow comparison with the 0-17 child population estimate from the Office for National Statistics (ONS). 

This analysis has shown there were around 2 million children in need in at least once over an 11-year period (1 April 2011 to 31 March 2023), representing more than 1 in 6 children.  

This estimate was calculated using a different matched dataset to the data covered by this Outcomes release and no further breakdowns linked to outcomes have been produced.

Social care groups

The social care groups cover children in need (CIN), children on a child protection plan (CPP) and children looked after (CLA) by local authorities in England. Where appropriate, an ‘all pupils comparison’ from the relevant national statistics is included for each outcome.

Abbreviations of social care group names used throughout this release

  • CIN - children in need, including children on a child protection plan and children looked after. Children in need includes children on child in need plans as well as other types of plan or arrangements. Children in need also includes children awaiting a referral to be considered, an assessment to start or, for an assessment which has started, for the assessment to be completed.
  • CINO - children in need, excluding children on a child protection plan and children looked after.
  • CPPO - children on a child protection plan, excluding children looked after.
  • CLA - children looked after (excludes CLA in respite care in their most recent episode of care during the reporting year).

For CINO, the other types of plan or arrangements include leaving care support (to help young people who have left local authority care), adoption support and disabled children’s services (including social care, education and health provision).

In theory, CIN = CINO + CPPO + CLA, however, in practice not all CLA match to CIN so they don’t add up exactly. This is due to inconsistencies that arise from the CIN data and CLA data being collected separately. However, there have been improvements to matching rates for CIN/CLA in recent years and we continue to encourage local authorities to be consistent across the two data collections.

Percentage of CLA that don’t match to CIN for the ‘any point’ social care groups
Reporting year2018201920202021202220232024
%2.31.01.72.02.31.63.4*

The percentages are refreshed cross all years each year, to reflect the refreshed social care dataset. *In 2024, the rate of CLA that don’t match CIN is higher than in previous years, but it is mainly due to the CIN data not including Hampshire. There were also changes to matching methodology in 2024 for CIN and CLA, matching into the NPD.

Social care groups included in the commentary (referred to as key social care groups):

  • CIN at 31 March
  • CINO at 31 March
  • CPPO at 31 March
  • CLA 12 months at 31 March - CLA continuously for at least twelve months at 31 March.
  • CLA less than 12 months at 31 March - CLA continuously for less than twelve months at 31 March.

Social care groups included in both national and local authority level data:

  • CINO at 31 March
  • CPPO at 31 March (where numbers are large enough).
  • CLA 12 months at 31 March (excluding free school meals at both national and local authority level).

Historically CLA 12 months at 31 March has been the focus for CLA outcomes as 12 months is considered an appropriate length of time to gauge the possible association of being looked after on educational attainment. However, a child may not have been in the care of a local authority for the whole of a key stage period. It is also the cohort of children for whom information on outcomes such as health, wellbeing and offending are collected through the SSDA903 return.

Social care groups included in national level data only:

  • All pupils comparison - from the national publications.
  • CIN at 31 March
  • CLA less than 12 months at 31 March
  • CIN at any point - ‘any point’ means at any point during the reporting year (including at 31 March).
  • CINO at any point
  • CPPO at any point
  • CLA at any point
  • Ever CIN - last 6 years - children in need, at any point in the last 6 reporting years (including at 31 March).

Other groups

At Key Stage 2 and Key Stage 4 there are additional groups in the national level data on post looked after arrangements (PLAA). 

PLAA includes information regarding children, who have left local authority care in England and Wales through adoption, a special guardianship order, a residence order or a child arrangements order and are still subject to such orders on census day. From 2022/23, PLAA includes a new category for children adopted from state care outside of England and Wales. ‘State care’ is care provided by a public authority, a religious organisation, or any other organisation whose sole or main purpose is to benefit society. For more information on PLAA data, see Complete the school census - Guidance - GOV.UK (www.gov.uk) (opens in a new tab).

These are Official Statistics on arrangements for previously looked after children.

