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This guide provides you with information about this year's arrangements for qualifications regulated by Ofqual. It also explains what support is in place when taking exams and assessments.

Applies to England

Documents

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If you use assistive technology (such as a screen reader) and need a version of this document in a more accessible format, please email publications@ofqual.gov.uk. Please tell us what format you need. It will help us if you say what assistive technology you use.

Details

This guide is for students taking any of the following qualifications:

GCSEs

AS or A levels

other general qualifications, including International Baccalaureate, core mathematics and Pre-U

Technical Qualification (part of a T Level)

BTEC, Cambridge Technicals and other vocational and technical qualifications (VTQs) taken alongside GCSEs and A levels

In this guide, we refer to schools and colleges as a collective term for all schools, colleges and other exam centres.

Some students won't be studying at a school or college and will be private candidates. They are often home educated or are re-taking a qualification after leaving school or college. They may be studying with a distance learning provider, tutor, parent, or without any support. Private candidates will need to register at a school, college or other exam centre to sit their exams. More information on how to do this can be found in this guide. We make clear in this guide where information only applies to a certain type of qualification. If you are not sure exactly which qualifications you are taking, check with your school or college.

This guide talks about awarding organisations and exam boards. All organisations that offer qualifications regulated by Ofqual are called awarding organisations. The 4 awarding organisations that offer GCSEs, AS and A levels in England are also called exam boards.

This guide refers to exams officers. An exams officer is the person in a school or college that organises exams. An exams officer's duties will vary by school or college. Check with your school or college who your exams officer is and how to contact them.

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Report a problem with this page

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This guide provides you with information about this year's arrangements for qualifications regulated by Ofqual. It also explains what support is in place when taking exams and assessments.

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DfE: Guide to post-16 qualifications at level 3 and below in England from 2025

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DfE: Guide to post-16 qualifications at level 3 and below in England from 2025

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Published: 20th April 2023
Summary - Post 16 Level 3 there will be a choice of A level or T level with the option to take additional single size (1 A level equivalent) technical qualification alongside an A level if you wanted a mixed programme. The old style 2 year full time BTEC technical qualifications type programme will gradually disappear.

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An overview of post-16 qualifications at level 3 and below for awarding organisations and providers.

Details

The guide provides a high-level overview of the post-16 qualifications landscape from 2025 onwards, including:

changes to the funding approval process and criteria

the subjects that will be considered for funding

the implications for the availability of qualifications for teaching in England

The separate level 2 and 3 timeline documents provide a chronology of important dates for awarding organisations.

Post-16 qualifications at level 2 and below from spring 2023 signposts awarding organisations and providers to information that is already available and which they may find helpful in preparing for the reforms at level 2 and below.

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Guide to post-16 qualifications at level 3 and below in England

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Skip to main content We use some essential cookies to make this website work. We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. We also use cookies set by other sites to help us deliver content from their services.

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Published: 21 March 2023
This guide for students provides information about this year’s arrangements for qualifications regulated by Ofqual. It also explains what support is in place when taking exams and assessments.

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Skip to main content

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We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

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You have rejected additional cookies. You can change your cookie settings at any time.

Accept additional cookies Reject additional cookies View cookies

This guide provides you with information about this year's arrangements for qualifications regulated by Ofqual. It also explains what support is in place when taking exams and assessments.

Applies to England

Documents

Request an accessible format.

If you use assistive technology (such as a screen reader) and need a version of this document in a more accessible format, please email publications@ofqual.gov.uk. Please tell us what format you need. It will help us if you say what assistive technology you use.

Details

This guide is for students taking any of the following qualifications:

GCSEs

AS or A levels

other general qualifications, including International Baccalaureate, core mathematics and Pre-U

Technical Qualification (part of a T Level)

BTEC, Cambridge Technicals and other vocational and technical qualifications (VTQs) taken alongside GCSEs and A levels

In this guide, we refer to schools and colleges as a collective term for all schools, colleges and other exam centres.

Some students won't be studying at a school or college and will be private candidates. They are often home educated or are re-taking a qualification after leaving school or college. They may be studying with a distance learning provider, tutor, parent, or without any support. Private candidates will need to register at a school, college or other exam centre to sit their exams. More information on how to do this can be found in this guide. We make clear in this guide where information only applies to a certain type of qualification. If you are not sure exactly which qualifications you are taking, check with your school or college.

This guide talks about awarding organisations and exam boards. All organisations that offer qualifications regulated by Ofqual are called awarding organisations. The 4 awarding organisations that offer GCSEs, AS and A levels in England are also called exam boards.

This guide refers to exams officers. An exams officer is the person in a school or college that organises exams. An exams officer's duties will vary by school or college. Check with your school or college who your exams officer is and how to contact them.

Thank you for your feedback

Report a problem with this page

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This guide provides you with information about this year's arrangements for qualifications regulated by Ofqual. It also explains what support is in place when taking exams and assessments.

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National Statistics: 2022 Alevel and other 16 to 18 results Breakdown

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National Statistics: 2022 Alevel and other 16 to 18 results Breakdown

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Updated: 2nd February 2023

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Release type

National statistics ?

This 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. 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.

The 16 to 18 performance measures reported in this revised release for the 2021/22 academic year, and to be included on the Find School and College Performance Data website, have been affected by our commitment not to include results from qualifications awarded between January 2020 and August 2021 (see section 'Changes to the data in 2021/22').

Throughout this release, comparisons are made with both 2021, the most recent year, and 2019, because it is most meaningful to compare to the last year summer exams were sat. Given the unprecedented change in how A level and vocational and VTQ grades were awarded in 2020 and 2021, as well as changes to the 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 student performance alone.

Related information

Releases in this series

View releases (23)

Methodologies

Headline facts and figures - 2021/22

A level retention

95.1%

An increase of 3.8 ppts from 2018/19

What is this?

This is the headline retention rate for A level programmes. (The percentage of students who completed their A level programme).

Applied general retention

91.7%

An increase of 5.1 ppts from 2018/19

What is this?

This is the headline retention rate for applied general programmes. (The percentage of students who completed their applied general programme).

Tech level retention

91.1%

An increase of 3.2 ppts from 2018/19

What is this?

This is the headline retention rate for tech level programmes. (The percentage of students who completed their tech level programme).

Average Point Score (APS) per entry for all level 3 cohorts is lower compared to 2020/21: A level, -2.8 pts; applied general, -0.7 pts; tech level, - 1.1 pts. However, attainment remains higher compared to 2018/19: A level, +4.9pts; applied general, +3.1 pts; tech level +1.9 pts. [An increase of 10 points is equivalent to an increase in one full grade]. This follows Ofqual's announcement in September 2021 that 2022 will be a transition year where the aim was for exam results to broadly reflect a midway point between 2021 (TAG grades) and 2019 (the last year all students sat exams).

The trend for falling average attainment across level 3 cohorts in 2021/22 compared to 2020/21 was observed across institution types generally (when grouped into state-funded schools, independent schools, sixth form colleges, and 'Other FE sector colleges') with the exception of applied general attainment in sixth form colleges and independent schools which increased in 2021/22 (+ 0.2 pts and + 0.8 pts respectively).

The disadvantage gap (between disadvantaged and non-disadvantaged students) is at its widest level for all Level 3 cohorts (A level, tech level, and applied general) since disadvantage measures began in 2016/17.

Gender gaps in favour of female students in average attainment at A level, applied general, and tech level have narrowed in 2021/22 compared to 2020/21; average attainment had increased more for female students than males with the alternative Centre Assessment Grade (CAG) and Teacher Assessed Grade (TAG) awarding processes in 2019/20 and 2020/21 compared with 2018/19.

The percentage of students who completed their main or 'core' aim from their study programme, known as the Retention rate, increased across all programmes in 2021/22.

Non-disadvantaged students are more likely to be retained than disadvantaged students, across all cohorts.

Students with higher prior attainment are more likely to be retained than students with lower prior attainment, across all level 3 cohorts.

Given the unprecedented change in the way results were awarded in the summers of 2020 and 2021, as well as the changes to 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.

The changes seen in the headline statistics likely reflect the changes in methodology for awarding grades and in calculating the measures, rather than demonstrating a difference in standards.

Explore data and files used in this release

View tables that we have built for you, or create your own tables from open data using our table tool

Browse and download open data files from this release in our data catalogue

Learn more about the data files used in this release using our online guidance

Download all data available in this release as a compressed ZIP file

All supporting files from this release are listed for individual download below:

Provisional results (November 2022) for A level and other 16 to 18 results 2021-22

Transition matrices data used for visualising the progress of pupils aged 16 to 18 from key stage 4 (KS4) to key stage 5 (KS5).

Instructions to accompany the transition matrices data

Due to the impact of the COVID-19 pandemic, the summer exam series was cancelled in both 2020 and 2021, and alternative processes set up to award grades. Throughout this release, comparisons are made with both 2021, the most recent year, and 2019, because it is most meaningful to compare to the last year summer exams were sat.

A/AS and vocational and technical qualifications (VTQs)

In summer 2021 students were awarded A/AS grades based on an assessment by their teachers using a range of available evidence. Students were only assessed on the content they had been taught. In 2021 some VTQ grades were decided using teacher-assessed grades, others using normal assessment routes, and some through adapted assessment such as remote invigilation.

Exceptionally in autumn 2020 and 2021 an autumn series was put in place to allow students the opportunity to try to improve their A level or AS grade from the summer, if they wished to do so. Further information on the autumn 2021 series is available at this link:
https://ofqual.blog.gov.uk/2021/12/16/as-and-a-level-results-in-the-autumn-2021-series/
A/AS exams returned in 2022 and adaptations were made to exams (including advance information), and the approach to grading for 2022 exams broadly reflected a midpoint between results in 2019 and 2021.

The diversity of vocational qualifications meant that Ofqual did not prescribe a single approach to adaptations, so Awarding Organisations (AOs) had flexibility to choose how to adapt their assessments. However, Ofqual's regulatory framework requires AOs as far as possible to ensure VTQ learners were not disadvantaged nor advantaged compared with their A level peers when setting standards.

For further information on the process to award grades in 2021 and 2022 see the following links:
https://www.gov.uk/government/publications/awarding-qualifications-in-summer-2021/awarding-qualifications-in-summer-2021 https://www.gov.uk/guidance/guidance-for-centres-awarding-vtqs-in-2021-and-2022
Reporting of 2022 results by the Joint Council for Qualifications (JCQ) and Ofqual

As happens every year on A level results day (18 August for summer 2022 results) JCQ published data on A level entries for qualifications awarded in summer 2022, and for each subject the distribution of grades awarded (with data for the previous summer for reference): https://www.jcq.org.uk/examination-results/

The data published by JCQ can be expected to show the same broad patterns as the underlying data published in this statistical release 'Entries and results - A level and AS by subject and student characteristics (single academic year). However, the coverage of the data is different: JCQ data covers all A level entries in the UK by people of all ages. Data in this statistical release covers exam entries by 16 to 18 year olds in schools and colleges in England, and includes breakdowns by a wide range of student characteristics.

In addition, Ofqual also routinely publish data on results day: https://www.gov.uk/government/news/guide-to-as-and-a-level-results-in-england-summer-2022

Data excluded from 2021/22 measures due to alternative assessment arrangements in 2020 and 2021

We have committed not to include results of qualifications achieved between January 2020 and August 2021 in school and college performance measures on Find Schools and College Performance Data website, given the alternative assessment arrangements used to award those grades.

For consistency, when calculating 16 to 18 performance measures for 2021/22 in this statistical release, data will only include entries and grades from qualifications awarded in the 2021/22 academic year, with the exception of AS and A level qualifications taken as part of the extraordinary autumn 2021 examination series which are also excluded.

However, results from qualifications routinely offered in the autumn of 2021 that would usually be approved for reporting, such as vocational and technical qualifications taken in autumn 2021, will be included even if some of the VTQ constituent unit-level grades were awarded between January 2020 and August 2021 via Centre Assessment Grade, Teacher Assessed Grade, or another process.

The table below shows the impact at national level of excluding these data, by comparing the number of students and headline attainment measures for each cohort.

The impact on A level student numbers is modest. It is greater for students entering vocational and technical qualifications (VTQs), who are more likely to enter qualifications over multiple years. It should be noted that students may have results from multiple years including 2021/22. In this case the student is included in this data but some of their results are excluded.

The technical certificate cohort has been substantially impacted by this change, as students are often not triggered for reporting in the same year as they complete the qualification.

Smaller cohorts in 2021/22, do not necessarily translate into impacts on attainment. Nationally, the impact on A level Average Point Score (APS) is minimal (1/200th of a grade) with slightly larger changes for the level 3 vocational and technical qualifications.

Impact of the change

Number of students
-2% -10% -15% -84%

APS
+0.06 +0.60 +0.72 +0.12

Other changes for the 2021/22 release

English and maths progress measures will not be published in this statistical release until these measures return to Find school and college performance data website (likely 2024/25, as set out in 16 to 18 accountability headline measures: technical guide, due to the impact of excluding CAG/TAG grades on this performance measure).

Similarly, 16 to 18 value-added measures, which would rely on KS4 prior attainment including some data from summer 2020, continue not to be published in 2021/22. Value-added measures will return as soon as possible, which will be for the 2023/24 academic year at the earliest; further details are included in the technical guide.

Breakdowns of performance measures by prior attainment, usually published in spring with the Retention update have been brought forward to the provisional release along with other breakdowns by student characteristics. Note, we distinguish between the use of prior attainment data nationally to breakdown measures by student characteristics in this statistical release and their use to calculate performance measures that will be published for individual schools and colleges on Find School and College Performance Data.

SEN Provision contains additional breakdowns by SEN types for the first time in national level data at 16 to 18.

Additional 'bivariate' data giving a breakdown of headline attainment and disadvantage status in combination with other characteristics are available for the first time.

Changes continuing from the 2020/21 release

Characteristic breakdowns usually published in the revised update have been brought forward to the provisional release. This is a permanent change.

The rules for determining when students reach the end of their 16-18 study changed in 2020/21 and students can no longer be triggered solely due to spending two years in the same school or college. The impact of this change on 2020/21 data was to reduce the number of students in each cohort, with vocational and technical qualifications impacted most. In 2021/22, student numbers returned to pre-rule change levels, as expected.

Full details of the trigger change are set out in the section 'Changes introduced in the 2020/21 release' in the Quality and Methodology documentation.

Checking exercise and other amendments

This updated release is based on revised data. Since the release of provisional data in November, amendments to the data have been made. These include the addition of 'late' results from some Awarding Organisations, and changes made by schools and colleges through a 'checking exercise'.

The checking exercise takes place in the autumn term and gives schools and colleges the opportunity to amend their data. Some students are removed from a school or colleges results, for example because the student wasn't on roll or has not yet completed 16-18 study. Some students are added where they are flagged by a school or college as having completed 16-18 study despite not being triggered. Changes need to be approved to be included in revised data.

The 2021/22 academic year saw the return of the school and college checking exercise, after it was suspended in the two previous years. In this release data for 2019/20 and 2020/21 is labelled as 'final' data. This is provisional data adjusted for results from the autumn series for AS and A levels. (The autumn series gave students an opportunity to sit an exam if they were unhappy with the grade awarded to them through the alternative process). Data from 2019/20 and 2020/21 did not go through a checking exercise; schools and colleges did not have an opportunity to amend their data as described above.

The table shows the size of the change between provisional and revised/final data. Generally, the change in the numbers of students included in the data in 2021/22 is relatively small in terms of the overall cohort size, the exception being technical certificates where there are 655 more students in the revised release than the provisional (an increase of 87%). This increase is predominantly due to results being reported late by Awarding Organisations.

The size of the change between provisional and revised data is generally smaller in 2021/22 than in 2017/18 and 2018/19. Changes to the trigger rule were introduced to reduce the burden on schools and colleges. This gives an indication that the change is working as intended.

Change in the numbers of students between the provisional and revised/final data:

Cohort

Report year

2017/18

2018/19

2019/20

2020/21

2021/22

The table below shows the size of the change in the average point score between the provisional and the revised release. The changes are minimal. A change of 0.1 pts at A level / applied general / tech level is equivalent to 1/100th of a grade.

Change in Average Point Score (APS) per entry between the provisional and revised/final data.

Report year

2017/18

2018/19

2019/20

2020/21

2021/22

Unless stated otherwise statistics reported here refer to 16 to 18 year olds in England:

who reached the end of their 16 to 18 study in 2021/22. Students typically spend either two or three years in the 16 to 18 phase. (Usually, attainment includes results from qualifications entered during all those years. However, this year, attainment excludes results from qualifications that were awarded between January 2020 and August 2021).

who entered qualifications approved for reporting in 2022 school and college performance tables, set out in the 16 to 18 qualifications, discount codes and point scores guidance.

Qualifications are grouped into A level (subset of Academic), Applied General, and Tech Level exam cohorts at level 3, and Technical Certificates at level 2. Students can be reported in more than one exam cohort.

Student numbers by cohort

Students are included in this statistical release when they reach the end of their 16 to 18 study in schools and colleges in England. As set out in the Methodology guidance, the rules for determining when that happens changed in 2020/21, and students are no longer automatically triggered for reporting after spending two years in the same school or college.

The impact of the trigger change in 2020/21 was to reduce the number of students in each cohort, with vocational and technical qualifications impacted most. As expected, student numbers have generally returned to their pre-rule change level in 2021/22, with student numbers in all level 3 cohorts being higher than in 2019/20 and 2020/21.

Results for qualifications awarded between January 2020 and August 2021 have been excluded from the data. The technical certificate cohort has been substantially impacted by this change, as students are often not triggered for reporting until they turn 18, often a year or two after they complete the qualification. More detail is provided in the section 'Changes to the data in 2021/22', where in particular excluding CAG and TAG grades reduced reported technical certificate student numbers by 84%.

The growth in the number of students entered for applied general and tech level qualifications in 2021/22 approved for reporting in performance measures reflects the removal of funding approval from 1 August 2020 for pre-existing qualifications which were running in parallel with newer redeveloped qualifications. Prior to that numbers had been increasing more slowly following big falls in 2017/18 when qualifications were reformed. The number of students in the A level cohort, which includes students who only enter AS levels, has increased after several years of decline. (The previous decline reflected fewer AS level entries following the now completed A level reform to decouple A and AS levels.)

