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

This statistical first release (SFR) provides revised 2013 key stage 2 national curriculum assessment results for pupils in schools in England at national, regional and local authority level. Information on attainment will also be broken down by pupil characteristics, specifically gender, ethnicity, first language, free school meal eligibility, disadvantage, special educational need (SEN) and Income Deprivation Affecting Children Index.

It includes results from the key stage 2 tests in reading, mathematics and grammar, punctuation and spelling and on key stage 2 teacher assessments in English, mathematics, science, reading and writing. It 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 figures contained within this publication will combine this revised data with the information gathered through the school census in January 2013. Figures in this SFR will update provisional figures released in September in SFR 34/2013.

The key points are:

• 75% of pupils achieved level 4 or above in all of reading, writing and mathematics, the same figure as in 2012

• 21% of pupils achieved level 5 or above in all of reading, writing and mathematics compared to 20% in 2012

• 63% of pupils achieved a ‘good’ level 4 or above in both reading and mathematics and also got level 4 or above in the writing teacher assessment

• the percentage of pupils achieving level 4 or above in the new grammar, punctuation and spelling test was 74% - the percentage achieving level 5 or above was 48%

• the percentage of pupils in state-funded schools making expected progress has increased by 1 percentage point to 92% in writing and to 88% in mathematics - however, the percentage making expected progress in reading decreased by 1 percentage point to 88%

• 767 schools are below the primary school floor target - this represents 6% of state-funded mainstream schools included in the floor calculations - it is a fall from 834 in 2012 (using 2013 definition)

• girls outperform boys in reading and grammar, punctuation and spelling - 88% of girls achieved level 4 or above in the reading test compared to 83% of boys and 79% of girls achieved level 4 or above in the grammar, punctuation and spelling test compared to 69% of boys - 85% of both boys and girls achieved level 4 or above in the mathematics test

• Chinese pupils are still outperforming other pupils with 85% achieving level 4 or above in reading, writing and mathematics - the gap between Chinese pupils and the national average has fallen by 4 percentage points since 2011

• 60% of pupils known to be eligible for FSM achieved the expected level in all of reading, writing and mathematics compared with 79% of all other pupils, a gap of 19 percentage points.

Contact details

Queries should be directed to:

Jayne Middlemas

Email: attainment.statistics@education.gov.uk

Telephone: 0114 2742117

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.

Reference id: SFR06/2012

Publication type: Statistical first release

Publication data: Local authority data

Local authority data: LA data

Region: England

Release date: 13 December 2012

Coverage status: final

Publication status: recently updated

On 13 December 2012 total school workforce headcount figures for local authorities, regions and England in the underlying data were revised to be consistent with schools figures. Also, the JACS mapping spreadsheet was updated to include some new and updated codes used in the 2011 school workforce census.

Statistics on the school workforce in publicly-funded schools in England for November 2011 are available from this page, together with comparable figures for earlier years.

In April 2012 statistics were published including:

• teacher, teaching assistants and other support staff numbers in service
• age, gender and ethnicity of teachers, teaching assistants and other support staff
• teachers’ pay, teacher qualifications and curriculum, teacher vacancies and teacher sickness absence

This release has been followed by information about the curriculum taught in secondary schools broken down by the qualifications of secondary school teachers, and about pupil-to-teacher and pupil-to-adult ratios, added in July 2012.

Also available from July 2012 are files containing a range of information underlying the national level statistics broken down by region, local authority and for individual schools. These are placed in zip files available to download from this page.

The main points from the figures released in July are:

Teacher qualifications and curriculum

• The majority (94.8%) of teachers held degree-level qualifications or higher. Headteachers and teachers working in nursery and primary schools were more likely to hold Bachelor of Education qualifications than teachers working in other publicly-funded schools.
• Over half (54.4%) of the time spent teaching the curriculum in secondary schools was in English Baccalaureate subjects, ie English, mathematics, history, geography, the sciences and languages.
• 73% of teachers of mathematics to years 7 to 13 held a relevant post A level qualification. Similarly, 78% of English teachers and 91% of teachers of combined/general science held a relevant post A level qualification.
• 84% of the total hours taught of mathematics to years 7 to 13 were by a teacher who held a relevant post A level qualification. 88% of total hours taught of English, and 94% of the total hours taught of combined/general science.

Pupil-to-teacher and pupil-to-adult ratios

• The within school pupil-to-teacher ratios in local authority maintained primary and secondary schools were 21.0 and 15.5 respectively (compared to 20.9 and 15.6 in November 2010). The change may be due to the increasing number of primary school pupils and a reduction in secondary school pupils. Direct comparisons are difficult due to the number of schools that have converted to academy status during the year. The pupil-to-teacher ratio in academies was 16.0 compared to 15.9 in November 2011. This change is due in part to the increase in the proportion of primary academies that tend to have a higher pupil-to-teacher ratio.
• The overall pupil-to-teacher ratio was 17.6 compared to 17.3 in November 2010. The local authority maintained overall pupil-to-teacher ratio has increased in part because the proportion of secondary school pupils and teachers included in this figure has decreased as more schools have converted to academy status.
• The pupil-to-adult ratios in local authority maintained primary and secondary schools was 11