  • PLAA - Adoption - previously looked after children who left care through an adoption.
  • PLAA - SGO - previously looked after children who left care through a special guardianship order (SGO).
  • PLAA - CAO - previously looked after children who left care through a child arrangements order (CAO).
  • PLAA - Total - previously looked after children who left care through an adoption, SGO or CAO.

The coverage for PLAA is partial as the information is taken from the school census and alternative provision census, where children are reported as having previously left care due to adoption, a SGO or a CAO only if their parents or carers have declared this information to the school or alternative provision setting. Therefore, the data is reliant on self-declaration from parents and is partial rather than a full count. Users are advised to exercise caution when interpreting these statistics as there can be issues with low levels of coverage which may introduce bias and changes in coverage and attainment measures mean year on year comparisons should not be made.

It is not possible to obtain a complete match of the CLA data (from SSDA903) with the attainment data for children who left care due to an adoption, a SGO or a CAO. Some adopted children do not change their UPN so records could be matched; however, in most cases where children leave care for adoption, they have not reached school age and have not been allocated a UPN. In addition, in some instances when children are adopted their UPN changes so no link can be made between the pre-adoption record (with the original UPN) and the post-adoption record (with the new UPN). 

The methodology for the percentage coverage has been reviewed and updated to improve accuracy in previous years but is consistent from 2023 onwards (coverage for earlier years within publications has been refreshed following improvements). Comparing figures reported on the school census and alternative provision census with those from the SSDA903, we calculate in 2024, 86% of these children are covered at Key Stage 2 and 59% of these children are covered at Key Stage 4.

Percentage coverage of children who left care through an adoption, SGO or CAO, at Key Stage 2: 2018 to 2024
2018201920202021202220232024
Adoption7980zz828285
SGO7988zz919390
CAO5969zz737776
Total7681zz848586
Percentage coverage of children who left care through an adoption, SGO or CAO, at Key Stage 4: 2018 to 2024
2018201920202021202220232024
Adoption55536058626563
SGO46555557616161
CAO40343436374144
Total51505454586059

Some children may have been counted more than once in the SSDA903 data if they have left care under these circumstances more than once. Only children that have been matched to attainment data are included in the coverage calculations above. Information on children that left care due to adoption, a SGO or CAO is reported via the school census and alternative provision census for previous years and may not represent the current situation for a child.

Outcomes data (including all pupils comparison)

Summary

There is a difference between the yearly time period for those in the social care groups compared to the outcomes data. Social care groups derived from the CIN and CLA data relate to a reporting year from 1 April to 31 March. Whereas most outcomes data relate to the academic year or the position at the spring census date. For example, absence data involves the academic year (autumn, spring, and summer terms) and special educational needs data involves spring census data.

Where applicable, figures for all pupils, whether in social care or not, are included for ease of reference as the ‘all pupils comparison’. There are some differences in how the outcomes are calculated for the all pupils comparison compared with those in the social care groups. However, the effect of these is small and figures, where provided, are still comparable.

Only children that have a PMR and match to the relevant data for each outcome are included in the outcomes data for each of the social care groups.

School census

The spring school census (opens in a new tab) is a snapshot of pupil information in schools as at the third Thursday in January. The school census covers pupils attending nursery, state-funded primary, state-funded secondary, special, and state-funded alternative provision schools.

Alternative provision census

The alternative provision census (opens in a new tab) is a snapshot of pupil information in alternative provision as at the third Thursday in January. The alternative provision census covers pupils attending a school not maintained by a local authority for whom the authority is paying full tuition fees or educated otherwise than in schools and pupil referral units, under arrangements made (and funded) by the local authority.

Special educational needs (SEN)

The SEN data for the social care groups is taken from the school census and the alternative provision census. It is possible for a child to be matched to both census types if they attend more than one kind of setting. These children will be included in the figures but will only be counted once. In these cases, the highest level of SEN is counted.

The all pupils comparison for SEN only takes data from the school census. However, at national level the impact of the alternative provision figures is likely to be small, so the school census data is still comparable at national level. The all pupils comparison for SEN is taken from Special educational needs in England.

