Reference Id: OSR03/2012

Publication type: Statistical First Release

Publication data: Local authority data

Local authority data: LA data

Region: England

Release date: 25 January 2012

Coverage status: Final

Publication status: Published

The data in this release was collected from schools and local authorities as part of the section 251 out-turn collection. This is the first time that this information has been presented in the form of an SFR, although the content of the release is the same as the data that was published each year by the Department for Education.

neil.ross@education.gsi.gov.uk

Reference Id: SFR26/2010

Publication Type: Statistical First Release

Publication data: Underlying Statistical data

Local Authority data: LA data

Region: England

Release Date: 26 August 2010

Coverage status: Provisional

Publication Status: Published

The key stage 1 statistics published in this SFR are produced from data provided to the Department for Education by local authorities in July 2010. The figures in this SFR are based on this provisional 2010 data.

National curriculum assessment provides a measurement of achievement against the precise attainment targets of the national curriculum rather than any generalised concept of ability in any of the subject areas. The national curriculum standards have been designed so that most pupils will progress by approximately one level every two years. This means that by the end of key stage 1 pupils are expected to achieve Level 2.

The key points from the latest release are:

At Level 2 or above:

• In all subjects a higher proportion of girls than boys reached or exceeded the expected level.
• Compared to the equivalent final 2009 figures, the overall percentages achieving Level 2 or above remained the same in speaking and listening, writing, mathematics and science; increasing in reading by one percentage point.

At Level 2B or above:

• In all subjects a higher proportion of girls than boys achieved Level 2B or above.
• Compared to the equivalent final 2009 figures, the overall percentage achieving Level 2B or above remained the same in reading and writing but decreased in mathematics by one percentage point.

At Level 3 or above:

• A higher proportion of girls than boys achieved Level 3 or above in speaking and listening, reading and writing, whilst a higher proportion of boys than girls achieved Level 3 or above in mathematics and science.
• Compared to the equivalent final 2009 figures, the overall percentages achieving Level 3 or above remained the same in speaking and listening, reading and writing but decreased by one percentage point in each of mathematics and science.

The underlying data for this publication was made available on 29 September 2010.

Attainment.STATISTICS@education.gsi.gov.uk

Reference Id: SFR23/2010

Publication Type: Statistical First Release

Publication data: Underlying Statistical data

Local Authority data: LA data

Region: England

Release Date: 03 August 2010

Coverage status: Provisional

Publication Status: Published

The figures in this SFR are produced from data provided to the Department of Education by the Qualifications and Curriculum Development Agency (QCDA) on 26 July 2010. Underlying data is to follow.

National curriculum assessment provides a measurement of achievement against the precise attainment targets of the national curriculum rather than any generalised concept of ability in any of the subject areas. The national curriculum standards have been designed so that most pupils will progress by approximately one level every two years. This means that by the end of KS2 pupils are expected to achieve Level 4 and by the end of KS3 pupils are expected to achieve Level 5 or Level 6.

Key Points

The key points from the key stage 2 test results for 2010 are that the percentages of pupils achieving level 4 or above in the 2010 key stage 2 tests by subject are as follows:

• English 81% (85% for girls, 76% for boys)
• Reading 84% (87% for girls, 81% for boys)
• Writing 71% (79% for girls, 64% for boys)
• Mathematics 80% (80% for girls, 80% for boys).

The percentages of pupils achieving level 5 in the 2010 key stage 2 tests by subject are as follows:

• English 33% (40% for girls, 26% for boys)
• Reading 51% (56% for girls, 46% for boys)
• Writing 21% (26% for girls, 15% for boys)
• Mathematics 35% (32% for girls, 37% for boys).

The percentage of pupils achieving level 4 or above in the 2010 Key Stage 2 teacher assessments by subject are as follows:

• English 81% (86% for girls, 76% for boys)
• Mathematics 81% (82% for girls, 81% for boys)
• Science 85% (86% for girls, 84% for boys).

The percentage of pupils achieving level 5 or above in the 2010 Key Stage 3 teacher assessments by subject are as follows:

• English 79% (86% for girls, 73% for boys)
• Mathematics 80% (81% for girls, 79% for boys)
• Science 80% (82% for girls, 79% for boys).

The underlying data for this publication was made available on 29 September 2010.

Attainment.STATISTICS@education.gov.uk

Reference id: SFR14/2011

Publication type: statistical first release

Publication data: underlying statistical data

Local authority data: LA data

Region: England

Release date: 30 June 2011

Coverage status: final

Publication status: published

It provides analyses on the characteristics of pupils by their provision of SEN together with the assessment and placement of pupils with statements of SEN. It is based on data at pupil level collected via the school census and local authority level data collected via the SEN2 survey.