The overall growth in student numbers may also be partly attributed to the COVID-19 pandemic. Some students reported here completed their pre-16 study in 2019/20 where higher grades were awarded via Centre Assessment Grades. These higher grades resulted in greater numbers of students applying for post-16 places and may have shifted some students away from level two technical certificates and into level 3 qualifications. There were also fewer alternative options available for these students in terms of apprenticeships and other employment opportunities ( Key stage 4 destination measures showed that a smaller proportion of students who completed key stage 4 in 2019/20 progressed to sustained apprenticeship or employment outcomes in 2020/21).

Disadvantage

Disadvantaged students are all students who were in receipt of pupil premium when they were in their last year of KS4.

Disadvantage measures do not include students who were not reported at the end of KS4 - for example, because they came from overseas. Students who were known to be at independent schools in their last year of KS4 are treated as non-disadvantaged.

Disadvantage measures cover students in state-funded schools or colleges.

23.6% of state-funded students, at the end of 16 to 18 study, were recorded as having disadvantaged status in 2021/22. The percentage of students examined in level 3 vocational and technical qualifications was generally in line with this. (Applied general 23.0% and tech level 23.0%). Disadvantages students were overrepresented at technical certificate with 32.4% of the cohort identified as having disadvantaged status. Disadvantaged students were underrepresented at A level with 14.3% of the cohort identified as having disadvantaged status.

Prior attainment

Prior attainment is a measure of the average points attained per qualification at Key Stage 4. Simple discounting rules apply, with the best result in any subject used when calculating the average point score at KS4. Any GCSE resits or additional qualifications gained during 16 to 18 are ignored. For the vast majority, prior attainment is between 0-9 reflecting the range of possible grades at GCSE (where 9 is the highest grade).

[Note, whilst results from January 2020 to August 2021 are removed from calculation of performance measures, for the purposes of this statistical release they will be retained when calculating a student's prior attainment to explain outcomes in performance measures, in the same way that outcomes nationally are broken down by gender, disadvantage, etc].

In 2021/22, 18.4% of students at the end of their 16 to 18 study had the highest prior attainment (grade 7+). The large majority of students with the highest prior attainment choose to study at least one A/AS level (94.8%). High attainers now make up 36.2% of the A level cohort compared to 4.7% of the applied general and 3.7% of the tech level cohort. The proportion of students with the highest prior attainment has increased year on year for each cohort since 2019/20 (from when KS4 prior attainment has been calculated in this release).

27.5% of students at the end of 16 to 18 study in 2021/22 had the lowest prior attainment (from grade 0 up to grade 4). The proportion of students with the lowest prior attainment has decreased year on year for each exam cohort since 2019/20.

This change in the distribution of prior attainment for exam cohorts, will in part reflect year on year grade increases at KS4 and in part reflect that the majority of students at the end of 16-18 study in 2021/22 will have completed KS4 in 2019/20, and whose GCSE prior attainment will include Centre Assessment Grades (CAG).

Summary

These figures give the average points and average result that students achieved throughout their 16 to 18 study. Results awarded between January 2020 and August 2021 have been excluded from this data. (See the section 'Changes to the data in 2021/22). While the majority of results come from the student's final year of study (in particular for A levels), a small number of results awarded prior to January 2020 are included.

Points are given to all qualifications so we can compare qualifications of different size and grading structures. A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (from page 27).

In September 2021 Ofqual announced that 2022 will be a transition year where the aim was for exam results to broadly reflect a midway point between 2021 and 2019. Consequently, the average results are lower in 2021/22 across all level 3 cohorts than in 2020/21.

A level programmes have seen the largest decrease (2.8 pts, compared to 0.7 pts for applied general and 1.1 pts for tech level). This is as expected due to the larger increases seen in A level grades between 2018/19 and 2020/21 relative to the vocational and technical qualifications. Technical certificates have seen a small increase (0.2 pts) in the average points score. However, interpretation of this increase is undermined by a 58% drop in cohort numbers. Given that 84% of technical certificate students have been excluded form the data (see 'Changes to the data in 2021/22'), technical certificate results will not be discussed in the breakdowns, however the data is available in the table builder tool.

For all Level 3 cohorts, the average result remains the same as in 2020/21.

At A level, the South East, London and East of England tend to do better, being on or near the top in the last 3 years. These same regions have ranked in the bottom 4 for applied general in the same time period.

The North West is in the top half of the table for both A level and applied general, although the region dipped in both exam cohorts in 2020/21 when teacher assessed grades were used.

The East Midlands is in the bottom half of the table for both A level and applied general. The region attained the lowest A level results this year.

Regional rankings are more variable for tech levels (which may be attributable to the smaller total number of tech level entries).

Average results by disadvantage status

The 2021/22 disadvantage gap has increased in comparison to last year for the A level cohort and has remained stable for applied general and tech level cohorts. For the level 3 exam cohorts, the average point score has decreased for both disadvantaged and non-disadvantaged students, however for A level students, the decrease was larger for disadvantaged students.

The disadvantage gap for Level 3 cohorts is at its widest point since the measure was introduced in 2016/17. (NB, this statistical release contains data for the last 5 years back to 2017/18, but disadvantage data was first published based on 2016/17 revised data).

To get a fuller picture on the impact of disadvantage status, this data should be looked at in conjunction with data on retention rates (the percentage of students who have completed their main study programme at a provider). In 2020/21, 94.3% of non-disadvantaged A level students were retained and assessed compared to 88.5% of disadvantaged students. Students are only included in the average point score measure if they are entered for examination i.e. if they are retained and assessed. More information on 2020/21 retention can be found in the 2020/21 version of this statistical release. An update to this statistical release with 2021/22 retention figures will be released on 30th March 2023.

Average results by gender

For the level 3 exam cohorts, both female and male students saw a drop in average attainment in 2021/22 when compared to 2020/21. The decrease was larger for female students than male students, which has resulted in a narrowing of the gender gap compared to last year.

When compared to 2018/19, the gender gap is slightly wider for A level students, but slightly narrower for applied general students in 2021/22. For tech level students the gender gap has reversed such that in 2018/19 it was in favour of male students, but since 2020/21 it has been in favour of female students.

The gender gap for the percentage of students achieving at least 2 A levels has been continuously decreasing for the past 5 years, falling from 5.2 ppts in 2017/18 to 0.9 ppts in 2021/22 in favour of female students.

Average results by ethnicity

Of the major ethnicity groups, Black or Black British students attained the lowest average result across all level 3 cohorts in 2021/22. At A level, Black or Black British students' attainment was almost a full grade lower than that of Chinese students. The rank order of attainment by ethnicity has remained almost unchanged at A level through the COVID-19 pandemic and the changes to the grading processes.

Prior attainment

Typically, the higher the average KS4 prior attainment, the higher the average outcome at the end of 16 to 18 study, regardless of the programme of study.

The attainment gap between students with the highest and lowest prior attainment has remained stable throughout different grading processes since 2019/20 (when this prior attainment data is available). The attainment gap at A level is around 25 pts (or 2.5 grades) and at applied general and tech level is around 19 pts (or just under 2 grades).

Average results for other student characteristics

Breakdowns of other student characteristics, including SEN provision, first language and more, are available in the featured tables and create your own tables sections of this statistical release.

This year we have introduced a new data file to this statistical release called 'Attainment and other performance measures - student characteristics and disadvantage status'. This data file gives more detail about disadvantaged students by breaking down the disadvantaged status of students by other student characteristics. In breaking down the data in this way we hope to be able to better identify how student characteristics interact. The following sections show some illustrative analyses.

Disadvantage and prior attainment

The distribution of disadvantaged students is uneven across the prior attainment bands. At A level, 9.3% of students in state-funded institutions with the highest prior attainment (grade 7+) have disadvantaged status, while 27.8% with prior attainment from grade 0 up to grade 4 have disadvantaged status.

At A level the disadvantage gap for students with the lowest prior attainment was 1.3 pts in 2021/22 or just over 1/10th of a grade. The gap increased to 2.8 pts for A level students with prior attainment from grade 4 up to grade 7 and 3.5 pts (or just over 1/3 of a grade) for students with the highest prior attainment.

The increase in the overall A level disadvantage gap was driven by the increase in the disadvantage gap for students with the highest prior attainment. (Up 0.9 pts from 2.7 pts in 2020/21). There was a small increase for those with prior attainment of grade 4 up to grade 7 (up 0.2 pts from 2.6 pts) and the gap stayed steady for those with prior attainment of grade 0 up to grade 4.

Disadvantage and other student characteristics

Across level 3 exam cohorts, non-disadvantaged students with English as their first language obtained higher average results than students with a first language other than English. However, the reverse is true for disadvantaged students. Here students with a first language other than English achieved higher average results.

Disadvantaged Black or Black British students attained the lowest average results in 2021/22 of any ethnicity across level 3 cohorts. Non-disadvantaged Black or Black British students also attained lower average results than their non-disadvantaged peers. White students had the biggest disadvantage gaps (of students with known ethnicity) across level 3 cohorts.

The disadvantage gap remains greater for female students in all level 3 cohorts, as it has since 2019/20.

Summary

Data in this section covers A level entries and results for all students aged 16-18 at the start of the respective year. Students don't need to be triggered for inclusion in this data, so it is not impacted by the change in the 'trigger' rules, introduced in 2020/21, that determined when a student had reached the end of 16-18 study. It is also not impacted by removing CAG and TAG grades from data for 2021/22.

The chart below shows the distribution of A level grades for students aged 16 to 18 for each academic year. Overall, the proportion of entries achieving top grades (between A* and B) has decreased in comparison to 2020/21 but remains higher than 2018/19.

In 2021/22, 14.8% of awarded grades were at A*. This is an increase of 6.9ppts from 2018/19, but a decrease of 4.3ppts from 2020/21. The percentage of entries achieving A*-A grades is now 36.4%, which similarly corresponds to an increase of 10.6ppts compared to 2018/19 but a decrease of 7.9ppts from 2020/21. As previously noted however, year on year comparisons cannot be interpreted as students achieving at a higher standard. Where achievement gaps alter in 2019/20 and 2020/21 compared to previous years, it might reflect the different process by which grades were awarded across these years.

A level results by gender

Overall, in 2021/22 both male and female students were more likely to be awarded the higher A level grades (A*/A/B) than in 2018/19 but less likely than in 2020/21.

Across the top A* and A*-A grades the gender gap has decreased in comparison to 2020/21. Female students continue to be more likely to achieve these grades, which has been the trend for the last three years (since 2019/20) when a reversal of the gender gap was observed.

At A*-B the gap between female and male student achievement had been continuously increasing since 2017/18, however this year the gender gap has reduced from 6.9ppts in 2020/21 to 4.7ppts.

Data is this section covers A level entries and results for all students aged 16 to 18 at the start of respective year. Students don't need to be triggered for inclusion in this data, so it is not impacted by the change in the 'trigger' rules, introduced in 2020/21, that determined when a student had reached the end of 16 to 18 study. It is also not impacted by removing CAG and TAG grades from data for 2021/22.

STEM subjects here are defined as: biology, chemistry, physics, maths, further maths, and computing.

A level grades in STEM subjects

For 2021/22, the proportion of students achieving top grades (A*, A*-A, A*-B) in STEM subjects compared to 2020/21 has fallen. At A*, the largest decrease was in further maths (8.4ppts) and the smallest decrease was in physics (4.7ppts).

The STEM subjects have generally seen large increases in the proportion of students achieving top grades when compared to 2018/19. The largest increase at A* was further maths rising by 15.7ppts, and the smallest increase was in biology at 6.3ppts. The A*-A grade boundary also observed large increases in the proportion of entries achieving these grades, ranging from computer science (17.1ppts increase) to maths (6.6ppts increase).

This section replaces one that usually describes outcomes in the English and maths progress accountability measures. These are not being created in 2021/22 in Find School and College Performance Data due to the impact of excluding CAG and TAG grades on this measure (set out in more detail in the 16 to 18 accountability measures: technical guide).

These alternative data have been published as part of this statistical release since 2015/16. Coverage is all entries and outcomes in below level 3 English and maths qualifications for students aged 16 to 18 at the start of the respective year. Unlike data based on students at the end of 16-18 study, it means these data are not impacted by the trigger change in 2020/21, and not impacted by removing CAG and TAG grades from data for 2021/22.

It also means a student here can be reported in successive years, for example at age 16 in 2019/20, at age 17 in 2020/21, and at age 18 in 2021/22 if they entered exams in each year.

The tables below focus on GCSEs, and Functional Skills qualifications at level 2, level 1 and Entry level which make up the large majority of English and maths qualifications entered below level 3 (though outcomes for Other level 2, level 1, and Entry Level qualifications are available via the 'Explore data and files' section).

Fewer students are entering below level 3 maths and English qualifications

Most students aged 16 to 18 enter below level 3 English and maths qualifications because they did not achieve a GCSE pass at grade 9-4 or equivalent during key stage 4, and so are required to continue to study those subjects under Condition of Funding rules (CoF).

The overall fall observed in the number of below level 3 entries across both English and maths in GCSEs and Functional Skills is consistent with data published in Key Stage 4 performance showing an increasing proportion of pupils achieving grades 4 or above in English and maths GCSE during key stage 4 ( increasing from 59.8% in 2018/19 to 67.1% in 2020/21 in provisional data) - and so not being required to study below level 3 English or maths during the 16-18 phase.

An additional factor explaining the big fall in entries at GCSE from 2019/20 to 2021/22 (-27% English, -12% maths) is the higher proportion of GCSE entries in 2019/20 and 2020/21 during the 16-18 phase that resulted in a grade 9-4 pass, when grades were awarded through the CAG and TAG processes, because once a student achieves a 9-4 GCSE pass during 16-18 they no longer have to continue studying English and/or maths the following year.

Achievement of Level 2 English and maths through GCSE and Functional Skills qualifications

Many more age 16-18 students enter GCSEs (a level 1/level 2 qualification) than are entered for Functional skills (distinct qualifications at level 2, level 1 and Entry level).

Overall pass rates are broadly comparable at GCSE and L1 and L2 Functional skills. Given that the prior attainment distributions are similar at GCSE and level 2 functional skills (see table below), we might have expected to see a higher level 2 pass rate (grades 9-4) at GCSE. Although it is difficult to make direct comparisons due to range of grades available within the GCSE qualification.

Qualification KS4 Prior Attainment English entries in 2021/22 Proportion of English entries at prior attainment band maths entries in 2021/22 Proportion of maths entries at prior attainment band

All level 1 and level 2 qualifications have had decreases in their pass rates in 2021/22. Mathematics qualifications have seen much larger decreases than English across all qualifications.

Maths L2 functional skills decreased by 20.8 ppts to 63.6% (12.0 ppts fall in English to 81.0%). Maths L1 functional skills decreased by 10.2 ppts to 85.4% (English fall, 3.3ppts to 94.0%). For maths GCSE the overall pass rate (grade 9-1) decreased by 5.8ppts to 84.9% (English decreased by 3.7 ppts to 85.8%) and the level 2 pass rate (grade 9-4) also decreased 16.7ppts to 15.3% for Maths and 13.9ppts to 25.7% for English

In contrast, at KS4 the English language GCSE level 2 pass rate (grade 9-4) fell by more than maths. English language fell by 4.0 ppts and maths by 3.1ppts between 2020/21 and 2021/22 (provisional data).

Pass rates in English and maths at level 2 by institution type

GCSE entries by students at independent schools are most likely to pass at level 2, but it should be noted that Condition of Funding rules are not relevant for these schools, and these students may be resitting GCSEs to improve their KS4 grade, which could have already been at grade 4 or above. Amongst state-funded institutions, students in schools are consistently most likely to pass GCSE at level 2, then sixth form colleges and other FE sector colleges in both English and maths in 2020/21 and 2021/22.

Level 2 Functional Skills entries: within state-funded institutions sixth form colleges and 'Other FE sector' colleges are consistently more likely to pass than schools. Most entries in L2 Functional Skills are in 'Other FE sector' colleges.

Applied general, tech level, and technical certificate qualifications approved for reporting in this statistical release (and institution level performance data) are updated annually and published on gov.uk:
https://www.gov.uk/government/collections/performance-tables-technical-and-vocational-qualifications
The concept of qualifications approved for reporting has been applied since 2015/16 following Professor Alison Wolf's Review of Vocational Education. From 2017/18 at level 3 and from 2018/19 for technical certificates, the quality threshold for vocational and technical qualifications to be included in performance measures further increased. The later reforms include criteria relating to the size, content, and assessment, including a requirement that a proportion of a qualification's content is subject to external assessment. From 1 August 2020 the ESFA removed funding approval for pre-existing applied general and tech level qualifications (which had been approved in 2015/16 and 2016/17) which were running in parallel with newer redeveloped qualifications.

The measures presented in this section show the students entering these approved qualifications as a proportion of students entering a wider set of vocational qualifications that had been approved by the Education and Skills Funding Agency (ESFA) for funding during 16 to 18 study.

Proportions entering approved tech level and applied general qualifications continue to increase following a large fall in 2017/18 (when both lists of approved qualifications changed substantially), with a jump in students entering reformed versions of qualifications in 21/22 (in part attributable to the defunding of unreformed pre-existing qualifications).

The coverage of the measure for technical certificates is strongly impacted by the removal of CAG and TAG data from 2021/22 accountability data (as coverage is students at the end of 16-18 study, and level 2 vocational qualifications are more often entered during a student's first year of 16-18 study and so are excluded from the calculation).

The following table shows that there is variation in whether different institution types enter students for qualifications approved for reporting in performance tables versus the wider set of qualifications that were approved for funding.

Overall students in state-funded schools continue to be most likely to enter reformed versions of vocational and technical qualifications at level 3 (reformed in 2017/18), but 2021/22 saw a marked increase in the proportion of students entering approved/reformed applied general and tech levels across all broad institution types.

Introduction to retention measures

The Retention measure shows the percentage of students who are retained to the end of the 'core aim' (or main learning aim) of their study programme at a school or college.

Students are counted as retained if they are recorded as having "completed the learning activities leading to the learning aim" by their institution. This information is collected in the school census or for students that attended sixth form or FE colleges, the Individualised Learner Record (ILR).

Retention measures are not calculated for independent schools or special schools (both independent and maintained) as learning aims data is not available for these schools.

The Retention measure is calculated by dividing the total number of students retained by the total number of students with a core aim, in each of the five programmes approved for reporting in performance tables: academic, A level, applied general, tech level, and at level 2, technical certificate programmes.