Key Stage 1

The 2021/22 academic year saw the return of the teacher assessments at Key Stage 1 after the impact of the COVID-19 pandemic and subsequently the first results since the 2018/19 academic year. The 2022 statistical release was the first publication of Key Stage 1 statistics for children in social care since 2019. As well as 2021/22 data, historical data was added to the publication in 2022. This was updated and earlier years refreshed in 2023. Key Stage 1 assessments became non-statutory from the 2023/24 academic year onwards. Optional assessments were still offered but the results of these are not collected and statistics will not be published. 

Pupils were assessed in reading, writing, mathematics, and science in Year 2, at the end of Key Stage 1. Pupils were required to take tests in reading and mathematics at the end of Key Stage 1, however teacher assessment was the only data used and reported by the Department for Education.

Teacher assessments were based on a broad range of evidence from across the curriculum and knowledge of how a pupil had performed over time and in a variety of contexts.

Changes to the 2018/19 reading, mathematics, and science teacher assessment frameworks and the 2017/18 writing teacher assessment frameworks meant judgements made in these subjects were not directly comparable to previous years.

For more information see the Key Stage 1 and phonics screen check attainment statistical releases.

Duplicates within the Key Stage 1 data (before matching to the social care data) were removed using NPD filters. The social care groups were matched to the provisional version of Key Stage 1 data for the most recent year and the final version for earlier years. The all pupils comparison was also from the provisional version of the data in the most recent year and the final version in earlier years. The all pupils comparison for Key Stage 1 was taken from Key stage 1 and phonics screening check attainment.

The SEN data was taken from the school census and the alternative provision census. It was possible for a child to be matched to both census types if they attended more than one kind of setting. Such cases were included in the figures but were only counted once. In these cases, the highest level of SEN was counted. The Key Stage 1 data included pupils for whom SEN status could not be determined.

Key Stage 2

The 2021/22 academic year saw the return of the tests and teacher assessments at Key Stage 2 following the cancellation of the 2020 and 2021 assessment during the pandemic. The 2022 statistical release was the first publication of Key Stage 2 statistics for children in social care since 2019. As well as 2021/22 data, historical data was added to the publication in 2022. This has been updated and earlier years refreshed in 2023 and 2024.

Pupils take national curriculum assessment in Year 6, at the end of Key Stage 2, when most pupils will reach age 11 by the end of the academic year. Pupils take tests in reading, mathematics, and grammar, punctuation, and spelling, and receive a teacher assessment in writing and science. The combined reading, writing and mathematics measure uses the results of the reading and mathematics tests and the outcome of the writing teacher assessment.

For each test or teacher assessment, the number of pupils meeting the expected standard is the sum of all pupils with the following results:

  • For the reading, mathematics and grammar, punctuation, and spelling tests: achieved the expected standard or met the higher standard.
  • For the writing teacher assessment: working at the expected standard or working at a greater depth.
  • For the science teacher assessment: working at the expected standard.

The Key Stage 2 progress measures aim to capture the progress that pupils make from the end of Key Stage 1 to the end of primary school. They are a type of value-added measure, which means that pupils’ results are compared to the actual achievements of other pupils nationally with similar prior attainment.

This publication previously included Key Stage 2 progress measures. These measures will not be published for the 2023/24 and 2024/25 academic years as KS2 pupils in these years did not have KS1 assessments due to the COVID-19 pandemic. Progress scores are calculated for individual pupils for the sole purpose of constructing a school progress score. Pupil scores are calculated separately for reading, writing and mathematics. Pupils who do not have Key Stage 1 data for reading, writing and mathematics (for example, those who entered a school from another jurisdiction, or who were absent at the time of the Key Stage 1 assessments), cannot be included in the progress measures. 

For more information see the Key Stage 2 attainment statistical releases.

Duplicates within the Key Stage 2 data (before matching to the social care data) have been removed using NPD filters. The social care groups are matched to the revised version of Key Stage 2 data for the most recent year and the final version for earlier years. The all pupils comparison is also from the revised version of the data in the most recent year and the final version in earlier years. The all pupils comparison for Key Stage 2 is taken from Key Stage 2 attainment.