• In January 2011, some 224,210 (or 2.8%) pupils across all schools in England had statements of SEN. This percentage has remained unchanged in recent years.
• The percentage of pupils with statements of SEN placed in mainstream schools (nursery, primary, secondary, academies, city technology colleges) was 54.3% (compared to 54.8% in 2010). The corresponding figures for the proportion of pupils with statements of SEN placed in maintained special schools was 38.7%, with 4.3% in independent schools, 1.9% in non-maintained special schools and 0.8% in pupil referral units.
• In 2011 there were some 1,449,685 pupils with SEN without statements representing 17.8% of pupils across all schools. This is a decrease of 0.4 percentage points from 2010, following increases in the years prior to this. Most of the decrease is in pupils at school action.
• The incidence of pupils with SEN both with and without statements is greater in state-funded secondary schools (2.0 and 19.4% respectively) than in state-funded primary schools (1.4 and 17.9% respectively).

schools.statistics@education.gov.uk

Reference ID: SFR31/2011

Publication type: Statistical first release

Publication data: Local authority data

Local authority data: LA data

Region: England

Release date: 15 December 2011

Coverage status: Final

Publication status: Published

This statistical first release (SFR) provides revised 2011 key stage 2 national curriculum assessment results for pupils (typically aged 11) in schools in England at national and local authority level.

Information on attainment has also been broken down by different pupil characteristics:

• gender
• ethnicity
• English as a first language
• free school meal eligibility
• special educational needs
• income deprivation affecting children index

This SFR also provides the updated percentage of pupils making expected progress in each of English and mathematics between key stage 1 (KS1) (typically age 7) and key stage 2 (KS2).

Two former SFRs, ‘National curriculum assessments at key stage 2’ and ‘Key stage 2 attainment by pupil characteristics” have been combined to produce this SFR, enabling a more comprehensive and coherent evaluation of pupils’ achievements at key stage 2 to be presented.

The revised figures are based on data used in the primary school (key stage 2) performance tables. The figures contained within this publication combine this revised data with the information gathered through the school census in January 2011. Figures in this SFR update provisional figures released in August in SFR18/2011. This SFR also provides the academic year 2010 to 2011 update to the characteristics SFR35/2010.

National curriculum tests are a measurement of achievement against the precise attainment targets of the national curriculum rather than any generalised concept of ability in any of the subject areas. The national curriculum standards have been designed so that most pupils will progress by approximately one level every two years. This means that by the end of key stage 2 (age 11), pupils are expected to achieve level 4.

All gaps and differences have been calculated on unrounded data therefore some figures may not add up in the following text.

All schools

The percentages of pupils achieving the expected level, level 4 or above, in the 2011 key stage 2 tests by subject are as follows:

• English 82% (up 2 percentage points from 80% in 2010)
• reading 84% (up 1 percentage point from 83% in 2010)
• writing 75% (up 4 percentage points from 71% in 2010)
• mathematics 80% (up 1 percentage point from 79% in 2010)
• both English and mathematics 74% (up 1 percentage point from 73% in 2010).

The percentages of pupils achieving above the expected level, level 5 or above, in the 2011 key stage 2 tests by subject are as follows:

• English 29% (down 3 percentage points from 33% in 2010)
• reading 43% (down 8 percentage points from 50% in 2010)
• writing 20% (down 1 percentage point from 21% in 2010)
• mathematics 35% (up 1 percentage point from 34% in 2010).

The percentages of pupils achieving level 4 or above in the 2011 key stage 2 teacher assessments by subject are as follows:

• English 81% (no change from 2010)
• mathematics 82% (no change from 2010)
• science 85% (no change from 2010).

Maintained mainstream schools

Pupils are expected to make two levels of progress between key stage 1 and key stage 2. The national percentages of pupils making the expected progress by subject are as follows:

• English 85%
• mathematics 83%.

The median average percentage of pupils making two levels of progress of all maintained mainstream schools is used as part of the current KS2 floor standard. This school level median by subject is as follows:

• English 87%
• mathematics 86%.

Maintained schools: pupil characteristics

A higher percentage of pupils of Chinese, Indian, Irish and mixed white and Asian origin reached the expected level in both English and mathematics than their peers.

70% of pupils for whom English is not their first language achieved the expected level in both English and mathematics. For pupils whose first language is English, the percentage was 75%.

58% of pupils known to be eligible for free school meals (FSM) achieved the expected level in both English and mathematics compared with 78% of all other pupils (pupils known not to be eligible for FSM and pupils with unknown eligibility grouped together).

The percentage of pupils with special educational needs (SEN) without a statement who reached t

In 2018, we revised the regional and local authority (LA) level data on this page. To allow users to make multi-year and geographical comparisons more easily, we have now published a multi-year and multi-level file.

It includes estimates to account for schools who did not provide information in a given year for the staff headcount and full-time equivalent (FTE) numbers, so that year on year figures are comparable. Further work has also been done since the initial publication to improve the quality of the data upon which some of the other indicators were based.

Visit ‘School workforce in England: November 2018’ and select ‘Revised subnational school workforce census data 2010 to 2018’. You can also view the updated 2018 methodology note.

This statistical first release sets out the:

• numbers of teachers and support staff in service
• characteristics of teachers and support staff
• teachers’ pay
• teachers’ qualifications and curriculum
• teacher vacancies
• teacher sickness absence
• pupil-to-teacher ratios

The release also includes information underlying the national tables at:

• individual school level
• local authority level
• regional level

The Department for Education (DfE) board provides strategic and operational leadership.

