The Department for Education (DfE) has published revised data on A level and other 16 to 18 results and GCSE and equivalent results for 2017 to 2018, including multi-academy trust (MAT) performance. Secondary school performance tables in England have also been published.
Key stage 4 and multi-academy trust performance, 2018 (revised)
Revised statistics on the achievements of pupils at the end of key stage 4 in schools and multi-academy trusts, including pupil characteristics.
- There were 346 schools below the secondary school floor standard, representing 11.6% of state-funded mainstream schools; 257 schools (9.2% of eligible schools) were coasting according to the 2018 definition.
- The national Progress 8 score for MATs was -0.04, compared to 0.01 for all state-funded mainstream schools. In 2018, 27% of MATs had Progress 8 scores above the national average and 4% were well above; 33% of MATs were below the national average and 7% were well below.
- The proportion of pupils achieving the headline measure of grades 5 or higher in English and maths was 40.2% for all schools in 2018, increasing by 0.6 percentage points from 2017. In state-funded schools, this also increased by 0.7 percentage points to 43.3% in 2018.
- The gap between disadvantaged pupils and others, measured using the gap index, remained broadly stable (increasing by 0.6% between 2017 and 2018). The index remained lower compared to all other years with the exception of 2017.
- Attainment in English and maths at grade 5 or above was 40.2% in all schools and 43.3% in state-funded schools in 2018. Compared to 2017, this was an increase of 0.6 and 0.7 percentage points for all schools and state-funded schools respectively.
- The national EBacc average point score for MATs was 3.78 points, compared to 4.12 points for all state-funded mainstream schools.
- The proportion of pupils entering the EBacc increased by 0.2 percentage points since 2017. In 2018, 38.4% of pupils in state-funded schools entered the Ebacc. The national EBacc entry rate for MATs was 35.2%, compared to 39.1% for all state-funded mainstream schools
- There was another increase of 2.8% in pupils entering only four pillars of the EBacc – up to 46.6% in 2018 from 43.8% in 2017.
- Of those pupils who entered four of the five EBacc pillars, the majority (83.8%) were missing the languages pillar in 2018, up from 80.4% in 2017.
- Entries to EBacc languages (46.1%) dropped by 1.3 percentage points from 2017, continuing a falling trend since 2014.
- The EBacc average point score (APS) is a new headline measure introduced in 2018. The EBacc APS for all schools was 3.85. For state-funded schools the EBacc APS was 4.04.
About the data:
- In 2018, an additional 20 reformed GCSEs graded on a 9-1 scale were sat by pupils for the first time, along with the English language, English literature and mathematics GCSEs that were reformed in 2017. Once a GSCE subject has been reformed, any non-reformed entries in these subjects will not count within school performance tables.
- The number of eligible MATs included in the key stage 4 measures has increased from 62 in 2017 to 85 in 2018. This is an increase from 384 to 494 schools, and from 54,356 to 69,169 pupils. This represents 13.6% of the state-funded mainstream key stage 4 pupil cohort.
The full release can be found here.
A level and other 16 to 18 results: 2017 to 2018 (revised)
Revised information on A level and other results for 16- to 18-year-olds, including data by student characteristics.
- Attainment is lower for disadvantaged students compared to non-disadvantaged students across all qualification types. The average grade for A levels was C- for disadvantaged students and C+ for non-disadvantaged students, the same grades as 2017.
- 2018 was the first year that average progress was positive for both English and maths. Average progress was 0.06 and 0.05 for English and maths respectively.
- The average progress of disadvantaged students improved for both English and maths in 2018 when compared to 2017; however the gap between the average progress for disadvantaged and non-disadvantaged students increased.
- Of the total number of 16 to 18 providers assessed, 5.0% and 5.6% had value-added progress scores that fell below the minimum standards set by the department for level 3 academic and applied general qualifications respectively, meaning these providers are seen as underperforming when compared nationally against other providers. There is wide variation at regional level.
- The number of A level students dropped by 5.3% compared with 2017 – this can be explained by the decrease in AS level entries as a result of A level reforms since September 2015.
- In 2018, the APS per entry for A levels, expressed as a grade, remained stable (C+) compared with 2017.
- A higher proportion of female level 3 students entered one or more A levels or applied A levels (79%) compared with male students (74.8%). However, a higher proportion of male students achieved three A*-A grades or better (14.2%) and AAB grades or better (21.7%) compared to females (at 11.9% and 20.6% respectively). The gender gap in these measures dropped to 2.3 percentage points and 1.1 percentage points in 2018, compared to 2.7 percentage points and 1.6 percentage points in 2017 respectively, but remained wider than in 2016.
- A lower proportion of disadvantaged students participated in 16 to 18 study after key stage 4 than other students. For students who were at the end of key stage 4 in state-funded schools in 2015-16, 88% of disadvantaged pupils were recorded in a sustained destination, with 80% in a sustained education destination, compared with 96% of all other pupils in a sustained destination, and 89% in a sustained education destination.
Read the full report here.
Updated on 25 January 2019