The SEN data is taken from the school census and the alternative provision census. It is possible for a child to be matched to both census types if they attend more than one kind of setting. Such cases will be included in the figures but will only count once. In these cases, the highest level of SEN has been counted. The Key Stage 2 data includes pupils for whom SEN status could not be determined.

Eligibility and attainment figures exclude those children who recently arrived from overseas in the LA data. Schools can apply for pupils to be discounted from their figures if they have recently arrived from overseas and their first language is not English. Although these pupils will be removed from the revised local authority figures, they remain included in the national figures so that these reflect the attainment of all pupils. Pupils with results flagged as ‘pending maladministration’ (S), ‘missing’ (M) or ‘pupil took the test/was assessed in a previous year’ (P) are excluded from national figures but included in LA figures.

In 2023 a placement breakdown was added at Key Stage 2 for CLA social care groups. There are some unexpected Key Stage 2 CLA pupils in the ‘Living independently’ category which is due to a small number of data mismatches and collection issues. Care needs to be taken when interpreting placement breakdowns in this statistical release for several reasons. Note that the placement relates to the most recent episode in the year ending 31 March, which may not be the placement the pupil is placed at the time of any assessments, nor may it be the placement the child has spent most time since becoming looked after. Also, it is important to note the differences in outcomes between these groups may not be caused by the placement type but by the differences in the characteristics of children in these placements.

Key Stage 4

The 2021/22 academic year saw the return of the summer examination series, after they had been cancelled (opens in a new tab) in 2020 and 2021 due to the impact of the COVID-19 pandemic, where alternative processes were set up to award grades (centre assessment grades, known as CAGs, and teacher assessed grades, known as TAGs).

For more information see the Key Stage 4 performance statistics release for the academic year 2020/21 Key Stage 4 performance statistics release for academic year 2020/21.

The changes to the way GCSE grades were awarded over these two years mean 2021/22 pupil attainment data should not be directly compared to pupil attainment data from previous years for the purposes of measuring year on year changes in pupil performance. As part of the transition back to the summer examination series adaptations were made to the examinations (including advance information) and the approach to grading for 2022 examinations broadly reflected a midpoint between results in 2019 and 2021.

For more information see the Key Stage 4 performance statistics release for academic year 2021/22.

In 2022/23 there was a return to pre-pandemic standards for GCSEs, with protection built into the grading process to recognise the disruption that students have faced. For VTQs that are taken alongside, or instead, of GCSEs and A levels, there was also a return to pre-pandemic standards in 2022/23.

In the 2022/23release, comparisons were made with 2022 and with 2019. The more meaningful comparison was with 2019, the last year that summer exams were taken before the pandemic, as 2023 saw a return to pre-pandemic grading, with some protections. In 2022 outcomes broadly reflected a mid-point between 2019 and 2021, to take account of the impact of the pandemic and in line with Ofqual’s approach to grading in 2022. It was expected that performance in 2023 would generally be lower than in 2022.

For more information see the Key stage 4 performance, Academic year 2022/23 - Explore education statistics - GOV.UK.

Within this release comparisons are made with 2023 and with 2019. We will compare to 2023 due to it being last year’s data, and to 2019 because it was the last year that summer exams were taken before the COVID-19 pandemic. Users need to exercise extreme caution when considering comparisons over time, as they may not reflect changes in pupil performance alone.

For more information see the Key Stage 4 performance statistics release for the academic year 2023/24.

Attainment 8 measures the average achievement of pupils in up to 8 qualifications. This includes: English language; English literature (if only one GCSE in English is taken then it is double weighted); maths (double weighted); three further qualifications that count in the English Baccalaureate (EBacc); and three further qualifications that can be GCSE qualifications (including EBacc subjects) or any other non-GCSE qualifications on the DfE approved list (opens in a new tab)

From 2018, Attainment 8 had a maximum point score of 90, compared to a maximum of 87 in 2017 and 80 in 2016. This is a consequence of the phased introduction of reformed GCSEs graded on the 9-1 scale. These differences should be considered when comparing Attainment 8 scores between 2016-2019. 