The heads of DfE’s groups and the Permanent Secretary meet regularly with the Secretary of State and the ministerial team to discuss DfE’s work. The membership also includes 6 non-executive board members.

Earlier summaries are available on the National Archives:

• from https://webarchive.nationalarchives.gov.uk/ukgwa/20240206200122/https://www.gov.uk/government/publications/dfe-senior-management-meetings" class="govuk-link">June 2018 to November 2022
• from https://webarchive.nationalarchives.gov.uk/ukgwa/20200811005730/https://www.gov.uk/government/publications/dfe-senior-management-meetings" class="govuk-link">June 2015 to February 2018
• from http://webarchive.nationalarchives.gov.uk/20170204133744/https://www.gov.uk/government/publications/senior-management-meetings-april-2014-onwards" class="govuk-link">April 2014 to January 2015
• from http://webarchive.nationalarchives.gov.uk/20170204133746/https://www.gov.uk/government/publications/senior-management-meetings-summaries-of-meetings-from-may-2010" class="govuk-link">October 2010 to December 2013

Reference Id: OSR19/2011

Publication type: Statistical Release

Publication data: Local authority data

Local authority data: LA data

Region: England

Release date: 19 October 2011

Coverage status: Final

Publication status: Published

The indicator has 2 parts:

a) The percentage of final statements of SEN issued within 26 weeks, excluding exception cases, as a proportion of all such statements issued in the year.

b) The percentage of all final statements of SEN issued within 26 weeks as a proportion of all such statements issued in the year.

andrew.brook@education.gsi.gov.uk

The publication covers the academic years from 2010 to 2024 and provides breakdowns by school phase and teacher role.

Statistics providing information on 3 measures of increasing participation in higher education:

• estimated percentages of 15-year-olds, eligible for free school meals (FSM), who progressed to higher education (HE) by age 19 in the 2013 to 2014 academic year, presented at:
  • national level
  • local authority level
• estimated percentages of A level and equivalent students, by school or college type who progressed to:
  • HE by age 19 in the 2013 to 2014 academic year
  • the most selective higher education institutions by age 19
• estimated proportions of young people graduating in the 2014 to 2015 academic year:
  • from less advantaged backgrounds on entry to HE
  • in advantaged occupation groups 6 months after graduating

These statistics use the https://www.ons.gov.uk/methodology/classificationsandstandards/standardoccupationalclassificationsoc/soc2010" class="govuk-link">Standard Occupation classification (SOC) at both points.

You might find these adult skills fund (ASF) data files showing the funding bodies that are responsible for funding each postcode in England useful.

We use this data in funding calculations to support publicly funded education and skills in England; covering 16 to 19 study programmes, adult education budget (AEB), level 3 free courses for jobs (FCFJ), apprenticeships, the European Social Fund and advanced learner loans bursary. This includes devolved AEB and level 3 FCFJ qualifications funded by mayoral combined authorities or the Greater London Authority.

AEB postcode files

To support the devolution of AEB, we have produced postcode files to show which postcodes are within the devolved areas, and consequently which body is responsible for AEB learners resident in a given postcode.

How we use data from different years

For funded learners aged 16 to 19, we apply the most recent single funding year’s factors to all learners in that funding year, regardless of their start date.

For adult-funded aims and apprenticeship frameworks, we changed our calculations in the 2016 to 2017 year to apply the factor or cash value in our calculations based on the date when the learner started the aim or programme. For example, for learners who started adult-funded aims or apprenticeship frameworks from 1 August 2017 to 31 July 2018, we used the values from the 2017 to 2018 tables in the funding calculations for 2018 to 2019 and then in subsequent years.

Postcodes area cost uplifts

The area cost uplift reflects the higher cost of delivering provision in some parts of the country, such as London and the south east.

Disadvantage uplifts

These are uplifts or amounts for learners living in the most disadvantaged areas of the country.

Historically we have used various versions of the Index of Multiple Deprivation (IMD) to determine disadvantage factors and uplifts.

The IMD is assigned based on lower layer super output areas (LSOAs). LSOAs are a set of geographical areas developed, following the 2001 census, with the aim of defining areas of consistent size whose boundaries would not change between censuses.

Therefore, we initially set disadvantage factors at LSOA level, and then apply the factors to postcodes within each LSOA. We publish disadvantage information on this page at LSOA level and also at postcode level.

For the year 2021 to 2022 onwards, we use the 2019 IMD for provision funded by Education and Skills Funding Agency (ESFA). This used the LSOA mapping from the 2011 census.

For the year 2016 to 2017 up to and including the year 2020 to 2021, we used the 2015 IMD. This used the LSOA mapping from the 2011 census.

Up to the funding year 2015 to 2016, we used the 2010 IMD which used the LSOAs from the 2001 census as its underlying mapping.

Mayoral combined authorities and the Greater London Authority may wish to set different disadvantage factors to ESFA for AEB provision they fund, and the data for the 2021 to 2022 year includes disadvantage factors where they vary from <abbr title="E