Data collected on schools for the administration of statutory assessments including test order information. The data will include location/geographical information such as addresses and postcodes. The data is extracted from Edubase (www.education.gov.uk/edubase), a publically available portal, on a regular basis before being used within STA. The data does not include any financial data.

Information for this dataset is sourced from the Department for Education. Data is held for primary, secondary and special schools in England. Data is calculated at different aggregation levels: school, local authority and national. The school performance data consists of exam, test and teacher assessment data. Along with attainment measures these are used to calculated progress measures.

Early Years Foundation Stage Profile (EYFSP) data for reception aged primary school pupils who met Good Level of Development (GLD) Standard by School Ward for the 2022 onwards. (Click on link for EYFSP 2013-2019 data). The data is by school location, rather than by pupil residence. In determining, which ward the data relates to, a Schools list by wards is available. The data source is the National Consortium of Examination Results (NCER). A summary of Calderdale school performance can be found on the Council website: School performance tables. School performance for individual schools can be found at Compare school performance. Please note some DFE numbers might have changed please see previous DFE code on Schools list. Other schools data Notes:Data for 2020 and 2021 is unavailable because the key stage data collection return was cancelled by the government due to the Covid-19 pandemic. From time to time it can be the case that statutory frameworks for assessments are changed by the Department Of Education (DfE) and Standards Testing Agency (STA). When this occurs it is usually the case that results are not comparable over the two frameworks. For this reason results are presented as follows, with comparable results years groups together. Due to the above statement, this dataset will be updated. To see previous data go to EYFSP 2013-2019.

This data shows Education Attainment at Key Stage 4. Numbers and percentages of pupils attaining at Key Stage 4 are shown by gender. Points to be aware of: • In 2016-2017, children were assessed under new school accountability standards with a new grading system of grades 9 to 1 instead of A* to G. This means data for the academic year ending in 2017 is not comparable with previous years' data. Analysis and comparisons between groups of pupils, types of schools and pupil characteristics are more likely to provide more meaningful information than comparisons over time. • Two new headline standards are shown in this dataset: English and maths strong passes at grades 9-5, and the English Baccalaureate with strong passes at grades 9 to 5 in English and maths. In addition, we have also provided both statistics based on standard passes at grade 9 to 4, as these statistics should be comparable with historical A*-C measures. More information: see the Secondary Curriculum, key stage 3 and key stage 4 (GCSEs) website (link to this included as Resource accompanying these datasets). Data is included for Wards, Lower Super Output Areas (LSOA), Districts, and Lincolnshire. The data has been aggregated based on pupil postcode and only includes those pupils living and educated within Lincolnshire. If you want Lincolnshire and District aggregations based on those pupils that are educated within Lincolnshire, irrespective of where they live; then please see the Department for Education Statistics website and School Performance Tables (links to these included as Resources accompanying these datasets). Data is suppressed where appropriate 5 persons and below (this may be shown by missing data). That and any unmatched postcodes may mean numbers for small areas might not add up exactly to figures shown for larger areas. This data is updated annually. Data source: Lincolnshire County Council, Performance Services – Schools Performance. For any enquiries about this publication contact schoolperformancedata@lincolnshire.gov.uk Please note: National data for Key Stage 4 results are published via: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance – GOV.UK (explore-education-statistics.service.gov.uk) There have been methodological changes since 2019 to cater for the issues seen during the pandemic. The DfE offer the following commentary via the link above: “Last academic year saw the return of the summer exam series, after they had been cancelled 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). As part of the transition back to the summer exam series adaptations were made to the exams (including advance information) and the approach to grading for 2022 exams broadly reflected a midpoint between results in 2019 and 2021. More information on these changes can be seen in the Guide to GCSE results for England, summer 2022. Given the unprecedented change in the way GCSE results were awarded in the summers of 2020 and 2021, as well as the changes to grade boundaries and methods of assessment for 2021/22, users need to exercise caution when considering comparisons over time, as they may not reflect changes in pupil performance alone.”