Percentage of pupils achieving grade 5 or above in both English and maths GCSEs. To meet the English requirement in this measure, a pupil would have to achieve a grade 5 or above in either English literature or English language. There is no requirement to sit both. 

The English Baccalaureate (EBacc) entry shows how many pupils are entering GCSEs (or AS level qualifications) in core academic subjects at KS4. The EBacc consists of English, maths, science, a language, and history or geography. To count in the EBacc, qualifications must be on the English Baccalaureate list of qualifications (opens in a new tab). In 2020, this measure is less likely to have been affected by the cancellation of exams as schools will have taken most of their entry decisions ahead of the COVID-19 disruption.

The EBacc average point score (EBacc APS) measures pupils’ point scores across the five pillars of the EBacc - English, maths, science, a language, and history or geography – with a zero for any missing pillars. 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.

Progress 8 aims to capture the progress a pupil makes from the end of Key Stage 2 to the end of Key Stage 4. It compares pupils’ achievement – their Attainment 8 score – with the national average Attainment 8 score of all pupils who had a similar starting point (or ‘prior attainment’), calculated using assessment results from the end of primary school. Progress 8 is a relative measure, therefore the national average Progress 8 score for mainstream schools is very close to zero. It can be used to compare the progress of different pupil characteristic and geography breakdowns.

For more information on these measures and their calculation methodology, see the secondary accountability guidance (opens in a new tab).

Generally, the coverage across different school types for the social care groups is more comprehensive than the Key Stage 4 national publication, as we aim to include as many children in social care as possible. Duplicates within the Key Stage 4 data (before matching to the social care data) are removed taking the best attainment result. In the 2020, 2021 and 2022 versions of this statistical release, the social care groups are matched to the revised version of Key Stage 4 data and the all pupils comparison is also from the revised version of the data. From 2023, the social care groups are matched to the revised version of Key Stage 4 data for the most recent year and the final version for earlier years. The all pupils comparison is also from the revised version of the data in the most recent year and the final version in earlier years, from 2023. The all pupils comparison for Key Stage 4 is taken from Key Stage 4 performance.

The SEN data is taken from the school census and the alternative provision census. It is possible for a child to be matched to both census types if they attend more than one kind of setting. Such cases will be included in the figures but will only count once. In these cases, the highest level of SEN has been counted. The Key Stage 4 data includes pupils for whom SEN status could not be determined.

Usually in the Key Stage 4 local authority level data, children that are flagged as having recently arrived from overseas are removed. However, due to the impact of the pandemic, in 2019/20 and 2020/21, children who recently arrived from overseas have not been removed from the data.

In 2023 a placement breakdown was added at Key Stage 4 for CLA social care groups. Care needs to be taken when interpreting placement breakdowns in this statistical release for several reasons. Note that the placement relates to the most recent episode in the year ending 31 March, which may not be the placement the pupil is placed at the time of any assessments, nor may it be the placement the child has spent most time since becoming looked after. Also, it is important to note the differences in outcomes between these groups may not be caused by the placement type but by the differences in the characteristics of children in these placements.

Destinations

The most recent Key Stage 4 destination measures follow pupils who were at the end of Key Stage 4 study (GCSE and equivalent qualification) in 2021/22 and reports their destinations in the following academic year (2022/23). They show the percentage of pupils going to an education, apprenticeship, or employment destination. To be counted in a destination, young people have to have sustained participation for a 6-month period in the destination year. Further details are provided in the methodology document that accompanies the Key Stage 4 destination measures statistical release.

The percentages for the social care groups are much less than the overall pupil population figures published in the Key Stage 4 destination measures statistical release. However, it should be noted that the figures in this outcomes release include additional institutions, so they are not directly comparable. For example, other institutions include independent schools, independent special schools and secure units. For this reason, we do not have an all pupils comparison for this outcome.