Since academic programmes comprise largely of A levels, only data for A level core aims are described here; overall data for academic programmes can be found in the 'create your own tables' section and in the underlying data available to download.

Alongside the headline Retention measure there are two supporting retention measures:

Retained and Assessed: The percentage of students who are retained to the end of their course and are assessed.

Returned and Retained for a second year: The percentage of level 3 students who return to the same provider and complete their programme of study in their second year. (The main difference when compared to Retention is for students who complete their core aim in one year.)

A fuller description of the methodology underlying retention measures can be found in the 16-18 technical guide (from page 41).

Retention measures and the impact of the trigger change in 2020/21

The impact of the trigger rule change, meaning that students were no longer automatically reported after two years in 16-18 study, was to reduce the reported number of students in scope for retention measures across all exam cohorts in 2020/21, with the biggest impact on vocational and technical cohorts (VTQs).

For retention measures, this meant that Retention rates were slightly increased in 2020/21 for level 3 cohorts (A level, applied general, tech level) than would have been seen otherwise. However, the impact on the level 2 technical certificate cohort was a large decrease in Retention rates (and in cohort size).

Fuller analysis on the impact on 2020/21 retention data can be found in the methodology document, in the section 'Changes introduced in the 2020/21 release', under the heading 'Impact of the trigger change on headline retention rates'.

Students whose reporting was delayed for one year due to the 2020/21 trigger change are reported in 2021/22. In other words, the impact of the trigger change was one-off discontinuity in retention data for 2020/21. For this reason, when looking at trends, data for 2021/22 is better compared to data for 2019/20 and earlier years.

All level 3 study programmes show increases in Retention rates in 2021/22 (A level +0.1 pts to 95.1%; applied general +1.8 pts to 91.7%; tech level +0.5 ppts to 91.1%). This continues a trend of increasing Retention rates since 2018/19. A level programmes continue to have the highest Retention rate as has been the case since the measure was introduced in 2015/16, but for the first time applied general programmes have a higher Retention rate than tech levels programmes.

Technical certificates have had lower Retention rates than Level 3 cohorts since being added to performance measures in 2016/17. However, they have seen an increase in Retention rate this year (+4.5 ppts to 86.6%), recovering from the impact of the trigger change that was seen last year and returning to previously-seen levels.

For the A level and applied general cohorts, rates for the Retained and Assessed measure have increasingly followed the same general trend as the Retention rate in recent years. Similarly, the Returned and Retained measure now also follows the same trend. This is most notable for the A level cohort where the phased decoupling of AS and A levels predominantly between 2017 and 2019 has resulted in a much smaller proportion of the A level cohort taking AS levels only and not then returning for a second year of study.

The tech level cohort shows a slightly different pattern this year whereby the Retained and Assessed rate has dropped slightly despite increases in both the Retained rate (retention to the end of the course) and the Returned and Retained rate (retention specifically over two years of a course). This means that within this cohort there was an increase in the proportion of students not being assessed at the end of their course .

The much smaller technical certificate cohort (Level 2) was heavily impacted by the trigger change in 2020/21 and shows less stable trends. In addition, the low cohort numbers mean that breakdowns of the technical certificate data, by student characteristics become increasingly unreliable, and therefore this cohort isn't discussed further.

Due to the similarity in the trends shown by the three retention measures, in particular for the two largest cohorts (A level and applied general), our further narrative will focus on the Retained and Assessed measure. Further breakdowns of the Retention measure and the Returned and Retained measure across all qualification cohorts are available in underlying data and through the table builder.

The Retained and Assessed rate is higher for non-disadvantaged students across all level 3 cohorts. Disadvantaged tech level students are least likely to be Retained and Assessed at 79.1%, which is 7.1 ppts lower than their non-disadvantaged peers. The Retained and Assessed disadvantage gap is smaller for A level and applied general (5.6 ppts and 5.3 ppts respectively).

The disadvantage gap has been narrowing for the A level cohort since 2018/19 (from 8.4 ppts to 5.6 ppts). Similarly, the applied general cohort has, overall, seen a substantial decrease in the gap in that time (from 7.9 ppts to 5.6 ppts). In contrast, the tech level cohort did not consolidate an initial decrease in the gap in 2019/20 and is now only slightly smaller than in 2018/19 (from 7.6 ppts to 7.1 ppts).

Changes to the distribution of prior attainment at A level between 2017/18 and 2021/22

The coverage of the retention measures is different to the attainment measures, and is described above in 'Retention: introduction and changes to the data in 2021/22'. The largest difference is that independent schools are excluded from the data, and this impacts the distribution of the prior attainment groups as students from independent schools have higher prior attainment on average.

The distribution of prior attainment has changed over time for all cohorts. The proportion of A level students with low prior attainment (from grade 0 up to grade 4) has decreased from 8.1% of the cohort in 2017/18 to 1.9% in 2021/22. High prior attaining students (average grade 7 or more) have increased their proportion of the cohort from 16.1% in 2017/18 to 35.3% in 2021/22.

This increase in the proportion of KS4 students achieving grades averaging 7 or more, in part reflects year on year grade increases at KS4, and in part reflects that most A level students at the end of 16-18 study in 2021/22 will have completed KS4 in 2019/20, and so their GCSE prior attainment will include Centre Assessment Grades (CAG).

However, in the vocational and technical cohorts, a larger proportion of students are being reported after three years in 16-18, hence prior attainment for these cohorts is less affected by CAGs. This is following delay in their reporting last year due to the change in the rule in 2020/21 triggering students for reporting.

Overall, students with the highest average prior attainment (grade 7+) are most likely to be Retained and Assessed in their main programme of study and students with the lowest prior attainment (grade 0 up to grade 4) the least likely to be Retained and Assessed. The highest Retained and Assessed rate is for high prior attaining A level students at 98.7%. The lowest Retained and Assessed rate is also for A level students. Low prior attaining A level students have a Retained and Assessed rate of 66.0%.

The Retained and Assessed rate for low prior attaining A level students has fallen and is now close to the 2018/19 rate, whereas the rate remains higher for other level 3 cohorts.

A full breakdown of all three retention measures by a range of other student characteristics is available through the table builder. Here, we draw attention to small number of breakdowns that may be of interest.

English Language

Across all level 3 cohorts, students with English as their first language have lower Retained and Assessed rates than students who do not. The difference is driven by poor rates for disadvantaged students with English as their first language.

The applied general cohort similarly has an increase in the Retained and Assessed rate since last year for all major (known) ethnicity groups and shows many of the same trends between groups. The Chinese ethnic group has the highest Retained and Assessed rates since 2018/19 (now at 95.8%) and the Black or Black British ethnic group and the Mixed Dual background ethnic group have made the biggest improvements in Retained and Assessed rates over recent years (+9.9 ppts to 89.1%, +9.9 ppts to 87.0% respectively). Again, the White ethnic group shows the largest disadvantage gap and White disadvantaged students have the lowest rates for Retained and Assessed.

The tech level cohort and the technical certificate cohort have very low numbers in some ethnic groups, and show less distinct patterns over recent years.

For the A level cohort, state-funded mainstream schools and Sixth form colleges have seen an increase in rates for Retained and Assessed this year (+1.5 ppts to 95.4% and +0.5 ppts to 92.3% respectively). In contrast, 'Other FE sector colleges' have seen a decrease (-2.3 ppts to 88.2%). However, the decrease for 'Other FE sector colleges' follows very large increases last year; the relative rates of the three major institution types have returned to levels seen before the change to the trigger rule.

There have also been decreases in the Retained and Assessed rate for 'Other FE sector colleges' in the applied general and tech level cohorts, following larger increases in the previous two years. All state-funded mainstream schools continue to have the lowest Retained and Assessed rates for applied general and tech level qualifications. This has been the case since 2018/19.

This data is available through the 'Explore data and files' section in the file called 'Time series - APS per entry by institution type'.

In addition it is accessible through the dashboard linked below. The dashboard combines data from this statistical release (covering the last 5 years) with selected older data compiled from previous versions of the 'A level and other 16 to 18 results' statistical release:
16-18 Time-series attainment and single year entries
On the left-hand side, clicking on the link ' Attainment: APS per entry and average result' brings up the dashboard with attainment data in terms of APS per entry.

Data including the applied general and tech level cohorts starts in 2015/16 (when these cohorts were first defined in this statistical release, and school and college data). Data for the A level cohort starts in 2012/13.

This data is available through the 'Explore data and files' section in the file called 'Time series - A level subject entries and grade by gender'.

In addition it is accessible through the dashboard linked below. The dashboard combines data from this statistical release (covering the last 5 years) with selected older data compiled from previous versions of the 'A level and other 16 to 18 results' statistical release:
16-18 Time-series attainment and single year entries
On the left-hand side, clicking on the link ' Attainment: A level entries and grade distribution' brings up the dashboard with A level entries data by subject, and A level grades by subject.

These data cover A level entries by students aged 16 to 18 within each academic year from 1995/96.

We have moved our Transition Matrices tool into a web based app for easier use. It is available at the following link:
16-18 Transition Matrices
Transition matrices (TM) are a useful tool to help visualise the progression from different groups of attainment at key stage 4 (KS4) to outcomes achieved during 16 to 18 for a range of different subjects.

Note that the 16 to 18 outcomes here will also be impacted by the different process to award grades in 2022, which is likely to impact the relationship between outcomes and KS4 prior attainment in 2021/22 for subjects.

Help and support

Methodology

Find out how and why we collect, process and publish these statistics.

National statistics

These accredited official statistics have been independently reviewed by the Office for Statistics Regulation (OSR). They comply with the standards of trustworthiness, quality and value in the Code of Practice for Statistics. Accredited official statistics are called National Statistics in the Statistics and Registration Service Act 2007.

Accreditation signifies their compliance with the authority's Code of Practice for Statistics which broadly means these statistics are:

managed impartially and objectively in the public interest

meet identified user needs

produced according to sound methods

well explained and readily accessible

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 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.

If you have a specific enquiry about A level and other 16 to 18 results statistics and data:

Attainment statistics team

Email: Attainment.STATISTICS@education.gov.uk
Contact name: Michael Greer

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A level and other 16 to 18 results, Academic year 2021/22

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This 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.

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Published: 19th January 2023
"We expect that overall results in summer 2023 will be much closer to the pre-pandemic years than results since 2020. In other words, we expect that overall, nationally, results in 2023 will be lower than they were in 2022."

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Good afternoon. It is a pleasure to be with you this afternoon as Chair of Ofqual. Unfortunately, the Chief Regulator is unable to be with us today, which I know she very much regrets. She spoke to your winter conference last year in remote format, but it's obviously much better to be here face to face and talk in person.

And what a difference a year makes. Last year saw the very welcome return of a normal series of examinations and formal assessments, or nearly normal. Thank you for everything you did to enable those to run smoothly in your colleges. I know it wasn't always easy but we had a really good outcome for young people, nonetheless.

I will be saying something later on exams this summer, but I wanted to start with what is happening on the review of level 3 qualifications, including, for example, courses like BTECs at level 3, but also the whole range of alternative academic and technical qualifications at level 3.

I know that there are questions and potentially some concerns about what is happening, including the approval process for continued funding, and why all this is happening, so I thought it might be helpful for me to offer a brief overview.

Aside from a small number of exceptions, all level 3 alternative academic and technical qualifications (qualifications at level 3 which are not T Levels or A levels, like for example level 3 BTECS, alongside many others) are being required to re-apply for funding as part of a government-led streamlining programme for these qualifications.

The government's aim for this exercise is in essence threefold:

firstly, to simplify the landscape, including addressing what is seen as in some cases unnecessary duplication where that exists

to drive up the quality of qualifications and the assessment that underpins them

and to ensure that appropriate priority is given to T Levels and their place in the landscape

These alternative and technical qualifications constitute a large and complex area in comparison, say, with A levels and T Levels. For example, there are more than 60 awarding organisations offering the qualifications that are in scope, and several thousand different level 3 qualifications in the alternative academic and technical space.

Some of these are large entry and well known to you in your colleges, and some, of course, are very small in terms of entry, and not likely to be on your radar as college leaders.

Last week the government published details of their new qualifications funding approval process for qualifications at level 3. Talking to your colleagues, I know that that is under scrutiny by your representatives and I am sure debate will continue. What the document sets out to do is bring clarity on what type of L3 qualifications are likely to be publicly funded alongside A levels and T Levels, and bring clarity on the timescales.

I recommend that you take a look at this for more detailed information. I believe the Department for Education will be running some webinars to look at some of this in more detail, which may be useful for colleagues here as well.

As part of the process that awarding organisations are going through, re-applying for funding, we, Ofqual, are contributing by providing qualitative feedback to the DfE on each qualification where funding is being reapplied for, as well as on the awarding organisation itself.

This means that these qualifications are coming under much greater individual regulatory scrutiny than has been the case up to now. Ofqual has put in place a range of higher expectations relating to quality that we expect awarding organisations to meet in their reapplications. It is against those expectations that we provide our qualitative feedback to the DfE and the Institute for Apprenticeships and Technical Education (IfATE).

As the process plays out, the DfE is taking decisions on funding for the reapplications it receives taking into consideration the quality-based advice Ofqual provides, as well as the contribution of IfATE, that represents the employer voice.

It is probably important to flag that the government absolutely recognises that, alongside the aim of simplifying the landscape, there will, in the future, still need to be a range of qualifications at L3 available alongside A levels and T Levels.

For many students these qualifications are important, not only as vehicles for their continued education and engagement in education, but also because they provide important routes for further study or employment. So there will likely be many decisions to approve applications for funding, alongside decisions not to continue to fund.

You might be wondering what this means for you as a college leader.

In short, unless you are a college which offers only A levels and GCSEs, or T Levels, it is almost certain you will be offering some of these qualifications, maybe for example level 3 BTECs or equivalent.

It is also at least possible that the government will determine that some of those qualifications do not meet the criteria for continued funding, which may mean you will need to take decisions about changing the portfolio of courses you provide in the interests of your students to reflect what is available and funded in the future. So following this process, including through your representatives in this association, to make sure that you are up to speed with decisions being taken is critically important. I am sure you will also continue to make your views heard.

Grading in 2023

Moving on now, I will now say something about arrangements for grading GCSEs, AS and A levels in 2023. We published our plans back in September so that higher education institutions could factor in decisions that were being made about grading before they embarked on their offer-making, and of course because some of you will have been arriving at UCAS predictions for students. We felt it was important you had as much information as possible before you started that process. Our plans for 2023 take us a step further on the road to normality, building on what happened in 2022, while also recognising the impact of the pandemic.

You will recall that in summer 2022, we aimed for a staging post on the way back to more normal grading. In 2023, we will return to pre-pandemic grading, but with some protection in place for your students, a soft landing, if you like.

Students in the 2023 cohort have not, during their exam courses, experienced the level of national school or college closures experienced by students in the 2 years before them. But I know, from listening to teachers, college leaders and students themselves, that many have certainly experienced some level of disruption.

So, to achieve that extra bit of protection, Ofqual will put in place the same sort of safeguards used for the first students taking reformed GCSEs and A levels from 2017 onwards.

Back in the reform context, that meant not disadvantaging students in the first cohorts if overall they performed less well because they were the first to sit the new exams.

So how will it work this summer? In practice, as in any year, grade boundaries for every specification will be set by senior examiners after they have reviewed the work produced by students in their exams.

But those senior examiners will be guided in their decisions about where to set grade boundaries by information about the grades achieved in pre-pandemic years, along with prior attainment data for the cohort.

So that means students in 2023 will be protected in grading terms if their examination performance in 2023 is a little lower than it might have been had the pandemic not taken place. That is what I mean by a soft landing.

What that means is, a typical student who would have achieved an A grade in their A level geography before the pandemic will be just as likely to get an A in summer 2023, even if their performance in the assessments is a little weaker in 2023 than it might have been before the pandemic.

We expect that overall results in summer 2023 will be much closer to the pre-pandemic years than results since 2020. In other words, we expect that overall, nationally, results in 2023 will be lower than they were in 2022.

Individual providers, including colleges and schools, should be prepared for this. I know, as a school leader myself, it's worrying if you look at figures that are lower than the previous year.

It's important that we don't compare the results in 2022 with any other year. Lower results in 2023 compared with 2022 will not mean, by itself, that your college's performance has fallen. It will be much more likely to reflect the return nationally to normal grading standards.

It is important to note that, while we aim to return pretty much to normal grading in 2023, this does not mean there is any nationally pre-determined 'quota' of grades. Every set of grade boundaries, qualification by qualification, is determined by human, senior examiners, taking account of all the information they have available, including actual student performance.

I did want to sound one note of caution: if you are using summer or autumn 2022 papers as mock or trial exams, the grade boundaries set for those papers are likely to be more generous, reflecting the approach we took in 2022, both summer and autumn. Do bear that in mind if you are using the results from mocks to give indicative grades for students being examined this year.

For vocational and technical qualifications (VTQs) taken alongside or instead of GCSEs and A levels, awarding organisations are expected to take account of the grading approach being used in GCSEs and A levels. So for VTQ qualifications certificating in 2023, this also means a return to normal grading arrangements.

And a word about universities and higher education: decisions about grading by themselves have no effect on the number of higher education places available. That is determined by other factors and has got nothing to do with grading decisions.

Universities themselves will take account of how exams will be graded when they make their offers, including any differences between the 4 nations of the UK (which already exist). Universities are well-experienced in factoring those in to their offering arrangements.

UCAS wrote out to all schools just after Ofqual announced our grading decision, to explain how offers will be made this year, and to confirm that universities would take our grading decision into account. The Chief Regulator also wrote to admissions officers just before Christmas.

Formulae/equation sheets, MFL and resilience

Further points on 2023: there are one or two changes to support students taking GCSEs. Students will be given formulae sheets for GCSE maths and revised equation sheets for GCSE physics and combined science, which we did in 2022 for those GCSEs. This will give some additional reassurance to GCSE students in the exam itself.

And for modern foreign languages GCSEs, Ofqual's changed requirements mean that exams do not have to test unfamiliar vocabulary. That's to make it feel a bit more accessible for students this year.

Delivering exams

Turning now to resilience, the arrangements in place should the unthinkable happen in summer 2023. Clearly the closer we get to the summer, the less likely that becomes, but we've all learned to be cautious in how we predict the future. In November, Ofqual and the DfE jointly published guidance on resilience, in the very unlikely event that exams are not able to go ahead as planned. Some colleges may be running mock exams now and I know this is a big operation, particularly in colleges such as yours with large cohorts of students. You are also, simultaneously, preparing students to take their end of year exams. Ofqual was conscious of this when we published the guidance.