Numbers of children looked after for at least twelve months, and general information about their education. Eligibility and performance of looked after children in Key Stage 3 tasks and tests, compared with all children. GCSE (or equivalent) performance of looked-after children in year 11 compared with all children. Education and employment status at 30 September 2004 of looked-after children in Year 11 in 2003/2004 school year, compared with all children. Development assessments of pre-school looked-after children. Source: Department for Education and Skills (DfES) Publisher: Department for Children Schools and Families (DCSF) Geographies: County/Unitary Authority, Government Office Region (GOR) Geographic coverage: England Time coverage: 2003 to 2006 Type of data: Administrative data

This Department for Education statistical first release (SFR) provides revised results for pupils in schools at national, regional and local authority level. Information on attainment is also broken down by: - gender - ethnicity - first language - free school meal eligibility - disadvantage - special educational needs (SEN) - Income Deprivation Affecting Children Index

It includes results from the key stage 2 tests in:

• reading
• mathematics
• grammar, punctuation and spelling

and on key stage 2 teacher assessments in:

• English
• mathematics
• science
• reading
• writing

This release also includes figures on expected progress between key stage 1 and key stage 2.

The revised figures are based on data checked by schools prior to publication in the primary school performance tables.

The technical note explains the statistics.

Information for London Borough of Barnet can be obtained by carrying out a search query on individual datasets

Initial estimates of staff and pupils testing positive for coronavirus (COVID-19) from the COVID-19 Schools Infection Survey across a sample of schools, within selected local authority areas in England.

The School Census collects information from primary schools, secondary schools, special schools, maintained nurseries and academies, and pupil referral units in England. It collects individual school characteristics and pupil records three times a year. In 2024, almost 9.1 million pupils from over 24,000 schools were included. The data creates a "lifetime school record" of characteristics, testing, and tracking to form a single longitudinal record over time.

This data shows Education Attainment at Key Stage 2. Numbers and percentages of pupils reaching the expected standard in reading, writing, and mathematics are shown by gender. Points to be aware of: • Key Stage 2 attainment is based on the percentage of pupils achieving the expected standard or above in each of Reading and Maths Tests and Writing Teacher Assessment. More Information: see the Primary Curriculum, Key Stage 2 website (link to this included as Resource accompanying these datasets). Data is included for Wards, Lower Super Output Areas (LSOA), Districts, and Lincolnshire. The data has been aggregated based on pupil postcode and only includes those pupils living and educated within Lincolnshire. If you want Lincolnshire and District aggregations based on those pupils that are educated within Lincolnshire, irrespective of where they live; then please see the Department for Education Statistics website and School Performance Tables (links to these included as Resources accompanying these datasets). Data is suppressed where appropriate 5 persons and below (this may be shown by missing data). That and any unmatched postcodes may mean numbers for small areas might not add up exactly to figures shown for larger areas. This data is updated annually. Data source: Lincolnshire County Council, Performance Services – Schools Performance. For any enquiries about this publication please contact schoolperformancedata@lincolnshire.gov.uk Please note: National data for Key Stage 2 results are published via: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-2-attainment – GOV.UK (explore-education-statistics.service.gov.uk) “These statistics cover the attainment of year 6 pupils who took assessments in summer 2024. These pupils experienced disruption to their learning during the pandemic, particularly at the end of year 2 and in year 3.”

The data gives the name, address, postcode, co-ordinates and enrolment data for schools in Northern Ireland. Further information regarding schools can be found on DE's website http://apps.education-ni.gov.uk/appinstitutes/default.aspx and ETI inspection reports on their website https://www.etini.gov.uk/