In 2021, we updated the matching methodology for destinations, increasing the number of children at the end of Key Stage 4 being matched to destinations data.

In 2022, the 2016/17 data had been revised after it was found that 6th form colleges that convert to 16-19 academies and free schools were coming through as general FE colleges.

Absence

Persistent absentees

A pupil is identified as persistently absent if they miss 10% or more of possible sessions.

Severe absentees

A pupil is identified as severely absent if they miss 50% or more of possible sessions. This is the first time severe absence has been included in this statistical release.

Absence data is collected one term in arrears of the school census. In 2020, due to the pandemic absence data for 2019/20 was only collected for the autumn term 2019. In 2020 and 2021 autumn term absence data was included in this statistical release. In recent years, autumn term absence rates have given reasonable indications of trends in the full year. However, absence in a single term can be more affected by the level of seasonal flu or other illnesses. Since the return of the full year absence data in 2021, the autumn term absence data is no longer included in this statistical release from 2022.

During 2020/21, an additional code was introduced to record where pupils were not attending in circumstances related to coronavirus (COVID-19). This includes pupils self-isolating and shielding, including when a class or bubble was required to stay at home. During these sessions, these children could not attend school and so they are treated separately, and not counted within the standard absence rates within this publication. Where a pupil was not attending in these circumstances, schools were expected to provide immediate access to remote education. For most of the spring term, only children of critical workers and vulnerable pupils could attend school during the period of lockdown from 4 January 2021. Restrictions were lifted on attendance from 8 March 2021 for all other pupils, four school weeks prior to the end of term.  Due to the disruption faced during the spring term, caution should be taken when comparing data to previous years.  For more detailed information see the Pupil absence in schools in England 2020/21.

For the social care groups, absence data is matched to school census data for each school type, so the pupils included are those on the school census with absence data. The all pupils comparison figures taken from the national publication are produced using a different methodology based on enrolments and the school type is allocated in a different way. As a result of this, the all pupils comparison is not provided by school type as it is not appropriate to compare. The all pupils comparison for absence is taken from Pupil absence in schools in England and includes absence for all pupils who attend the same types of school as the social care groups (state-funded primary, state-funded secondary, special, and state-funded alternative provisions schools. The social care groups and the all pupils comparison absence data is for children of compulsory school age (age 5 to 15 at 31st August).

Suspensions and permanent exclusions 

Suspension (formerly fixed period exclusion) 

Refers to a pupil who has been suspended from a school for a set period of time.

Permanent exclusion 

Refers to a pupil who has been permanently excluded and who will not come back to that school (unless the permanent exclusion is overturned). This data only includes permanent exclusions which have been upheld by the governing body or Independent Review Panel (IRP), and not those which are still ongoing. The permanent exclusion percentage is calculated as the number of permanent exclusions divided by the number of pupils (x100).

Suspensions and permanent exclusions data is collected two terms in arrears, which means the latest available data is for the 2022/23 academic year. Pupils with one or more suspension refers to pupils who have had at least one suspension across the full academic year.

The 2019/20 academic year includes the start of the pandemic when, from 23 March, school sites were closed for all but those children of critical workers and vulnerable children, with others being educated remotely. Suspensions and permanent exclusions were possible throughout the full academic year but comparisons to previous years should be treated with caution.

For the social care groups, suspensions and permanent exclusions data is matched to school census data for each school type. The all pupils comparison figures taken from the national publication are produced using a different methodology based on enrolments and the school type is allocated in a different way. As a result of this, the all pupils comparison is not provided by school type as it is not appropriate to compare. The all pupils comparison for suspensions and permanent exclusions is taken from Permanent exclusions and suspensions in England and includes suspensions and permanent exclusions for all pupils who attend the same types of school as the social care groups (state-funded primary, state-funded secondary, special, and state-funded alternative provision schools). The social care groups and the all pupils comparison suspensions and permanent exclusions data have no age restriction.