The thrust of that guidance, designed to minimise the burden on you and your students, is that any assessment opportunities you plan should be in line with your normal approaches, as far as possible.

As well as all the work you do to prepare your students to take their assessments through your teaching and learning, we know that the administration and delivery of exams is something you take seriously. We take our hats off to people in colleges leading the examinations operation.

It is enormously complex, but there is training and support available, and I encourage you to make sure those who are charged with doing this work get access to the range of training available for them so they can benefit from it and deliver as well as possible on behalf of students.

If you've looked at the GCSE and A level exam timetables for next year, you'll see there are some changes from 2022.

The Joint Council for Qualifications (JCQ) listened to feedback about the spacing between exams in the same subject in summer 2022. They have taken this on board for 2023.

They will largely be preserving those gaps, to reduce the risk of students missing all exams in a subject, but the spacing between some papers is slightly less next summer.

I did just want to draw your attention to the contingency days that they have built in. Both the 8 and 15 June will be 'contingency afternoons' and the 28 June will be a contingency day in case there is national or local disruption that would mean exams had to be re-scheduled.

Do please let your students know about this and remind them that they might have to be available on those dates. It's particularly important for them to be aware if they are planning holidays.

There are more details on the JCQ website, and a quick plug for Ofqual's resources as well: every year we provide a guide for students and a guide for schools and colleges. These will be published in the spring, and always live somewhere central on our website. I hope you'll be able to point your students to them.

Vocational and technical qualification results in 2023

And finally, just as Ofqual regulates in the interests of students of all ages and apprentices, we are also convinced of the need for parity of treatment for students across the different sorts of qualifications your colleges provide, whether vocational or academic.

So I wanted to reassure you that we have in train a series of actions to prevent a repeat of the delayed results in vocational and technical qualifications that we saw last August. I know this affected some of you and your students.

We were shocked by what became apparent in August. Not only that around 20,000 students from 1,550 centres had delayed results, but that for some time, there hadn't been a single date by which VTQ students could expect results - even when they were used for progression. That is not acceptable and Ofqual will work with the sector to fix this, not just for this summer, but for the long term and in the interests of being fair to students taking these qualifications.

Our investigation of the awarding organisations involved continues, as does our review of the extent of the problem. We will consider whether enforcement action is appropriate after that concludes.

In December, we published the 5 key actions that Ofqual, working with you and others in the sector, will deliver.

These actions cover a range of areas, and there isn't time to cover them in detail here. They include putting in place clear deadlines, improving data sharing, introducing check-ins for colleges and awarding organisations, improving information accessibility about these qualifications, improving communications from awarding organisations to centres, improving training for staff running exams, and monitoring the implementation of all this via a joint taskforce from around the sector chaired by the Chief Regulator.

We are certain that taken together these actions will to a very significant extent address the issues we saw playing out this summer (and which to a greater or lesser extent have been endemic in the system).

Thank you very much for your attention - I think we still have a few moments for any questions.

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Sir Ian Bauckham CBE at the Sixth Form Colleges Association winter conference

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Ofqual's Chair looks ahead to assessment and examination results in 2023.

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Ofqual: Letter to higher education admissions officers: arrangements for exams and assessments in 2023

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Ofqual: Letter to higher education admissions officers: arrangements for exams and assessments in 2023

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Published: 21st December 2022

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Dear Admissions Officer,

On 30 November Ofqual and the Department for Education (DfE) confirmed final decisions for arrangements for exams and assessments in England in 2023. I wanted to write to you now that all arrangements are finalised to ensure you are fully aware of the assessment and grading arrangements in place for the qualifications that Ofqual regulates as you enter the 2023 offer-making round.

The arrangements for 2023 largely reflect normal, pre-pandemic arrangements, which you will be familiar with. In GCSE, AS and A level the usual arrangements for coursework will apply for 2023, and the full subject content as represented in qualification specifications can once again be sampled in exams and/or associated formal assessments. The DfE also confirmed that there will be no advance information this year, and a return to the usual assessment arrangements for all AS and A level subjects, and most GCSE subjects. There will be some support for students in GCSE mathematics, physics and combined science through the provision of revised formulae and equation sheets in the examinations.

There are no plans for adaptations to vocational and technical qualifications (VTQs) in this academic year, and so arrangements will return to normal.

A return to pre-pandemic grading in 2023

You will already be aware of Ofqual's announcement of 29 September outlining the grading approach for summer 2023. Ofqual confirmed a return to pre-pandemic grading for GCSE, AS and A levels in 2023. This is what a number of you and your representatives told us would help you to return to the normal pattern of offer-making, and I know you will take this into account in your approach to admissions this year. It is in the interests of students, and those who serve them, to return to a pre-pandemic grading standard. This is what teachers, schools and colleges, employers and of course higher education institutions, best know and understand.

As set out in detail in that announcement, in taking this decision I recognised that students in the 2023 cohort have experienced some disruption. That's why Ofqual will put in place some grading protection for students in 2023. Specifically, we will require the exam boards to put in place the same protection that was given for the first cohorts of students taking reformed GCSEs and A levels from 2017 onwards. In the reform context, this meant not disadvantaging students who might have performed less well because they were the first to sit new exams. This means that overall we are likely to see national results in line with those seen between 2017 and 2019.

The grading protection means, broadly speaking, a typical student who would have achieved an A grade in a particular A level before the pandemic will be just as likely to get an A next summer, even if their performance in the assessments is a little weaker in 2023 than it would have been before the pandemic.

In terms of the predicted grades used to inform your offer-making, we have been clear to schools and colleges that for 2023 teachers should use the familiar pre-pandemic standard as the basis for predicting their students' grades. That familiarity should make it easier for teachers to generate predicted grades for their students that are aspirational but achievable, in line with UCAS guidance. We know that the more those predicted grades reflect the likely achievement of students the more this will support you to be more confident in your offer-making.

Of course, we don't know at this point precisely what results will look like in particular subjects or specifications. Indeed, we can't know this until entries have been made, exams have been sat and students' work has been marked. Nevertheless, we expect that overall results in 2023 will be much closer to pre-pandemic years than results since 2020. What we also know, given the approach to grading adopted, is that national results in 2023 will be lower than in 2022.

Vocational and technical qualifications

In T Levels, we have asked awarding organisations to continue to take generous interpretations of the published grade descriptors in the first years of awards, to reflect the fact these qualifications are new.

For other VTQs taken in schools and colleges alongside or instead of GCSEs and A levels, there will be a return to pre-pandemic standards.

Some students were affected by late or incorrect vocational qualification results in summer 2022. On 15 December we published the actions we are taking to protect students from the risk of late VTQ results in 2023. The steps we are putting in place for 2023 will include a new results deadline by which point all eligible candidate results will be available to centres. A consultation on the deadline and associated procedures will be launched early in 2023.

Decisions taken by regulators in other jurisdictions

Ofqual is the regulator for qualifications for England. Our grading decisions relate only to those qualifications we regulate. Education is a devolved matter, and the regulators in other parts of the UK take separate decisions on their approach to grading. They have confirmed their approach for the qualifications they regulate next summer.

You will be used to dealing with students with qualifications taken across the UK and all over the world, many of which are designed and graded in different ways. I know that you will reflect on all the decisions taken about grading, as well as the long-standing differences in the structure of certain similarly named qualifications, to ensure students are treated fairly across jurisdictions.

I would be very happy to meet with you to discuss these matters in more detail early in 2023. Please don't hesitate to contact my office if that would be helpful or welcome. In the meantime, I trust that this information has provided the clarity you need to support your admissions decisions. If you have any questions, please do contact us at strategicrelationshipsgq@ofqual.gov.uk.

Yours sincerely,

Jo Saxton PhD,

Chief Regulator

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Letter to higher education admissions officers: arrangements for exams and assessments in 2023

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Dear Admissions Officer, On 30 November Ofqual and the Department for Education (DfE) confirmed final decisions for arrangements for exams and assessments in England in 2023. I wanted to write to you now that all arrangements are finalised to ensure you are fully aware of the assessment and grading arrangements in place for the qualifications that Ofqual regulates as you enter the 2023 offer-making round.

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JCQ: Overview of evidence requirements for access arrangements for 2023

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JCQ: Overview of evidence requirements for access arrangements for 2023

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Julian Teaching School Hub: NPQ IN LEADING TEACHING

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Julian Teaching School Hub: NPQ IN LEADING TEACHING

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February 2023 Start

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Julian Teaching School Hub: NPQ IN SENIOR LEADERSHIP

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Julian Teaching School Hub: NPQ IN SENIOR LEADERSHIP

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February 2023 Start

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Ofqual: Letter to Heads and Principals - arrangements for exams and assessments in 2023

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Ofqual: Letter to Heads and Principals - arrangements for exams and assessments in 2023

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Published: 9th December 2022

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Thank you to you and your colleagues for the vital part you played in the successful return to exams and formal assessments earlier this year. Over one million students received more than 5 million qualifications despite the disruption caused by the pandemic. From talking to teachers and students wh…

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Ofqual: Supporting resilience in the exam system in 2023

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Ofqual: Supporting resilience in the exam system in 2023

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Published: 30 November 2022

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Guidance for schools, colleges and other exam centres on gathering evidence of student performance for students entering GCSEs, AS and A levels, the Advanced Extension Award and Project qualifications to support resilience in the exam system in 2023.

Details

The national cancellation of exams - and the need for alternative assessment arrangements - is now very unlikely. The government does not expect to ever be in the situation again where exams do not go ahead, but good public policy means having contingency, even for extremely unlikely scenarios.

Ofqual has therefore provided guidance for all schools and colleges on the steps they should take to collect and retain evidence in the academic year 2022 to 2023 in the unlikely event that exams cannot go ahead as planned. In 2022, we required exam boards to notify all exam centres about the contingency guidance in place and its importance. We expect to do this again for this guidance.

This guidance covers GCSEs, AS and A levels, Project qualifications, and the Advanced Extension Award (AEA) in mathematics.

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Supporting resilience in the exam system in 2023

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DfE: T Levels capital fund for September 2024

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DfE: T Levels capital fund for September 2024

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Deadline: Midday on 3 February 2023

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Only go outside for food, health reasons or work (but only if you cannot work from home) If you go out, stay 2 metres (6ft) away from other people at all times Wash your hands as soon as you get home Do not meet others, even friends or family.

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National Statistics: 2021/22 16 to 18 Results and Performance Measures 

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National Statistics: 2021/22 16 to 18 Results and Performance Measures 

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Published: 10th November

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This 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. 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.

The 16 to 18 performance measures reported in this revised release for the 2021/22 academic year, and to be included on the Find School and College Performance Data website, have been affected by our commitment not to include results from qualifications awarded between January 2020 and August 2021 (see section 'Changes to the data in 2021/22').

Throughout this release, comparisons are made with both 2021, the most recent year, and 2019, because it is most meaningful to compare to the last year summer exams were sat. Given the unprecedented change in how A level and vocational and VTQ grades were awarded in 2020 and 2021, as well as changes to the 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 student performance alone.

Related information

Releases in this series

View releases (23)

Methodologies

Headline facts and figures - 2021/22

A level retention

95.1%

An increase of 3.8 ppts from 2018/19

What is this?

This is the headline retention rate for A level programmes. (The percentage of students who completed their A level programme).

Applied general retention

91.7%

An increase of 5.1 ppts from 2018/19

What is this?

This is the headline retention rate for applied general programmes. (The percentage of students who completed their applied general programme).

Tech level retention

91.1%

An increase of 3.2 ppts from 2018/19

What is this?

This is the headline retention rate for tech level programmes. (The percentage of students who completed their tech level programme).

Average Point Score (APS) per entry for all level 3 cohorts is lower compared to 2020/21: A level, -2.8 pts; applied general, -0.7 pts; tech level, - 1.1 pts. However, attainment remains higher compared to 2018/19: A level, +4.9pts; applied general, +3.1 pts; tech level +1.9 pts. [An increase of 10 points is equivalent to an increase in one full grade]. This follows Ofqual's announcement in September 2021 that 2022 will be a transition year where the aim was for exam results to broadly reflect a midway point between 2021 (TAG grades) and 2019 (the last year all students sat exams).

The trend for falling average attainment across level 3 cohorts in 2021/22 compared to 2020/21 was observed across institution types generally (when grouped into state-funded schools, independent schools, sixth form colleges, and 'Other FE sector colleges') with the exception of applied general attainment in sixth form colleges and independent schools which increased in 2021/22 (+ 0.2 pts and + 0.8 pts respectively).

The disadvantage gap (between disadvantaged and non-disadvantaged students) is at its widest level for all Level 3 cohorts (A level, tech level, and applied general) since disadvantage measures began in 2016/17.

Gender gaps in favour of female students in average attainment at A level, applied general, and tech level have narrowed in 2021/22 compared to 2020/21; average attainment had increased more for female students than males with the alternative Centre Assessment Grade (CAG) and Teacher Assessed Grade (TAG) awarding processes in 2019/20 and 2020/21 compared with 2018/19.

The percentage of students who completed their main or 'core' aim from their study programme, known as the Retention rate, increased across all programmes in 2021/22.

Non-disadvantaged students are more likely to be retained than disadvantaged students, across all cohorts.

Students with higher prior attainment are more likely to be retained than students with lower prior attainment, across all level 3 cohorts.

Given the unprecedented change in the way results were awarded in the summers of 2020 and 2021, as well as the changes to 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.

The changes seen in the headline statistics likely reflect the changes in methodology for awarding grades and in calculating the measures, rather than demonstrating a difference in standards.

Explore data and files used in this release

View tables that we have built for you, or create your own tables from open data using our table tool

Browse and download open data files from this release in our data catalogue

Learn more about the data files used in this release using our online guidance

Download all data available in this release as a compressed ZIP file

All supporting files from this release are listed for individual download below:

Provisional results (November 2022) for A level and other 16 to 18 results 2021-22

Transition matrices data used for visualising the progress of pupils aged 16 to 18 from key stage 4 (KS4) to key stage 5 (KS5).

Instructions to accompany the transition matrices data

Due to the impact of the COVID-19 pandemic, the summer exam series was cancelled in both 2020 and 2021, and alternative processes set up to award grades. Throughout this release, comparisons are made with both 2021, the most recent year, and 2019, because it is most meaningful to compare to the last year summer exams were sat.

A/AS and vocational and technical qualifications (VTQs)

In summer 2021 students were awarded A/AS grades based on an assessment by their teachers using a range of available evidence. Students were only assessed on the content they had been taught. In 2021 some VTQ grades were decided using teacher-assessed grades, others using normal assessment routes, and some through adapted assessment such as remote invigilation.

Exceptionally in autumn 2020 and 2021 an autumn series was put in place to allow students the opportunity to try to improve their A level or AS grade from the summer, if they wished to do so. Further information on the autumn 2021 series is available at this link:
https://ofqual.blog.gov.uk/2021/12/16/as-and-a-level-results-in-the-autumn-2021-series/
A/AS exams returned in 2022 and adaptations were made to exams (including advance information), and the approach to grading for 2022 exams broadly reflected a midpoint between results in 2019 and 2021.

The diversity of vocational qualifications meant that Ofqual did not prescribe a single approach to adaptations, so Awarding Organisations (AOs) had flexibility to choose how to adapt their assessments. However, Ofqual's regulatory framework requires AOs as far as possible to ensure VTQ learners were not disadvantaged nor advantaged compared with their A level peers when setting standards.

For further information on the process to award grades in 2021 and 2022 see the following links:
https://www.gov.uk/government/publications/awarding-qualifications-in-summer-2021/awarding-qualifications-in-summer-2021 https://www.gov.uk/guidance/guidance-for-centres-awarding-vtqs-in-2021-and-2022
Reporting of 2022 results by the Joint Council for Qualifications (JCQ) and Ofqual

As happens every year on A level results day (18 August for summer 2022 results) JCQ published data on A level entries for qualifications awarded in summer 2022, and for each subject the distribution of grades awarded (with data for the previous summer for reference): https://www.jcq.org.uk/examination-results/

The data published by JCQ can be expected to show the same broad patterns as the underlying data published in this statistical release 'Entries and results - A level and AS by subject and student characteristics (single academic year). However, the coverage of the data is different: JCQ data covers all A level entries in the UK by people of all ages. Data in this statistical release covers exam entries by 16 to 18 year olds in schools and colleges in England, and includes breakdowns by a wide range of student characteristics.

In addition, Ofqual also routinely publish data on results day: https://www.gov.uk/government/news/guide-to-as-and-a-level-results-in-england-summer-2022

Data excluded from 2021/22 measures due to alternative assessment arrangements in 2020 and 2021

We have committed not to include results of qualifications achieved between January 2020 and August 2021 in school and college performance measures on Find Schools and College Performance Data website, given the alternative assessment arrangements used to award those grades.

For consistency, when calculating 16 to 18 performance measures for 2021/22 in this statistical release, data will only include entries and grades from qualifications awarded in the 2021/22 academic year, with the exception of AS and A level qualifications taken as part of the extraordinary autumn 2021 examination series which are also excluded.

However, results from qualifications routinely offered in the autumn of 2021 that would usually be approved for reporting, such as vocational and technical qualifications taken in autumn 2021, will be included even if some of the VTQ constituent unit-level grades were awarded between January 2020 and August 2021 via Centre Assessment Grade, Teacher Assessed Grade, or another process.

The table below shows the impact at national level of excluding these data, by comparing the number of students and headline attainment measures for each cohort.

The impact on A level student numbers is modest. It is greater for students entering vocational and technical qualifications (VTQs), who are more likely to enter qualifications over multiple years. It should be noted that students may have results from multiple years including 2021/22. In this case the student is included in this data but some of their results are excluded.

The technical certificate cohort has been substantially impacted by this change, as students are often not triggered for reporting in the same year as they complete the qualification.

Smaller cohorts in 2021/22, do not necessarily translate into impacts on attainment. Nationally, the impact on A level Average Point Score (APS) is minimal (1/200th of a grade) with slightly larger changes for the level 3 vocational and technical qualifications.

Impact of the change

Number of students
-2% -10% -15% -84%

APS
+0.06 +0.60 +0.72 +0.12

Other changes for the 2021/22 release

English and maths progress measures will not be published in this statistical release until these measures return to Find school and college performance data website (likely 2024/25, as set out in 16 to 18 accountability headline measures: technical guide, due to the impact of excluding CAG/TAG grades on this performance measure).