This data shows Education Attainment, at Early Years Foundation Stage, Year 1 Phonics assessments, and Key Stage 1 teacher assessments. Numbers and percentages of pupils are shown by gender. A brief outline of the attainment levels: • A Good level of Development at Foundation Stage means children achieving at least the expected level within the following areas of learning: communication and language; physical development; personal, social and emotional development; literacy; and mathematics. • Year 1 Phonics attainment is based on the percentage of pupils meeting the standard of the Phonics decoding screening check. • Key Stage 1 attainment is based on the percentage of pupils achieving the expected standard or above in each of Reading, Writing and Maths Teacher Assessments. • Key Stage 1 attainment is not available in 2024 as this has now become non-statutory and optional. Data has been included up until 2023. More information about the Early Years Foundation Stage and Primary Key Stage 1 curriculums is available on the Department for Education (DfE) School Curriculum website; a link to that is included along with the dataset. Data is included for Wards, Lower Super Output Areas (LSOA), Districts, and Lincolnshire. The data has been aggregated based on pupil postcode and only includes those pupils living and educated within Lincolnshire. If you want Lincolnshire and District aggregations based on those pupils that are educated within Lincolnshire, irrespective of where they live; then please see the Department for Education Statistics website and School Performance Tables (links to these included as Resources accompanying these datasets). Data is suppressed where appropriate 5 persons and below (this may be shown by missing data). That and any unmatched postcodes may mean numbers for small areas might not add up exactly to figures shown for larger areas. This data is updated annually. Data source: Lincolnshire County Council, Performance Services – Schools Performance. For any enquiries about this publication please contact: schoolperformancedata@lincolnshire.gov.uk Please note: Foundation Stage Profile National data for Early Years Foundation Stage Profile results are published via: https://explore-education-statistics.service.gov.uk/find-statistics/early-years-foundation-stage-profile-results – GOV.UK (explore-education-statistics.service.gov.uk) There have been changes to the Foundation Stage Profile even though the overall measure of “Good Level of Development” appears to be the same. The DfE offer the following phrase via the above link: “This is the third publication since the 2021/22 EYFS reforms were introduced in September 2021. As part of those reforms, the EYFS profile was significantly revised. It is therefore not possible to directly compare 2023/24, 2022/23 & 2021/22 assessment outcomes with earlier years. The 2019/20 and 2020/21 data collections were cancelled due to coronavirus (COVID-19).” Further details on the changes to the early years foundation stage (EYFS) framework can be found via the following link: https://www.gov.uk/government/publications/changes-to-the-early-years-foundation-stage-eyfs-framework/changes-to-the-early-years-foundation-stage-eyfs-framework - GOV.UK (www.gov.uk) Phonics and Key Stage 1 National data for Phonics and Key Stage 1 results are published via: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-1-and-phonics-screening-check-attainment – GOV.UK (explore-education-statistics.service.gov.uk) It is worth noting that there have been drops in attainment seen nationally. The DfE offer the following commentary via the link above: “These are the third phonics screening check and second key stage 1 attainment statistics since 2019, after assessments were cancelled in 2020 and 2021 due to the pandemic. These statistics cover the attainment of year 1 and year 2 pupils who took these assessments in summer 2024 (phonics) or summer 2023 (key stage 1). These pupils experienced disruption to their learning during the pandemic.”

This dataset presents the percentage of children who achieved a good level of development at the end of the Early Years Foundation Stage (EYFS), typically assessed at the end of the Reception year. It provides a key measure of school readiness and early childhood development, helping to inform local and national strategies for improving early years education outcomes.

Rationale

The rationale for this indicator is to monitor and improve school readiness by tracking the proportion of children reaching a good level of development by the end of Reception. Achieving this milestone is associated with better educational outcomes and long-term wellbeing.

Numerator

The numerator is the number of children assessed as having reached a good level of development at the end of the EYFS, as reported by local authorities.

Denominator

The denominator is the total number of children eligible for the EYFS Profile assessment within each local authority.

Caveats

The EYFS Profile data includes all English providers of state-funded early years education (including academies and free schools), as well as private, voluntary, and independent (PVI) sector providers. Variations in assessment practices and local demographics may influence results.

External references

DfE: Early Years Foundation Stage Profile Statistics

Click here to explore more from the Birmingham and Solihull Integrated Care Partnerships Outcome Framework.