Free school meals (FSM)

The FSM eligibility data for the social care groups is taken from the school census and the alternative provision census. It is possible for a child to be matched to both census types if they attend more than one kind of setting. Such cases will be included in the figures but will only count once. In these cases, FSM eligibility has been counted if it appears on either census.

Children in state-funded schools in England are entitled to receive free school meals if a parent or carer was in receipt of certain benefits. More information on free school meal eligibility is provided in the Schools, pupils and their characteristics statistical release.

Since 1 April 2018, transitional protections have been in place which will continue during the roll out of Universal Credit. This has meant that pupils eligible for free school meals on or after 1 April 2018 retain their free school meals eligibility even if their circumstances change. Prior to the pandemic, this had been the main driver in the increase in the proportion of pupils eligible for free school meals as pupils continue to become eligible but fewer pupils stop being eligible.

Any pupil gaining eligibility for free school meals after 1 April 2018 will be protected against losing free school meals until March 2025. After March 2025, any existing claimants that no longer meet the eligibility criteria at that point (because they are earning above the threshold or are no longer a recipient of Universal Credit) will continue to receive free school meals until the end of their current phase of education (i.e. primary or secondary).

The all pupils comparison for FSM takes data from the school census and the alternative provision census. The all pupils comparison for FSM is taken from Schools, pupils and their characteristics.

School type

The social care groups are matched to school census data for information on school type. The all pupils comparison figures taken from the national publication have school type allocated in a different way. As a result of this, the all pupils comparison is not provided by school type as it is not appropriate to compare. The all pupils comparison is taken from Schools, pupils and their characteristics.

Confidentiality (rounding and suppression)

Rounding and suppression is applied to the data. The Code of Practice for Statistics requires that reasonable steps should be taken to ensure that all published or disseminated statistics produced by the DfE protect confidentiality. The publications follow the DfE policy statement on confidentiality (opens in a new tab).

National and regional numbers have been rounded to the nearest 10. Local authority numbers are unrounded.

Where a denominator is shown as zero, the original figure submitted was zero. 

Rounding on percentages and averages is to the same number of decimal places as in the relevant national statistical releases, for each measure.

Percentages are rounded to one decimal place (except for permanent exclusions and suspensions, where they are rounded to two decimal places and Key Stage 1 and Key Stage 2 where they are rounded to 0 (zero) decimal places).

Average Attainment 8 scores are rounded to one decimal place, EBacc average point scores, Key Stage 2 progress measures and Progress 8 are rounded to two decimal places.

As a result of rounding, components may not sum to totals and percentages may not sum to 100.

For all attainment measures, values of 0 (zero) are suppressed to protect confidentiality. For all other measures, values of 0 (zero) are not primary suppressed. Prior to 2021, values of 0 (zero) were suppressed for all measures.

The following symbols have been used:

‘c’ to protect confidentiality - secondary suppression may also be applied to figures to protect confidentiality
‘z’ for not applicable
‘x’ for not available (updated in 2021 from a colon in 2020)
‘k’ used when a result that is not 0 (zero) would appear as 0 (zero) due to rounding

Accredited Official Statistics

These are accredited official statistics - accredited official statistics are called National Statistics in the ‘Statistics and Registration Service Act 2007’. Further information on accredited official statistics can be found on the Office for Statistics Regulation (opens in a new tab) website .

These accredited official statistics comply with the standards of trustworthiness, quality and value in the Code of Practice for Statistics and should be labelled ‘accredited official statistics’.

This can broadly be interpreted to mean that the statistics: 

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

We have continued to align the statistics to the Code of Practice, for example we have: 