Similarly, 16 to 18 value-added measures, which would rely on KS4 prior attainment including some data from summer 2020, continue not to be published in 2021/22. Value-added measures will return as soon as possible, which will be for the 2023/24 academic year at the earliest; further details are included in the technical guide.

Breakdowns of performance measures by prior attainment, usually published in spring with the Retention update have been brought forward to the provisional release along with other breakdowns by student characteristics. Note, we distinguish between the use of prior attainment data nationally to breakdown measures by student characteristics in this statistical release and their use to calculate performance measures that will be published for individual schools and colleges on Find School and College Performance Data.

SEN Provision contains additional breakdowns by SEN types for the first time in national level data at 16 to 18.

Additional 'bivariate' data giving a breakdown of headline attainment and disadvantage status in combination with other characteristics are available for the first time.

Changes continuing from the 2020/21 release

Characteristic breakdowns usually published in the revised update have been brought forward to the provisional release. This is a permanent change.

The rules for determining when students reach the end of their 16-18 study changed in 2020/21 and students can no longer be triggered solely due to spending two years in the same school or college. The impact of this change on 2020/21 data was to reduce the number of students in each cohort, with vocational and technical qualifications impacted most. In 2021/22, student numbers returned to pre-rule change levels, as expected.

Full details of the trigger change are set out in the section 'Changes introduced in the 2020/21 release' in the Quality and Methodology documentation.

Checking exercise and other amendments

This updated release is based on revised data. Since the release of provisional data in November, amendments to the data have been made. These include the addition of 'late' results from some Awarding Organisations, and changes made by schools and colleges through a 'checking exercise'.

The checking exercise takes place in the autumn term and gives schools and colleges the opportunity to amend their data. Some students are removed from a school or colleges results, for example because the student wasn't on roll or has not yet completed 16-18 study. Some students are added where they are flagged by a school or college as having completed 16-18 study despite not being triggered. Changes need to be approved to be included in revised data.

The 2021/22 academic year saw the return of the school and college checking exercise, after it was suspended in the two previous years. In this release data for 2019/20 and 2020/21 is labelled as 'final' data. This is provisional data adjusted for results from the autumn series for AS and A levels. (The autumn series gave students an opportunity to sit an exam if they were unhappy with the grade awarded to them through the alternative process). Data from 2019/20 and 2020/21 did not go through a checking exercise; schools and colleges did not have an opportunity to amend their data as described above.

The table shows the size of the change between provisional and revised/final data. Generally, the change in the numbers of students included in the data in 2021/22 is relatively small in terms of the overall cohort size, the exception being technical certificates where there are 655 more students in the revised release than the provisional (an increase of 87%). This increase is predominantly due to results being reported late by Awarding Organisations.

The size of the change between provisional and revised data is generally smaller in 2021/22 than in 2017/18 and 2018/19. Changes to the trigger rule were introduced to reduce the burden on schools and colleges. This gives an indication that the change is working as intended.

Change in the numbers of students between the provisional and revised/final data:

Cohort

Report year

2017/18

2018/19

2019/20

2020/21

2021/22

The table below shows the size of the change in the average point score between the provisional and the revised release. The changes are minimal. A change of 0.1 pts at A level / applied general / tech level is equivalent to 1/100th of a grade.

Change in Average Point Score (APS) per entry between the provisional and revised/final data.

Report year

2017/18

2018/19

2019/20

2020/21

2021/22

Unless stated otherwise statistics reported here refer to 16 to 18 year olds in England:

who reached the end of their 16 to 18 study in 2021/22. Students typically spend either two or three years in the 16 to 18 phase. (Usually, attainment includes results from qualifications entered during all those years. However, this year, attainment excludes results from qualifications that were awarded between January 2020 and August 2021).

who entered qualifications approved for reporting in 2022 school and college performance tables, set out in the 16 to 18 qualifications, discount codes and point scores guidance.

Qualifications are grouped into A level (subset of Academic), Applied General, and Tech Level exam cohorts at level 3, and Technical Certificates at level 2. Students can be reported in more than one exam cohort.

Student numbers by cohort

Students are included in this statistical release when they reach the end of their 16 to 18 study in schools and colleges in England. As set out in the Methodology guidance, the rules for determining when that happens changed in 2020/21, and students are no longer automatically triggered for reporting after spending two years in the same school or college.

The impact of the trigger change in 2020/21 was to reduce the number of students in each cohort, with vocational and technical qualifications impacted most. As expected, student numbers have generally returned to their pre-rule change level in 2021/22, with student numbers in all level 3 cohorts being higher than in 2019/20 and 2020/21.

Results for qualifications awarded between January 2020 and August 2021 have been excluded from the data. The technical certificate cohort has been substantially impacted by this change, as students are often not triggered for reporting until they turn 18, often a year or two after they complete the qualification. More detail is provided in the section 'Changes to the data in 2021/22', where in particular excluding CAG and TAG grades reduced reported technical certificate student numbers by 84%.

The growth in the number of students entered for applied general and tech level qualifications in 2021/22 approved for reporting in performance measures reflects the removal of funding approval from 1 August 2020 for pre-existing qualifications which were running in parallel with newer redeveloped qualifications. Prior to that numbers had been increasing more slowly following big falls in 2017/18 when qualifications were reformed. The number of students in the A level cohort, which includes students who only enter AS levels, has increased after several years of decline. (The previous decline reflected fewer AS level entries following the now completed A level reform to decouple A and AS levels.)

The overall growth in student numbers may also be partly attributed to the COVID-19 pandemic. Some students reported here completed their pre-16 study in 2019/20 where higher grades were awarded via Centre Assessment Grades. These higher grades resulted in greater numbers of students applying for post-16 places and may have shifted some students away from level two technical certificates and into level 3 qualifications. There were also fewer alternative options available for these students in terms of apprenticeships and other employment opportunities ( Key stage 4 destination measures showed that a smaller proportion of students who completed key stage 4 in 2019/20 progressed to sustained apprenticeship or employment outcomes in 2020/21).

Disadvantage

Disadvantaged students are all students who were in receipt of pupil premium when they were in their last year of KS4.

Disadvantage measures do not include students who were not reported at the end of KS4 - for example, because they came from overseas. Students who were known to be at independent schools in their last year of KS4 are treated as non-disadvantaged.

Disadvantage measures cover students in state-funded schools or colleges.

23.6% of state-funded students, at the end of 16 to 18 study, were recorded as having disadvantaged status in 2021/22. The percentage of students examined in level 3 vocational and technical qualifications was generally in line with this. (Applied general 23.0% and tech level 23.0%). Disadvantages students were overrepresented at technical certificate with 32.4% of the cohort identified as having disadvantaged status. Disadvantaged students were underrepresented at A level with 14.3% of the cohort identified as having disadvantaged status.

Prior attainment

Prior attainment is a measure of the average points attained per qualification at Key Stage 4. Simple discounting rules apply, with the best result in any subject used when calculating the average point score at KS4. Any GCSE resits or additional qualifications gained during 16 to 18 are ignored. For the vast majority, prior attainment is between 0-9 reflecting the range of possible grades at GCSE (where 9 is the highest grade).

[Note, whilst results from January 2020 to August 2021 are removed from calculation of performance measures, for the purposes of this statistical release they will be retained when calculating a student's prior attainment to explain outcomes in performance measures, in the same way that outcomes nationally are broken down by gender, disadvantage, etc].

In 2021/22, 18.4% of students at the end of their 16 to 18 study had the highest prior attainment (grade 7+). The large majority of students with the highest prior attainment choose to study at least one A/AS level (94.8%). High attainers now make up 36.2% of the A level cohort compared to 4.7% of the applied general and 3.7% of the tech level cohort. The proportion of students with the highest prior attainment has increased year on year for each cohort since 2019/20 (from when KS4 prior attainment has been calculated in this release).

27.5% of students at the end of 16 to 18 study in 2021/22 had the lowest prior attainment (from grade 0 up to grade 4). The proportion of students with the lowest prior attainment has decreased year on year for each exam cohort since 2019/20.

This change in the distribution of prior attainment for exam cohorts, will in part reflect year on year grade increases at KS4 and in part reflect that the majority of students at the end of 16-18 study in 2021/22 will have completed KS4 in 2019/20, and whose GCSE prior attainment will include Centre Assessment Grades (CAG).

Summary

These figures give the average points and average result that students achieved throughout their 16 to 18 study. Results awarded between January 2020 and August 2021 have been excluded from this data. (See the section 'Changes to the data in 2021/22). While the majority of results come from the student's final year of study (in particular for A levels), a small number of results awarded prior to January 2020 are included.

Points are given to all qualifications so we can compare qualifications of different size and grading structures. A maximum of 60 points are available for A level, 50 points for applied general and tech level and 8 points for technical certificates. More information on points, APS bands and grade boundaries can be found in the technical guide for 16 to 18 accountability measures (from page 27).

In September 2021 Ofqual announced that 2022 will be a transition year where the aim was for exam results to broadly reflect a midway point between 2021 and 2019. Consequently, the average results are lower in 2021/22 across all level 3 cohorts than in 2020/21.

A level programmes have seen the largest decrease (2.8 pts, compared to 0.7 pts for applied general and 1.1 pts for tech level). This is as expected due to the larger increases seen in A level grades between 2018/19 and 2020/21 relative to the vocational and technical qualifications. Technical certificates have seen a small increase (0.2 pts) in the average points score. However, interpretation of this increase is undermined by a 58% drop in cohort numbers. Given that 84% of technical certificate students have been excluded form the data (see 'Changes to the data in 2021/22'), technical certificate results will not be discussed in the breakdowns, however the data is available in the table builder tool.

For all Level 3 cohorts, the average result remains the same as in 2020/21.

At A level, the South East, London and East of England tend to do better, being on or near the top in the last 3 years. These same regions have ranked in the bottom 4 for applied general in the same time period.

The North West is in the top half of the table for both A level and applied general, although the region dipped in both exam cohorts in 2020/21 when teacher assessed grades were used.

The East Midlands is in the bottom half of the table for both A level and applied general. The region attained the lowest A level results this year.

Regional rankings are more variable for tech levels (which may be attributable to the smaller total number of tech level entries).

Average results by disadvantage status

The 2021/22 disadvantage gap has increased in comparison to last year for the A level cohort and has remained stable for applied general and tech level cohorts. For the level 3 exam cohorts, the average point score has decreased for both disadvantaged and non-disadvantaged students, however for A level students, the decrease was larger for disadvantaged students.

The disadvantage gap for Level 3 cohorts is at its widest point since the measure was introduced in 2016/17. (NB, this statistical release contains data for the last 5 years back to 2017/18, but disadvantage data was first published based on 2016/17 revised data).

To get a fuller picture on the impact of disadvantage status, this data should be looked at in conjunction with data on retention rates (the percentage of students who have completed their main study programme at a provider). In 2020/21, 94.3% of non-disadvantaged A level students were retained and assessed compared to 88.5% of disadvantaged students. Students are only included in the average point score measure if they are entered for examination i.e. if they are retained and assessed. More information on 2020/21 retention can be found in the 2020/21 version of this statistical release. An update to this statistical release with 2021/22 retention figures will be released on 30th March 2023.

Average results by gender

For the level 3 exam cohorts, both female and male students saw a drop in average attainment in 2021/22 when compared to 2020/21. The decrease was larger for female students than male students, which has resulted in a narrowing of the gender gap compared to last year.

When compared to 2018/19, the gender gap is slightly wider for A level students, but slightly narrower for applied general students in 2021/22. For tech level students the gender gap has reversed such that in 2018/19 it was in favour of male students, but since 2020/21 it has been in favour of female students.

The gender gap for the percentage of students achieving at least 2 A levels has been continuously decreasing for the past 5 years, falling from 5.2 ppts in 2017/18 to 0.9 ppts in 2021/22 in favour of female students.

Average results by ethnicity

Of the major ethnicity groups, Black or Black British students attained the lowest average result across all level 3 cohorts in 2021/22. At A level, Black or Black British students' attainment was almost a full grade lower than that of Chinese students. The rank order of attainment by ethnicity has remained almost unchanged at A level through the COVID-19 pandemic and the changes to the grading processes.

Prior attainment

Typically, the higher the average KS4 prior attainment, the higher the average outcome at the end of 16 to 18 study, regardless of the programme of study.

The attainment gap between students with the highest and lowest prior attainment has remained stable throughout different grading processes since 2019/20 (when this prior attainment data is available). The attainment gap at A level is around 25 pts (or 2.5 grades) and at applied general and tech level is around 19 pts (or just under 2 grades).

Average results for other student characteristics

Breakdowns of other student characteristics, including SEN provision, first language and more, are available in the featured tables and create your own tables sections of this statistical release.

This year we have introduced a new data file to this statistical release called 'Attainment and other performance measures - student characteristics and disadvantage status'. This data file gives more detail about disadvantaged students by breaking down the disadvantaged status of students by other student characteristics. In breaking down the data in this way we hope to be able to better identify how student characteristics interact. The following sections show some illustrative analyses.

Disadvantage and prior attainment

The distribution of disadvantaged students is uneven across the prior attainment bands. At A level, 9.3% of students in state-funded institutions with the highest prior attainment (grade 7+) have disadvantaged status, while 27.8% with prior attainment from grade 0 up to grade 4 have disadvantaged status.

At A level the disadvantage gap for students with the lowest prior attainment was 1.3 pts in 2021/22 or just over 1/10th of a grade. The gap increased to 2.8 pts for A level students with prior attainment from grade 4 up to grade 7 and 3.5 pts (or just over 1/3 of a grade) for students with the highest prior attainment.

The increase in the overall A level disadvantage gap was driven by the increase in the disadvantage gap for students with the highest prior attainment. (Up 0.9 pts from 2.7 pts in 2020/21). There was a small increase for those with prior attainment of grade 4 up to grade 7 (up 0.2 pts from 2.6 pts) and the gap stayed steady for those with prior attainment of grade 0 up to grade 4.

Disadvantage and other student characteristics

Across level 3 exam cohorts, non-disadvantaged students with English as their first language obtained higher average results than students with a first language other than English. However, the reverse is true for disadvantaged students. Here students with a first language other than English achieved higher average results.

Disadvantaged Black or Black British students attained the lowest average results in 2021/22 of any ethnicity across level 3 cohorts. Non-disadvantaged Black or Black British students also attained lower average results than their non-disadvantaged peers. White students had the biggest disadvantage gaps (of students with known ethnicity) across level 3 cohorts.

The disadvantage gap remains greater for female students in all level 3 cohorts, as it has since 2019/20.

Summary

Data in this section covers A level entries and results for all students aged 16-18 at the start of the respective year. Students don't need to be triggered for inclusion in this data, so it is not impacted by the change in the 'trigger' rules, introduced in 2020/21, that determined when a student had reached the end of 16-18 study. It is also not impacted by removing CAG and TAG grades from data for 2021/22.

The chart below shows the distribution of A level grades for students aged 16 to 18 for each academic year. Overall, the proportion of entries achieving top grades (between A* and B) has decreased in comparison to 2020/21 but remains higher than 2018/19.

In 2021/22, 14.8% of awarded grades were at A*. This is an increase of 6.9ppts from 2018/19, but a decrease of 4.3ppts from 2020/21. The percentage of entries achieving A*-A grades is now 36.4%, which similarly corresponds to an increase of 10.6ppts compared to 2018/19 but a decrease of 7.9ppts from 2020/21. As previously noted however, year on year comparisons cannot be interpreted as students achieving at a higher standard. Where achievement gaps alter in 2019/20 and 2020/21 compared to previous years, it might reflect the different process by which grades were awarded across these years.

A level results by gender

Overall, in 2021/22 both male and female students were more likely to be awarded the higher A level grades (A*/A/B) than in 2018/19 but less likely than in 2020/21.

Across the top A* and A*-A grades the gender gap has decreased in comparison to 2020/21. Female students continue to be more likely to achieve these grades, which has been the trend for the last three years (since 2019/20) when a reversal of the gender gap was observed.

At A*-B the gap between female and male student achievement had been continuously increasing since 2017/18, however this year the gender gap has reduced from 6.9ppts in 2020/21 to 4.7ppts.

Data is this section covers A level entries and results for all students aged 16 to 18 at the start of respective year. Students don't need to be triggered for inclusion in this data, so it is not impacted by the change in the 'trigger' rules, introduced in 2020/21, that determined when a student had reached the end of 16 to 18 study. It is also not impacted by removing CAG and TAG grades from data for 2021/22.

STEM subjects here are defined as: biology, chemistry, physics, maths, further maths, and computing.

A level grades in STEM subjects

For 2021/22, the proportion of students achieving top grades (A*, A*-A, A*-B) in STEM subjects compared to 2020/21 has fallen. At A*, the largest decrease was in further maths (8.4ppts) and the smallest decrease was in physics (4.7ppts).

The STEM subjects have generally seen large increases in the proportion of students achieving top grades when compared to 2018/19. The largest increase at A* was further maths rising by 15.7ppts, and the smallest increase was in biology at 6.3ppts. The A*-A grade boundary also observed large increases in the proportion of entries achieving these grades, ranging from computer science (17.1ppts increase) to maths (6.6ppts increase).

This section replaces one that usually describes outcomes in the English and maths progress accountability measures. These are not being created in 2021/22 in Find School and College Performance Data due to the impact of excluding CAG and TAG grades on this measure (set out in more detail in the 16 to 18 accountability measures: technical guide).

These alternative data have been published as part of this statistical release since 2015/16. Coverage is all entries and outcomes in below level 3 English and maths qualifications for students aged 16 to 18 at the start of the respective year. Unlike data based on students at the end of 16-18 study, it means these data are not impacted by the trigger change in 2020/21, and not impacted by removing CAG and TAG grades from data for 2021/22.

It also means a student here can be reported in successive years, for example at age 16 in 2019/20, at age 17 in 2020/21, and at age 18 in 2021/22 if they entered exams in each year.

The tables below focus on GCSEs, and Functional Skills qualifications at level 2, level 1 and Entry level which make up the large majority of English and maths qualifications entered below level 3 (though outcomes for Other level 2, level 1, and Entry Level qualifications are available via the 'Explore data and files' section).

Fewer students are entering below level 3 maths and English qualifications

Most students aged 16 to 18 enter below level 3 English and maths qualifications because they did not achieve a GCSE pass at grade 9-4 or equivalent during key stage 4, and so are required to continue to study those subjects under Condition of Funding rules (CoF).

The overall fall observed in the number of below level 3 entries across both English and maths in GCSEs and Functional Skills is consistent with data published in Key Stage 4 performance showing an increasing proportion of pupils achieving grades 4 or above in English and maths GCSE during key stage 4 ( increasing from 59.8% in 2018/19 to 67.1% in 2020/21 in provisional data) - and so not being required to study below level 3 English or maths during the 16-18 phase.

An additional factor explaining the big fall in entries at GCSE from 2019/20 to 2021/22 (-27% English, -12% maths) is the higher proportion of GCSE entries in 2019/20 and 2020/21 during the 16-18 phase that resulted in a grade 9-4 pass, when grades were awarded through the CAG and TAG processes, because once a student achieves a 9-4 GCSE pass during 16-18 they no longer have to continue studying English and/or maths the following year.

Achievement of Level 2 English and maths through GCSE and Functional Skills qualifications

Many more age 16-18 students enter GCSEs (a level 1/level 2 qualification) than are entered for Functional skills (distinct qualifications at level 2, level 1 and Entry level).

Overall pass rates are broadly comparable at GCSE and L1 and L2 Functional skills. Given that the prior attainment distributions are similar at GCSE and level 2 functional skills (see table below), we might have expected to see a higher level 2 pass rate (grades 9-4) at GCSE. Although it is difficult to make direct comparisons due to range of grades available within the GCSE qualification.

Qualification KS4 Prior Attainment English entries in 2021/22 Proportion of English entries at prior attainment band maths entries in 2021/22 Proportion of maths entries at prior attainment band

All level 1 and level 2 qualifications have had decreases in their pass rates in 2021/22. Mathematics qualifications have seen much larger decreases than English across all qualifications.

Maths L2 functional skills decreased by 20.8 ppts to 63.6% (12.0 ppts fall in English to 81.0%). Maths L1 functional skills decreased by 10.2 ppts to 85.4% (English fall, 3.3ppts to 94.0%). For maths GCSE the overall pass rate (grade 9-1) decreased by 5.8ppts to 84.9% (English decreased by 3.7 ppts to 85.8%) and the level 2 pass rate (grade 9-4) also decreased 16.7ppts to 15.3% for Maths and 13.9ppts to 25.7% for English

In contrast, at KS4 the English language GCSE level 2 pass rate (grade 9-4) fell by more than maths. English language fell by 4.0 ppts and maths by 3.1ppts between 2020/21 and 2021/22 (provisional data).

Pass rates in English and maths at level 2 by institution type

GCSE entries by students at independent schools are most likely to pass at level 2, but it should be noted that Condition of Funding rules are not relevant for these schools, and these students may be resitting GCSEs to improve their KS4 grade, which could have already been at grade 4 or above. Amongst state-funded institutions, students in schools are consistently most likely to pass GCSE at level 2, then sixth form colleges and other FE sector colleges in both English and maths in 2020/21 and 2021/22.

Level 2 Functional Skills entries: within state-funded institutions sixth form colleges and 'Other FE sector' colleges are consistently more likely to pass than schools. Most entries in L2 Functional Skills are in 'Other FE sector' colleges.

Applied general, tech level, and technical certificate qualifications approved for reporting in this statistical release (and institution level performance data) are updated annually and published on gov.uk:
https://www.gov.uk/government/collections/performance-tables-technical-and-vocational-qualifications
The concept of qualifications approved for reporting has been applied since 2015/16 following Professor Alison Wolf's Review of Vocational Education. From 2017/18 at level 3 and from 2018/19 for technical certificates, the quality threshold for vocational and technical qualifications to be included in performance measures further increased. The later reforms include criteria relating to the size, content, and assessment, including a requirement that a proportion of a qualification's content is subject to external assessment. From 1 August 2020 the ESFA removed funding approval for pre-existing applied general and tech level qualifications (which had been approved in 2015/16 and 2016/17) which were running in parallel with newer redeveloped qualifications.

The measures presented in this section show the students entering these approved qualifications as a proportion of students entering a wider set of vocational qualifications that had been approved by the Education and Skills Funding Agency (ESFA) for funding during 16 to 18 study.

Proportions entering approved tech level and applied general qualifications continue to increase following a large fall in 2017/18 (when both lists of approved qualifications changed substantially), with a jump in students entering reformed versions of qualifications in 21/22 (in part attributable to the defunding of unreformed pre-existing qualifications).

The coverage of the measure for technical certificates is strongly impacted by the removal of CAG and TAG data from 2021/22 accountability data (as coverage is students at the end of 16-18 study, and level 2 vocational qualifications are more often entered during a student's first year of 16-18 study and so are excluded from the calculation).

The following table shows that there is variation in whether different institution types enter students for qualifications approved for reporting in performance tables versus the wider set of qualifications that were approved for funding.

Overall students in state-funded schools continue to be most likely to enter reformed versions of vocational and technical qualifications at level 3 (reformed in 2017/18), but 2021/22 saw a marked increase in the proportion of students entering approved/reformed applied general and tech levels across all broad institution types.

Introduction to retention measures

The Retention measure shows the percentage of students who are retained to the end of the 'core aim' (or main learning aim) of their study programme at a school or college.

Students are counted as retained if they are recorded as having "completed the learning activities leading to the learning aim" by their institution. This information is collected in the school census or for students that attended sixth form or FE colleges, the Individualised Learner Record (ILR).

Retention measures are not calculated for independent schools or special schools (both independent and maintained) as learning aims data is not available for these schools.

The Retention measure is calculated by dividing the total number of students retained by the total number of students with a core aim, in each of the five programmes approved for reporting in performance tables: academic, A level, applied general, tech level, and at level 2, technical certificate programmes.

Since academic programmes comprise largely of A levels, only data for A level core aims are described here; overall data for academic programmes can be found in the 'create your own tables' section and in the underlying data available to download.

Alongside the headline Retention measure there are two supporting retention measures:

Retained and Assessed: The percentage of students who are retained to the end of their course and are assessed.

Returned and Retained for a second year: The percentage of level 3 students who return to the same provider and complete their programme of study in their second year. (The main difference when compared to Retention is for students who complete their core aim in one year.)

A fuller description of the methodology underlying retention measures can be found in the 16-18 technical guide (from page 41).

Retention measures and the impact of the trigger change in 2020/21

The impact of the trigger rule change, meaning that students were no longer automatically reported after two years in 16-18 study, was to reduce the reported number of students in scope for retention measures across all exam cohorts in 2020/21, with the biggest impact on vocational and technical cohorts (VTQs).

For retention measures, this meant that Retention rates were slightly increased in 2020/21 for level 3 cohorts (A level, applied general, tech level) than would have been seen otherwise. However, the impact on the level 2 technical certificate cohort was a large decrease in Retention rates (and in cohort size).

Fuller analysis on the impact on 2020/21 retention data can be found in the methodology document, in the section 'Changes introduced in the 2020/21 release', under the heading 'Impact of the trigger change on headline retention rates'.

Students whose reporting was delayed for one year due to the 2020/21 trigger change are reported in 2021/22. In other words, the impact of the trigger change was one-off discontinuity in retention data for 2020/21. For this reason, when looking at trends, data for 2021/22 is better compared to data for 2019/20 and earlier years.

All level 3 study programmes show increases in Retention rates in 2021/22 (A level +0.1 pts to 95.1%; applied general +1.8 pts to 91.7%; tech level +0.5 ppts to 91.1%). This continues a trend of increasing Retention rates since 2018/19. A level programmes continue to have the highest Retention rate as has been the case since the measure was introduced in 2015/16, but for the first time applied general programmes have a higher Retention rate than tech levels programmes.

Technical certificates have had lower Retention rates than Level 3 cohorts since being added to performance measures in 2016/17. However, they have seen an increase in Retention rate this year (+4.5 ppts to 86.6%), recovering from the impact of the trigger change that was seen last year and returning to previously-seen levels.

For the A level and applied general cohorts, rates for the Retained and Assessed measure have increasingly followed the same general trend as the Retention rate in recent years. Similarly, the Returned and Retained measure now also follows the same trend. This is most notable for the A level cohort where the phased decoupling of AS and A levels predominantly between 2017 and 2019 has resulted in a much smaller proportion of the A level cohort taking AS levels only and not then returning for a second year of study.

The tech level cohort shows a slightly different pattern this year whereby the Retained and Assessed rate has dropped slightly despite increases in both the Retained rate (retention to the end of the course) and the Returned and Retained rate (retention specifically over two years of a course). This means that within this cohort there was an increase in the proportion of students not being assessed at the end of their course .

The much smaller technical certificate cohort (Level 2) was heavily impacted by the trigger change in 2020/21 and shows less stable trends. In addition, the low cohort numbers mean that breakdowns of the technical certificate data, by student characteristics become increasingly unreliable, and therefore this cohort isn't discussed further.

Due to the similarity in the trends shown by the three retention measures, in particular for the two largest cohorts (A level and applied general), our further narrative will focus on the Retained and Assessed measure. Further breakdowns of the Retention measure and the Returned and Retained measure across all qualification cohorts are available in underlying data and through the table builder.

The Retained and Assessed rate is higher for non-disadvantaged students across all level 3 cohorts. Disadvantaged tech level students are least likely to be Retained and Assessed at 79.1%, which is 7.1 ppts lower than their non-disadvantaged peers. The Retained and Assessed disadvantage gap is smaller for A level and applied general (5.6 ppts and 5.3 ppts respectively).

The disadvantage gap has been narrowing for the A level cohort since 2018/19 (from 8.4 ppts to 5.6 ppts). Similarly, the applied general cohort has, overall, seen a substantial decrease in the gap in that time (from 7.9 ppts to 5.6 ppts). In contrast, the tech level cohort did not consolidate an initial decrease in the gap in 2019/20 and is now only slightly smaller than in 2018/19 (from 7.6 ppts to 7.1 ppts).

Changes to the distribution of prior attainment at A level between 2017/18 and 2021/22

The coverage of the retention measures is different to the attainment measures, and is described above in 'Retention: introduction and changes to the data in 2021/22'. The largest difference is that independent schools are excluded from the data, and this impacts the distribution of the prior attainment groups as students from independent schools have higher prior attainment on average.

The distribution of prior attainment has changed over time for all cohorts. The proportion of A level students with low prior attainment (from grade 0 up to grade 4) has decreased from 8.1% of the cohort in 2017/18 to 1.9% in 2021/22. High prior attaining students (average grade 7 or more) have increased their proportion of the cohort from 16.1% in 2017/18 to 35.3% in 2021/22.

This increase in the proportion of KS4 students achieving grades averaging 7 or more, in part reflects year on year grade increases at KS4, and in part reflects that most A level students at the end of 16-18 study in 2021/22 will have completed KS4 in 2019/20, and so their GCSE prior attainment will include Centre Assessment Grades (CAG).

However, in the vocational and technical cohorts, a larger proportion of students are being reported after three years in 16-18, hence prior attainment for these cohorts is less affected by CAGs. This is following delay in their reporting last year due to the change in the rule in 2020/21 triggering students for reporting.

Overall, students with the highest average prior attainment (grade 7+) are most likely to be Retained and Assessed in their main programme of study and students with the lowest prior attainment (grade 0 up to grade 4) the least likely to be Retained and Assessed. The highest Retained and Assessed rate is for high prior attaining A level students at 98.7%. The lowest Retained and Assessed rate is also for A level students. Low prior attaining A level students have a Retained and Assessed rate of 66.0%.

The Retained and Assessed rate for low prior attaining A level students has fallen and is now close to the 2018/19 rate, whereas the rate remains higher for other level 3 cohorts.

A full breakdown of all three retention measures by a range of other student characteristics is available through the table builder. Here, we draw attention to small number of breakdowns that may be of interest.

English Language

Across all level 3 cohorts, students with English as their first language have lower Retained and Assessed rates than students who do not. The difference is driven by poor rates for disadvantaged students with English as their first language.

The applied general cohort similarly has an increase in the Retained and Assessed rate since last year for all major (known) ethnicity groups and shows many of the same trends between groups. The Chinese ethnic group has the highest Retained and Assessed rates since 2018/19 (now at 95.8%) and the Black or Black British ethnic group and the Mixed Dual background ethnic group have made the biggest improvements in Retained and Assessed rates over recent years (+9.9 ppts to 89.1%, +9.9 ppts to 87.0% respectively). Again, the White ethnic group shows the largest disadvantage gap and White disadvantaged students have the lowest rates for Retained and Assessed.

The tech level cohort and the technical certificate cohort have very low numbers in some ethnic groups, and show less distinct patterns over recent years.

For the A level cohort, state-funded mainstream schools and Sixth form colleges have seen an increase in rates for Retained and Assessed this year (+1.5 ppts to 95.4% and +0.5 ppts to 92.3% respectively). In contrast, 'Other FE sector colleges' have seen a decrease (-2.3 ppts to 88.2%). However, the decrease for 'Other FE sector colleges' follows very large increases last year; the relative rates of the three major institution types have returned to levels seen before the change to the trigger rule.

There have also been decreases in the Retained and Assessed rate for 'Other FE sector colleges' in the applied general and tech level cohorts, following larger increases in the previous two years. All state-funded mainstream schools continue to have the lowest Retained and Assessed rates for applied general and tech level qualifications. This has been the case since 2018/19.

This data is available through the 'Explore data and files' section in the file called 'Time series - APS per entry by institution type'.

In addition it is accessible through the dashboard linked below. The dashboard combines data from this statistical release (covering the last 5 years) with selected older data compiled from previous versions of the 'A level and other 16 to 18 results' statistical release:
16-18 Time-series attainment and single year entries
On the left-hand side, clicking on the link ' Attainment: APS per entry and average result' brings up the dashboard with attainment data in terms of APS per entry.

Data including the applied general and tech level cohorts starts in 2015/16 (when these cohorts were first defined in this statistical release, and school and college data). Data for the A level cohort starts in 2012/13.

This data is available through the 'Explore data and files' section in the file called 'Time series - A level subject entries and grade by gender'.

In addition it is accessible through the dashboard linked below. The dashboard combines data from this statistical release (covering the last 5 years) with selected older data compiled from previous versions of the 'A level and other 16 to 18 results' statistical release:
16-18 Time-series attainment and single year entries
On the left-hand side, clicking on the link ' Attainment: A level entries and grade distribution' brings up the dashboard with A level entries data by subject, and A level grades by subject.

These data cover A level entries by students aged 16 to 18 within each academic year from 1995/96.

We have moved our Transition Matrices tool into a web based app for easier use. It is available at the following link:
16-18 Transition Matrices
Transition matrices (TM) are a useful tool to help visualise the progression from different groups of attainment at key stage 4 (KS4) to outcomes achieved during 16 to 18 for a range of different subjects.

Note that the 16 to 18 outcomes here will also be impacted by the different process to award grades in 2022, which is likely to impact the relationship between outcomes and KS4 prior attainment in 2021/22 for subjects.

Help and support

Methodology

Find out how and why we collect, process and publish these statistics.

National statistics

These accredited official statistics have been independently reviewed by the Office for Statistics Regulation (OSR). They comply with the standards of trustworthiness, quality and value in the Code of Practice for Statistics. Accredited official statistics are called National Statistics in the Statistics and Registration Service Act 2007.

Accreditation signifies their compliance with the authority's Code of Practice for Statistics which broadly means these statistics are:

managed impartially and objectively in the public interest

meet identified user needs

produced according to sound methods

well explained and readily accessible

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 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.

If you have a specific enquiry about A level and other 16 to 18 results statistics and data:

Attainment statistics team

Email: Attainment.STATISTICS@education.gov.uk
Contact name: Michael Greer

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If you have a media enquiry:

Telephone: 020 7783 8300

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A level and other 16 to 18 results, Academic year 2021/22

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This 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.

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Published: 17th November 2022

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T Levels support for schools and colleges

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This week's newsletter includes updates on:

New: T Levels Connect service to help you find employers

Our digital team have been working closely with providers to get your views on delivering T Levels and we've heard that finding employers for industry placements continues to be a challenge. We also know while employers are interested in T Levels and industry placements, they aren't always able to dedicate time to contacting providers.

With this in mind, we've been working on a great new service which allows employers to express interest in T Levels, and providers to see that interest in order to initiate contact. Our hope is that the ' Connect with employers interested in T Levels service' will help you do exactly that: connect and build relationships with employers about all things T Levels - from career talks to hosting industry placements.

The service will launch on Monday 21 November.  Find out more.

T Level Transition Programme: New Marketing subject content development

Your support is needed to shape the proposed Marketing National Technical Outcomes for future programmes in the Sales, Marketing and Procurement route.

Register your interest by midnight Monday 5 December via the online registration form to get involved and please share the link to the registration form with colleagues in your organisation.

This is an exciting and unique opportunity for education professionals, teachers, curriculum leads and T Level and T Level Transition Programme leads to work with government and other education and industry professionals in an online review of the T Level Transition Programme's Marketing National Technical Outcomes subject content in the Sales, Marketing and Procurement route.

The time commitment is for two online sessions, each 2.5 hrs in duration. It is vital that you attend both sessions as these are equally important to the content development work. There will be some work outside meetings to read draft materials and to gather views from your network so that you are ready to give feedback. In total, we estimate this will require up to two days of your time, including preparation and attendance at meetings on the following dates and times:
Session 1 Thursday 19 January 2023 @ 3:00-5:30pm Session 2 Monday 6 February 2023 @ 3:00-5:30pm
Your role in the process is important and contributions are highly valuable to developing a quality product for our young people. Further information on the T Level Transition Programme is available from gov.uk, including the Framework for Delivery and the national technical outcomes for existing T Level Transition Programmes.

If you have a question, please email the team TLevelTransition.PROGRAMME@education.gov.uk.

TLTP on the 'T Levels support for schools and colleges' website and Provider Case Studies

Providers will be aware that up to date information and guidance on all things T Levels can be found at the T Levels support for schools and colleges site on Gov.UK. This now includes a section dedicated to the T Level Transition Programme (TLTP) which gives providers information about how to register for, plan, promote, market and deliver their TLTPs. It also provides regular updates on forthcoming TLTP-related events and any new resources for providers to use. These resources now include a series of Video Case Studies in which some of the early TLTP Providers (those who began to deliver TLTP in 2020 and 2021) outline the approaches they each took in designing, developing and implementing the T Level Transition Programme in their own education institutions and provide key advice based on their own experience to support your planning.