  • moved our looked after children releases to the Explore Education Statistics (EES) platform, the new way in which we publish DfE statistics, where we release national and local authority level machine-readable, tidy data format datasets
  • continued to facilitate local authority user groups annually to discuss changes to the production of these statistics
  • improved the commentary supporting the statistics, through the introduction of this  statistics guide
  • minimised the number of releases by releasing all information together at the earliest opportunity. For example, in 2018 we released the main publication data altogether (rather than a main/additional table release) and in 2015 we moved the OC2 outcomes to the main publication rather than delaying its release until the later outcomes publication
  • developed the outcomes publication to include more comparator information, for example in previous years by including figures for non-looked after children and children in need alongside the looked after children figures, where comparable figures were available 
  • more recently by developing a new outcomes publication, incorporating improvements following user feedback, including improvements to the consistency of definitions and the range of children reported on. Improving these statistics was a commitment made at the end of the CIN review (opens in a new tab). As part of the review of the National Statistics, an ad-hoc release was published (Outcomes of children in need including looked after children) and the department asked users to submit feedback on the proposals (Children in need and looked after children statistics: proposed changes (opens in a new tab)).  This new publication also includes information on educational attainment for previously looked after children who left care through an adoption, special guardianship order or child arrangements order.

Our statistical practice is regulated by the Office for Statistics Regulation (OSR). OSR sets the standards of trustworthiness, quality and value in the Code of Practice for Statistics (opens in a new tab) that all producers of official statistics should adhere to. You are welcome to contact us directly with any comments about how we meet these standards. Alternatively, you can contact OSR by emailing regulation@statistics.gov.uk or via the OSR website.

The data on post looked after arrangements (PLAA) are Official Statistics.

Revisions

The Outcomes for children in need, including children looked after by local authorities in England statistical release is produced using a final version of the dataset. We do not plan to make any revisions to the publications. If we later discover that a revision is necessary, this will be made in accordance with the DfE statistical policy statement on revisions.

Children looked after in England including adoptions: Information on children looked after in England, including numbers of looked after children adopted, care leavers and looked after children who are missing. Data is taken from the annual SSDA903 data collection.

Characteristics of children in need in England:  Information on referrals, assessments and children who were the subject of a child protection plan (taken from the Children in Need census) are published annually.

Information on care proceedings in England: The Children and Family Court Advisory and Support Service (CAFCASS) publish information on care proceedings applications (opens in a new tab) made by local authorities where CAFCASS has been appointed by the court to represent the interests of children.

Local authority children in care and adoption statistics: Children in care and adoption performance tables (published within the local authority interactive tool (opens in a new tab)) show how local authorities and looked after children’s services compare with others in England.

Local authority expenditure: Information on local authority planned expenditure (opens in a new tab) on schools, education, children and young people’s services is available. This data is returned to DfE by local authorities via the Section 251 Budget Return. 

Ofsted statistics: Ofsted (opens in a new tab) publish inspection outcomes for local authority children’s services and children’s social care providers in England as well as data on the placements of children looked after and fostering in England.

Ministry of Justice statistics: The Ministry of Justice publish quarterly family court figures (opens in a new tab) which include information on public law cases and adoptions.

Stability Index: The Children's Commissioner published the annual Stability Index (opens in a new tab) which is an annual measure of the stability of the lives of children in care. Publication of this information has been taken on by the Department for Education and information on placement and school stability has been included in the Children looked after in England including adoptions statistical release since 2022.

Devolved administration statistics

Data is collected and published independently by each of the four countries in the UK. Although there are similarities between the data collected by the four nations, there are also differences which may be down to different policies and legislation and differing historical data collections.

Scotland: Statistics on children’s social work (including children looked after) in Scotland and statistics on the outcomes of looked after children in Scotland are available on the Scottish Government website (opens in a new tab)

Wales: Statistics on children’s services (including children looked after) in Wales are available on the Welsh Government website (opens in a new tab).

Northern Ireland: Statistics on children’s services (including children looked after) in Northern Ireland are available on the Department of Health website (opens in a new tab).

Help and support

Contact us

If you have a specific enquiry about Outcomes for children in need, including children looked after by local authorities in England statistics and data:

Children Looked After Data Team

Email: CLA.STATS@education.gov.uk
Contact name: Bree Waine

Press office

If you have a media enquiry:

Telephone: 020 7783 8300

Public enquiries

If you have a general enquiry about the Department for Education (DfE) or education:

Telephone: 037 0000 2288

Opening times:
Monday to Friday from 9.30am to 5pm (excluding bank holidays)