Along with the Case Studies, there are also some bitesize promotional videos that can be used to promote TLTP to your key stakeholders. We hope you find all of these really useful.

Awarding Organisations updates

Pearson's November E-Bulletin was published and included the following:

Q&A Networks and Training events

Registrations and entries

Legal Services update

Read the November E-Bulletin Have your say...
If you would like to know more about the T Level Technical Qualification in Catering and the supporting resources that will be available to assist with your planning and delivery, Highfield are looking to host a forum in December 2022 where you can have your say!

If you would like to be a part of this forum please get in touch at tlevels@highfield.co.uk
T Level Familiarisation webinars
City & Guilds are running familiarisation webinars for Engineering and Manufacturing (17, 18 November) and Agriculture, Land Management and Production (25 November). These webinars are designed for providers that are not yet delivering T Levels and are an opportunity to find out more about the programmes available with City & Guilds. They are aimed at tutors, curriculum managers, trainers, assessors, and quality leads. Register for these events online: Events and webinars - T Levels | City & Guilds (cityandguilds.com)
Digital Credentials for Providers
In recognition of being an approved T Level provider, City & Guilds are awarding centres a digital credential. Digital credentials allow us to recognise and communicate all skills consistently. We do this by using the Open Badge Standard, a universal format that creates data that can be validated quickly and easily. Your digital credential will be issued automatically to the named T Level lead contact we have on record. Find out more about digital credentials: Digital Credentials | City & Guilds (cityandguilds.com)
Approval Window for Eligible Providers
The approval window for eligible providers opens on Monday 27 February 2023, ready for first teaching in September 2023. Application forms for approval to deliver T Levels in 2023 will be released in January on the T Levels Resource Hub: Resource Hub - T Levels | City & Guilds (cityandguilds.com). We will be running webinars to support providers and these dates will be made available shortly.

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This week's newsletter includes updates on: Our digital team have been working closely with providers to get your views on delivering T Levels and we've heard that finding employers for industry placements continues to be a challenge. We also know while employers are interested in T Levels and industry placements, they aren't always able to dedicate time to contacting providers.

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This qualification has been extended to 2026 so it can continue to be taught from September 2022. However, please note that this will not be included in the 2024 KS4 performance tables.

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Engineering | BTEC Tech Award | Pearson qualifications

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Information for students and teachers of our BTEC Tech Awards in Engineering Level 1 and Level 2, including key documents and the latest news.

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JCQ: Key dates in the examination cycle document - June 2023

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JCQ: Key dates in the examination cycle document - June 2023

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Published: 8th November 2022
Contingency days update: Timetabled for the afternoons of the 8 and 15 June and all day of 28 June 2023. To be used in the event of national or significant local disruption to examinations

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Ofqual: A review of the quality of T-level courses: interim report

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Ofqual: A review of the quality of T-level courses: interim report

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Published: 24th October 2022

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Executive summary

T levels provide learners aged 16 to 19 with a new opportunity to study a high-quality and ambitious technical qualification.

We visited a sample of providers that were among the first to offer these qualifications. This study evaluates the quality of T-level courses in those providers.

We hope that this interim report will help providers, employers and policy-makers to reflect and build on how T levels are taught in the future.

In 2023, we will visit these providers again, and some new ones, to see how T-level courses have been developed further.

Main findings

Our research shows that providers are committed to making T levels a success.

On T levels, we found that:

some providers gave learners initial advice and guidance that focused on preparing them for the expectations of T levels. Learners were given information about the different components of the course and what their next steps could be. However, not all learners felt prepared for how much work they had to do for a T-level course

although some teachers were well prepared for teaching T-level courses, many did not receive comprehensive training and found teaching the new curriculum challenging. Recruitment and retention of staff with sufficient knowledge and experience were challenging due to the pandemic and sector workforce challenges

some providers did not have access to resources such as textbooks and practice exam papers

providers that were more effective had already used the flexibility in the new T-level courses to sequence different components in a coherent way that develops learners' knowledge and skills

learners were appreciative of the quality of teaching on their T-level course. However, teachers faced challenges in balancing all the requirements of the course

the more effective industry placements gave broad, high-quality and appropriate experiences that helped learners make decisions about their futures

the more effective T-level curriculums were developed by providers in collaboration with employers

at the time of our visits, many learners were experiencing delays in starting industry placements, primarily due to the impact of COVID-19. Providers of digital, construction, and health and science courses in particular were struggling to find employers

On the T Level Transition Programme ( TLTP), we found that:

the TLTP did not always result in learners progressing to a T level as intended

teaching on the TLTP was generally of a high standard.

the quality of work experience for learners on the TLTP was not always high. Providers did not always help learners on the programme to find meaningful work experience relevant to their course

Background

T levels are 2-year technical qualifications that the Department for Education launched in September 2020. Learners can choose to study these after completing GCSEs. They are broadly equivalent in size to 3 A levels and include a substantial industry placement.

They were developed in response to the 2016 Sainsbury Review. This review recommended 'systematically reform[ing] technical education for the long term' and 'ensuring individuals can develop the technical knowledge and skills that industry needs'. Courses are now available in occupational areas where there is a substantial requirement for technical knowledge.

The courses have been developed in collaboration with employers and education providers. They combine practical and knowledge-based learning at a college, other further education provider or school with significant work experience through an industry placement. T levels therefore provide an opportunity for learners to gain the knowledge and skills needed for university courses, higher apprenticeships or skilled employment.

T levels include:

exams, which test theory, concepts and contextual understanding of the sector

a substantial employer-set project based on a real-life work problem that assesses contextual English, mathematics and transferable skills

assignments or projects that assess technical competence in the selected occupation

an industry placement of at least 45 days

employability, enrichment and personal development sessions

At the point of our visits, between December 2021 and April 2022, providers could offer T levels in:

There are plans to introduce more T levels until over 20 courses are available. This will cover sectors ranging from agriculture to catering and engineering to science.

Some providers are also offering learners the TLTP. This is a 1-year level 2 course designed to support progression to a T level.

The TLTP gives learners the opportunity to study technical content and develop English, mathematics and digital skills, alongside work experience and personal development.

Methodology

Our overall research aims to evaluate the quality of T-level courses. For this interim study, we wanted to assess early implementation. Next year, we will carry out a final study evaluating how the quality has improved.

This study investigated the strengths and weaknesses of the new T-level courses. During the visits, inspectors evaluated:

the main strengths and weaknesses of the curriculum

how well industry placements were being implemented

how well providers met the needs of learners

We visited a sample of 24 providers. Ten of these were running the TLTP, which inspectors also evaluated.

A group of inspectors visited each provider to carry out visits. The T-level visits took place over 3 days and the TLTP visits over 2 days. We evaluated the quality of provision of each subject in line with the criteria in the education inspection framework.

Inspectors carried out deep dives into each T level and the TLTP. The deep dives covered:

the curriculum

the integration of personal development and wider curriculum

how learners were assessed

the quality of learners' work

the quality of teaching

the quality of industry placements and work experience

the appropriateness of teacher training

During each visit, we spoke to the following:

Following each visit, inspectors completed evaluation reports on each course. Our research and evaluation team carried out a thematic analysis of these reports using qualitative analysis software.

Report findings

Some providers gave learners initial advice and guidance that focused on preparing them for the specific expectations of T levels. Learners were given information about the different components of the course and what their next steps could be. However, not all learners felt prepared for how much work they had to do for a T-level course.

T levels aim to be ambitious. The specific expectations include a combination of exams, a substantial industry placement and an employer-set project.

Inspectors saw examples of some providers managing learners' expectations well. Some providers informed learners about the expectations of T-level courses before they enrolled. Providers arranged information and guidance events and held summer schools. They also ensured that learners knew about their suitability for the course, the structure of the course and progression opportunities. As a result, most learners felt well informed about the course before it started.

Most providers considered carefully which T-level courses to introduce. Providers used their existing relationships with local employers to offer relevant opportunities for their learners. They also considered the subject-specific expertise of their teachers. Providers also used data on the career or further education destinations of their previous learners to identify which T levels to offer.

Most staff gave learners plenty of information about career choices and the different options available. Learners who received this were clear about their chosen careers and the different ways to get there, for example through an apprenticeship or university course.

Learners are not required to achieve a grade 4 in mathematics and English at GCSE to do a T level. However, teachers in some providers were conscious that there were gaps in learners' knowledge, particularly in mathematics and English. This was because of the disruption they had experienced during the pandemic and because they had received centre-assessed GCSE grades that did not always accurately reflect their knowledge. Therefore, some providers chose to require learners to have a minimum of GCSE grade 5 in English and mathematics. This was to ensure that they could cope with course expectations.

Despite this, at the start of their courses, learners did not always have the requisite knowledge and skills. Some teachers assessed learners before the start of the course to identify knowledge gaps. They then ensured that they covered any gaps in their teaching. For example, on one digital course, teachers identified through initial assessments that learners did not know the programming language 'Python' and, as a result, they ensured that this was taught. Teachers also set projects for learners to complete in the summer holidays before they started.

However, some learners still commented that the course turned out to be more challenging and involved a greater depth of learning than they had anticipated.

In a small number of cases, the initial advice and guidance to learners was not effective or was non-existent. Furthermore, learners were not always aware of T levels because of poor information and guidance from schools. In providers where initial advice was weaker, some learners were placed on T-level courses without a clear idea of what they entailed.

Furthermore, the route from T levels to university has not been made clear. Among leaders, teachers and learners, there were concerns about how well university admissions staff understand T levels and the knowledge and skills that learners develop on these courses.

If T levels are to be successful, providers need to inform learners about the expectations of their chosen T-level course. They should help learners to understand how the course helps them to achieve their chosen career. Universities need to recognise and value T levels as qualifications and include them in their entry requirements.

Although some teachers were well prepared for teaching T-level courses, many teachers did not receive comprehensive training and found teaching the new curriculum challenging. Recruitment and retention of staff with sufficient knowledge and experience were challenging due to the pandemic and sector workforce challenges.

Some teachers were well prepared for teaching T-level courses. Providers supported teachers delivering T-level courses by:

having regular meetings and informal discussions, including feedback from observations on what is working well and what can be improved, and planning the curriculum and industry placements

providing internal training sessions and inset days

allowing time for teachers' continuous professional development ( CPD)

Providers also used their links with local employers to support teachers' CPD. For example, teachers sat in on employer workshops or visited workplaces. Curriculum leaders spoke positively about using external industry specialists to fill gaps in teachers' knowledge.

Staff from different subjects and industry specialist teachers worked together to ensure that teaching was based on an expert understanding of the core concepts needed and how to sequence them. In one example, teachers on a construction course did not have experience of the kind of written assessment required for T levels. These construction teachers worked with the English department to understand what to expect from the learners' written assignments and how to improve learners' English.

Awarding bodies also provided training for staff. For example, teachers and managers had direct contact with a specialist from the Council for Awards in Care, Health and Education to help them teach. Some providers were complimentary about the direct help that their awarding body gave. Teachers said the awarding body provided detailed schemes of work and devised webinars that enabled them to explore how best to plan and teach the programme.

However, many teachers reported that developing and teaching the new T-level curriculum alongside other commitments was challenging. They struggled to keep up to date with the new curriculum area.

Most leaders and teachers had taken part in the T Level Professional Development programme run by the Education and Training Foundation ( ETF). However, many teachers did not feel it prepared them to teach T levels. Training was disrupted due to COVID-19. Staff found placements to update their industry knowledge useful, but some of these were delayed or not available. Some teachers said they were not given sufficient time for training and had not attended all the sessions provided. Many teachers participated in ETF webinars on troubleshooting aspects of T levels. Some found them useful at the beginning, while others described them as 'poor'.

Some providers had found it difficult to recruit industry specialist teachers. They reported that it was more challenging to recruit teachers for the construction course than for the other courses because of a lack of applicants with suitable knowledge and expertise. One provider had concerns about offering other T levels in the future, because they thought they would struggle to recruit specialist teachers.

Some providers did not have access to resources such as textbooks and practice exam papers.

Across all T levels, providers were dissatisfied that some resources from awarding bodies were initially not available. Textbooks, teaching materials and sample exam papers were either delayed or in short supply. Staff reported that the quality of resources varied. They identified inconsistencies in both the curriculum content and assessment content, and spelling errors. Some staff were frustrated about not having clear direction, support and timely answers from their awarding body.

As a result, some teachers were unsure of the breadth and depth of content that they should cover in modules. They were also uncertain about how to ensure learners had the required level of knowledge and skill to pass their exams.

Consequently, not all learners were confident about how prepared they would be for the summative T-level exams. Most 2022 learners had never taken external exams and said that they would value more opportunities to practise exam questions.

Providers will now be in a stronger position, since course textbooks and awarding body materials have been published. However, all awarding bodies must ensure that resources are available in good time for future T-level courses.

Providers that were more effective had already used the flexibility in the new T-level courses to sequence the T-level components in a coherent way that develops learners' knowledge and skills.

Providers have flexibility to structure curriculum content in the best way to develop learners' knowledge and skills. Inspectors saw good practice in some providers where teachers sequenced and linked topics in a way that complemented each other. As a result, learners were better able to make links between concepts and developed foundational knowledge first, which they then built on over time. For example, in one health T level, learners were taught foundational knowledge on infection control, safeguarding and musculoskeletal systems at the beginning of the course to prepare them for industry placements.

Teachers used practical examples and case studies to develop knowledge. Some providers built high-quality, industry-standard simulated work environments, such as hospital wards, often using capital funding awarded from central government. This helped learners to develop the knowledge, skills and behaviours they need for work. For example, learners on a healthcare course commented that learning how to use medical equipment, such as blood pressure cuffs, gave them a realistic idea of what it is like to be a healthcare professional.

However, not all courses or providers could provide realistic working environments to help learners develop their theoretical knowledge when not on placement. For example, on education courses, some providers had only built simulated early years environments. This was despite many learners on the T level working with other age groups.

Some providers set a project for learners to complete at the beginning of their course to develop fundamental vocational knowledge. In one construction course, learners carried out a project based on building a house. The design brief allowed them to demonstrate a range of skills and knowledge, including:

research skills, when finding suitable land

law knowledge, when obtaining the appropriate permissions

mathematics and design skills, when sourcing materials and costing the build

When structuring the curriculum, providers also considered the most beneficial time for placements. Some providers planned for learners to take placements in blocks. For example, employers in digital industries gave learners experience of working intensively on time-bound projects. Other providers chose to begin their placements early in the course. This was so that learners could practise the skills they learned throughout the course.

Teachers made sure that learners could apply theoretical concepts in practice. For example, in one education and childcare T level, learners studied theorists such as Pavlov, Thorndike and Skinner. This helped them to understand children's behaviour and responses. They then applied this knowledge when planning activities for children on their placements.

In the weakest examples, learners reported a disconnect between their industry placement and theory sessions. Some employers didn't know what learners were studying in the classroom, so they did not routinely give them the opportunity to put theory into practice.

In a small number of providers, inspectors found the curriculum to be underdeveloped and not sequenced effectively. Fundamental concepts were not introduced early enough or revisited sufficiently so that learners could apply them in different contexts. In one example, the provider taught project management tools without considering what tools learners would need in the other parts of the course. As a result, learners were unable to apply these in their other learning. Without coherent sequencing, learners will not be able to make links between topics and modules or make good progress through the curriculum.

Concerningly, a number of providers simply used the list of topics in the specification from the awarding organisation as a curriculum. This meant that they did not sufficiently consider learners' needs when planning the curriculum. This led to providers teaching subjects in the order set out in the specification of each T level.

Many leaders talked about adapting and improving their curriculum planning after the first year. They mentioned changes to the sequencing of course content and the time spent on certain aspects of the course. They also mentioned running more refresher sessions on study skills. In future, providers will need to use the flexibility of T levels to ensure that they teach content in the best way for learners.

Learners were appreciative of the quality of teaching on their T-level course. However, teachers faced challenges in balancing all the requirements of the course.

Inspectors found that the curriculum was often at the right level for learners to develop the skills and knowledge required for the T level. Teachers asked pertinent questions to check and develop learners' understanding. Learners appreciated this high-quality teaching.

Teachers used a variety of assessment methods to check learners' understanding, knowledge and recall. Teachers used this information to identify gaps in learning and to adjust their teaching. Learners said that feedback helped them to improve their work and address weaknesses.

However, in a few cases, inspectors found that the curriculum was not challenging enough. For example, in one digital course, the problems that learners were expected to solve were mundane, requiring them to copy and paste code into a solution rather than writing it from scratch.

Providers faced challenges in balancing all the requirements of the course. Course leaders and teachers expressed concerns that there was too much content to cover in class. This led to some modules feeling rushed.

Some providers struggled to offer personal development or wider curriculum sessions on topics such as mental health, money management and team working. They found it difficult to make time to include these in the timetable along with the vocational curriculum and the large industry placement.

Most learners received study skills sessions, such as academic writing and referencing. However, inspectors found that learners did not always remember or use this knowledge correctly or consistently when producing research-based work.

Furthermore, teachers told us there was insufficient time for learners to work towards re-sitting their GCSEs if they needed to. There was some concern that studying for mathematics and English GCSEs alongside a T level would add stress and pressure.

The less effective providers were not monitoring learners' progress enough, checking for understanding in lessons or giving effective feedback. Not all teachers had yet developed a fully effective assessment strategy. Some assessment activities were poorly planned and executed, or pitched at the wrong level to check learners' understanding. As a result, learners did not make good progress and struggled to remember concepts they had been taught.

Most providers had appropriate arrangements in place to identify and support learners who had additional needs. However, in a small number of cases, the help providers gave was not effective. For example, they dealt with requests for support too slowly. Where support was weaker, inspectors reported that some learners seemed disengaged in lessons.

The more effective industry placements gave broad, high-quality and appropriate experiences that helped learners make decisions about their futures.

Every T level includes an industry placement to develop technical occupational skills. Learners develop work-related skills by working with experienced professionals.

The more effective placements involved providers linking these to learners' future career goals. These placements helped learners to make decisions about their future careers. In the best examples, placements inspired and excited learners and helped them to make progress. Learners' experiences developed their thinking in a way that purely classroom-based learning would not have. These placements were highly valued by learners. Learners said that placements were enjoyable, productive, informative and helped to develop their life skills and interaction with colleagues.

Most learners benefited from high-quality industry placements with employers. In the education T level, for example, learners managed the behaviour of a whole class of children with support. In a digital course, learners were taught how to edit code, monitor website analytics, design graphics, post social media content and create email campaigns.

Placements offer learners a broad experience by giving them opportunities in different departments or roles, for example different hospital wards in health and science placements. In one construction placement, the employer planned for learners to experience the whole of a building project. This helped them to understand how different specialisms, such as plumbing and electrical engineering, contribute to a building project.

Placements with a good breadth of experiences helped learners to make career decisions. Learners said that placements helped to identify areas they wanted to specialise in, some of which they would not have considered previously.

In the more effective placements, employers helped learners to secure their practical learning and progress through the curriculum faster. Learners were given specific responsibility for a task or additional responsibility. In one education T-level placement, the employer saw learners as trainee teaching assistants or nursery practitioners. In one digital placement, an employer entrusted a learner with the redesign of the company website. This learner modernised the website, made it more accessible and used analytics to increase the site's social media presence.

However, a small number of learners reported that they had only been allowed to observe or complete basic tasks. For example, they were asked to prepare the children's snacks in education settings or complete data entry on digital placements.

Inspectors also reported that some placements lacked structure. This meant that learners had no clear expectations for what they needed to do and when. Some managers had ensured that an agreement was in place to allow learners to cover the required criteria and learning outcomes. However, in some providers, there was no focus on specific knowledge and skill development over time.

When designing the next T-level courses, employers should focus on giving learners experiences that are relevant to their course. Providers should monitor learners' achievements and progress, ensuring that placements have a positive impact. We found that this was not happening in some cases.

The more effective T-level curriculums were developed by providers in collaboration with employers.

The most effective T-level curriculums were developed through collaboration between providers and employers. Learners benefited from employers' expert and up-to-date knowledge and skills. For example, the head of clinical education from the local hospital helped to develop facilities and taught on a health T-level course. Employers also taught learners about professional behaviours in the workplace and what they could expect on placement. Consequently, learners got an excellent introduction before starting their placement. Industry specialists and staff from employers had given skills classes, for example on interview skills or employer expectations, and workshop-based sessions. Learners enjoyed these sessions.

Collaboration between providers and employers was also essential to organising placements. Inspectors saw examples of good practice where providers worked with employers effectively to plan high-quality experiences. Employers were well briefed in the requirements and expectations of the industry placement and were involved in planning the T level. Employers valued regular updates from the provider's staff. They felt that strong communication helped them to support learners on placement. During many placements, teachers monitored learners' progress closely. They visited learners while they were on placement and assessed their practical work. On the best placements, employers encouraged learners to reflect on their own progress.

In a small number of cases, providers did not tell employers what was being taught and when. As a result, employers were not able to plan a placement that put into practice the knowledge and skills that learners gained in the classroom.

In a small number of cases, neither employers nor learners could explain how learners were assessed in the workplace. These employers reported that they had not been asked to complete any assessments of learners' work or provide feedback on their progress.

The strongest employers and providers worked together to ensure that learners understood and worked in line with health and safety procedures when on placement. Some employers were clear about their safeguarding responsibilities. However, others were less confident about safeguarding arrangements for learners. To help these employers, some providers had developed employer guidebooks and established a point of contact.

At the time of our visits, many learners were experiencing delays in starting industry placements, primarily due to the impact of COVID-19. Providers of digital, construction, and health and science courses in particular were struggling to find employers.

Work-based learning is a fundamental part of the T-level course. Without this, learners will not have sufficient experience of working with experienced professionals or work environments. They will therefore miss out on opportunities to learn skills needed for their career.

Not all learners had been on a placement at the time of our visit. Inspectors reported that learners were experiencing delays in starting placements, often due to the impact of COVID-19. In some cases, learners had a placement planned but it had not yet started. In others, learners did not have any placement planned. Learners who had not been able to go on placement felt that they were at a disadvantage and had had a lesser experience than their peers.

Providers of digital, construction, and health and science courses struggled to attract enough high-quality employers. The pandemic was a significant barrier for employers when offering placements. Many businesses required their staff to work from home, or had experienced staff shortages and could therefore no longer host a learner on placement.

Health and science placements were particularly affected. To work in some health settings, learners had to be over the age of 18 and double vaccinated against COVID-19. Disclosure and Barring Service checks were delayed, which prevented learners from starting placements. Some placements in local hospitals were unable to go ahead. Therefore, many learners were on placement in pharmacies and care homes, which did not always directly link to their future career goals.

Providers of digital T levels also had difficulties organising placements. They reported that IT support is often provided by small businesses with limited capacity to take on placement learners. Providers offering digital T levels also expressed some concern that the industry capacity for placements will not be enough when the number of providers increases.

Providers that have historically offered childcare and education courses told inspectors that their pre-existing relationships with employers were vital in providing placements. As a result, employers understand the requirements of the placement and have experience in supporting learners. In one provider, learners benefited from excellent placements with schools that were committed to providing high-quality, relevant experiences. This contrasts with digital programmes, for example, where providers did not always have these relationships.

There were a handful of cases, mostly on health and science and digital courses, where no learners on the course had been able to start a placement. Providers reported that industry placements were due to start later in the year.

Two providers delayed the start of the industry placement because learners were not ready for work. These providers felt that the effects of isolation and the pandemic had led to weaker social skills and a lack of confidence. However, these learners were on placement at the time of our visit and employers thought it was a positive experience for both learners and themselves.

Delays to placements led to frustration and anxiety for learners.

The TLTP did not always result in learners progressing on to a T level as intended.

At some providers, the TLTP was preparing learners effectively to study a T level. The curriculum design enabled learners to gain the skills, knowledge and positive behaviours they needed. Learners gained a good basic understanding of topics that they would expand on in the T level. However, during our visits it was clear that many learners would not necessarily progress to a T-level course from the TLTP.

In some cases, this was due to providers setting up TLTP courses without the clear purpose of preparing learners for a T level. For example, providers had offered learners the TLTP in subjects that are not yet offered as a T-level course, making immediate progress to a T-level course impossible. For example, there is no T level in sport for learners studying a sport TLTP. Inspectors also saw examples of learners being placed on the TLTP to retake GCSEs before progressing to their preferred A-level courses.

Indeed, many learners were unclear about their next steps after the TLTP. Some learners said that this was because of a lack of careers advice and guidance. Some could talk about their preferred career paths but were unsure of how to achieve their ambitions. Learners were not always able to identify the different T levels that they might take on completing the TLTP.

Some learners on the TLTP did not expect to get the grades required to progress to a T level. Additionally, learners did not always feel well prepared for the quantity of work they would need to complete on their TLTP. Some found the timetable and workload difficult to manage, particularly those who were also studying English and maths GCSEs.

As a result, it was clear that many learners would not necessarily start a T-level course once they had completed the TLTP.

Teaching on the TLTP was generally of a high standard

Even though the TLTP was not always clearly going to lead to a T level, the quality of teaching on the TLTP was generally of a high standard. Teachers were well qualified and learners benefited from their experience. The strongest teachers understood what learners needed to gain from the TLTP.

Most learners completed work to a high standard and engaged well in lessons. Learners benefited from constructive and developmental feedback from their teachers, which improved their knowledge and skills.

As with T-level courses, teachers used a range of assessment tools to check learners' understanding and make sure that they were retaining knowledge over time. These included written tasks, verbal discussions and presentations. When teachers found that learners had not understood topics, they extended sessions or revisited learning to overcome learners' difficulties. Some teachers taught learners exam techniques to make sure that they were ready to sit T-level exams.

Leaders had generally planned a good range of personal development activities as part of the TLTP. Teachers were running regular sessions on professional and personal skills. Some providers were also offering targeted help to improve their employability. This included interview practice and CV writing sessions.

The quality of work experience for learners on the TLTP was not always high.. Providers did not always help learners on the programme to find appropriate work experience relevant to their course.

Learners' work experience, a fundamental part of the TLTP, was not always of a high quality. The best work experience was organised by staff, who ensured it was relevant to the course content. Providers had sometimes integrated level 2 qualifications into the TLTP. This is because the qualifications often required learners to complete industry placements in multiple settings.[footnote 10]

Concerningly, at a few providers, learners themselves were responsible for sourcing work experience. Learners were not always successful at arranging work experience or ensuring that they were relevant to their learning. At one provider, only one learner on the course was on work experience at the time of the visit. This had been arranged by a member of the learner's family and there was little evidence of input from the curriculum team. Additionally, unlike learners on T-level courses, TLTP learners did not always have access to work experience coordinators.

Without strong coordination and planning from the provider, TLTP learners may not be gaining the full opportunities and skills they need from their work experience, if at all. This is a fundamental element of the course, giving learners the workplace skills they need to progress to a T level. Providers need to ensure that they are providing this fundamental component of TLTP.

Recommendations from our visits

Based on our findings, we recommend that providers:

provide initial advice and guidance to learners before they start a T-level course, such as summer schools and projects, to help them decide on which pathway to study

make sure that the curriculum sequences the different components of a T level in a coherent way that develops learners' knowledge and skills

reduce any delays to learners going on placements

collaborate with employers to make sure that learners get a high-quality curriculum

monitor learners' achievements and progress and the impact of placements on learners' knowledge and skills

ensure that learners on the TLTP get relevant work experience

We also recommend that employers:

provide placements that give learners appropriate experiences relevant to their T level

The Department for Education should:

We recommend that awarding bodies:

make sure that teachers and learners have access to the resources they need in good time

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A review of the quality of T-level courses: interim report

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T levels provide learners aged 16 to 19 with a new opportunity to study a high-quality and ambitious technical qualification. We visited a sample of providers that were among the first to offer these qualifications. This study evaluates the quality of T-level courses in those providers.

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Updated: 20th October 2022
The planned release date for the secondary IDSR is November 2022.

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Overview of the Ofsted IDSR:

This guide is for primary and secondary schools including those with a sixth form.

The Ofsted IDSR is now a web-based page showing data for Ofsted inspectors to use when preparing for and during inspection. The IDSR is designed to align with our school inspection handbook, so that areas of interest can be used to identify inspection trails.

The IDSR can contain sensitive information about schools and colleges. It is your responsibility to ensure that the IDSR is stored and shared appropriately. Please see our IDSR conditions of use and storage statement.

Performance data for 2022 should not be directly compared with 2019 and earlier. Comparisons should not be made between schools. This is because schools may have been affected differently by COVID-19. Historic performance data from 2019 and earlier indicates the school context before the pandemic. For 2022, the IDSR quintiles have been removed

Responding to feedback, we have now introduced a button at the top of the IDSR that allows users to remove grey sentence content from the report. These greys are the sentences that show that the area has been reviewed but there is nothing to highlight.

The box is located at the very top of the report with the following text: 'Select to show only sentences for areas which are significant or exceptional'. Underneath this text is a user defined box that you can select or deselect.

Once the box is ticked, the report will only display those sentences where something has been highlighted, for example, progress was significantly below national and in bottom top 20%. You can deselect the box to bring the grey sentences back.

Access your school's Ofsted IDSR

As a web page via our new website

You can access it directly through our new Ofsted IDSR service or from the DfE's Analyse School Performance (ASP) service. You will need a DfE Sign-in account and associated permissions for the school(s). We recommend that users with more than one school use our direct link.
Sign-in: IDSR service
Download and use offline

If you want to use the IDSR offline you have several options.

Option 1 - click the 'download this page' button located at the top of the web page. This will download the HTML page automatically to your downloads folder where it will now not rely on internet connection to view and share it.

Option 2 - click the 'print this page' button. This will take you to the print configuration page where you can print as a hard copy document.

Option 3 - click the 'print this page' button. This will take you to the print configuration page where under printer you can select 'save as pdf'. This will convert the page into a PDF which can then be saved and shared. (Please note that this is reliant on you having the correct up to date software. Older versions may not support this functionality.)

Ofsted IDSR 2022

As outlined in the school inspection handbook, inspectors will gather evidence of the impact of the quality of education from various sources. This includes nationally generated performance information about pupils' progress and attainment. The IDSR can only provide a starting point, however. Inspectors want to see first-hand the quality of education as experienced by pupils and understand how well leaders know what it is like to be a pupil at the school.

Supporting data tables used for the 2022 IDSR show national figures and quintile boundaries used to determine whether areas of interest sentences are triggered. To determine the quintile, the data for each school is percentile ranked from 1 to 100. If the score is in percentile 1 this is the highest rank. If the score is in percentile 100 this is the lowest rank. Then the ranks are grouped into 5 quintiles. Ranks 1-20 are in quintile 1, ranks 21-40 are in quintile 2 and so on. The quintile boundaries document shows which scores fall within each quintile.

The areas of interest sentence master list details all the sentences that are possible to have on the areas of interest pages of the 2022 inspection summary data reports.

The Ofsted IDSR has been designed to:

The IDSR continues to contain areas of interest sentences to highlight important data trends and differences from national data.

Where applicable, the Ofsted IDSR contains:

The school sixth form sections of the IDSR includes 2019 revised and final Department for Education ( DfE) school and college performance tables data. Value-added, attainment and English and mathematics progress measures are based on revised data. Final data is used for retention and completion and attainment measures. The destinations measures have now been updated with the revised data for destinations of students in the academic year 2019 to 2020, which was released by the DfE in January 2022.

If applicable, the Ofsted IDSR service will provide a link to a predecessor or successor provider to view. Some providers with a predecessor will not have a link. This is because it was decided to not include predecessors where there was no data on the predecessor school.

School details

The school details information at the beginning of the report comes from the DfE's 'Get information about schools (GIAS)' service. This data is correct as of the release date on the IDSR.

Report information

The Ofsted IDSR will always show which release of performance data the report is based on. It will also show the date that the report was last released.

For example:

Release information: Provisional 2022 Phonics, Provisional 2022 KS1, -Provisional 2022 KS2, Revised 2019 KS4, Revised 2019 KS5

Release date: 20 October 2022

Areas of interest

The areas of interest in the IDSR are sentences providing inspectors with interpretation of a school's historical data. Due to COVID-19 and the impact it has had on schools, the way we present the latest performance data (2022) has changed. The data will be presented in isolation and not directly compared to previous years. This is because schools may have been affected differently by COVID-19.

Historic performance data from 2019 and earlier indicates the school context before the pandemic. For 2022, the IDSR quintiles have been removed.

For the historic performance data a sentence may be triggered by high or low performance, either across 3 years, the last 2 years or in the latest year. Similarly, we generate sentences for absences and exclusions when data is particularly high or low. Some sentences describe the data, such as those relating to the reasons for permanent exclusions.

Please note: areas of interest sentences are shown in grey and italics (not triggered) when there is not something significant to note, the criteria have not been met for a minimum of the latest year, or data relates to a small cohort. For progress and attainment, this is confirmed on the 'Progress and attainment trend' section of your IDSR. The school's data is in either in quintile 1 and highlighted in green or quintile 5 and highlighted in red (for at least the latest year) to trigger a sentence which is not grey. These grey sentences are included to show inspectors that the data has been analysed, but that the historical data is not an area of interest. At the top of the report you can select to show only sentences for areas which are significant or exceptional.

As mentioned, sentences are not produced when the cohorts are very small, namely cohorts of 10 or fewer. Sentences about permanent exclusions will appear for every school, regardless of cohort size.

Schools are ranked against other state funded (excluding special schools) schools with a valid school level value. For some measures, ranking has not been possible because there are not enough distinct values across all schools to produce adequate ranks (1-100). For example, this may happen when looking at low prior attainment because there may be fewer values to rank for some measures.

Subjects

Subject entries at key stage 4 - 2021

These subject sentences relate to the entry into subjects in 2021. There may be some differences between 2021 entries and earlier years. For example, in 2021 early entries are not included but are included for earlier years.

Average number of qualifications

This sentence describes the average number of qualifications that the school has entered pupils for. It covers the data for the latest year.

These criteria are applied to the data to determine the average number of qualifications:

Subject clusters

This sentence describes how many of the available subject clusters the school has entered pupils for, based on 2021 entries data.

English Baccalaureate entry

This sentence describes EBacc entry rate for 2021 based on published 2021 performance data.

Subject attainment and progress at key stage 4 - 2019 and earlier

These subject sentences relate to the attainment of and entry into subjects in 2019 and earlier.

Average number of qualifications

This sentence will appear for all schools with pupils at key stage 4, except for special schools. It describes the average number of qualifications that the school has entered pupils for. It covers the data for the latest 3 years. Calculations are based on the GCSE size equivalence, not the number of grades awarded. This means that double award qualifications, such as combined science, count as a single programme of study even though pupils receive 2 grades. For more information, see the DfE key stage 4 qualifications, discount codes and point scores.

Subject clusters

This is based on the subject families and clusters shown in Table 1. It describes how many of the available subject clusters, based on the DfE approved key stage 4 qualifications, the school has entered pupils for, based on 2019 examination data.
Table 1: Mapping of subject families to subject clusters
English Baccalaureate entry

The English Baccalaureate (EBacc) is a set of subjects at GCSE that keeps young people's options open for further study and future careers. The EBacc requires pupils to have studied English language and literature, mathematics, the sciences, geography or history, and a language. The DfE have published further guidance about the EBacc.

The EBacc entry data is calculated using early entry and discounting rules. This means that pupils who entered EBacc subjects in 2020 will have those entries counted towards their EBacc entry rate in 2021. The subject entries data, however, only includes subjects entered in 2021.

A sentence is produced for every school where there were at least 11 pupils. This describes the EBacc entry rate for the school in 2019. It also notes the subject area with the lowest rate of EBacc entry, where the rate is below 75%. This could be either English, mathematics, science, humanities or languages.

EBacc subject level average point scores

Sentences describe the performance of the school in relation to other schools in terms of EBacc subjects. It is based on the subject families shown in 'Table 1' above. It will appear if the average point score for pupils in a particular subject is in the highest or lowest 20% of all schools. It will only appear if entry levels were at or above national entries. It will list the subjects when there is more than one. The average point score is shown in brackets.

Non-EBacc subject level average point scores

Sentences describe the performance of the school in relation to other schools in terms of subjects outside of the EBacc. It is based on the subject families shown in in 'Table 1' above. It will appear if the average point score for pupils in a particular subject is in the highest or lowest 20% of all schools. It will only appear if entry levels were at or above national entries. It will list the subjects when there is more than one. The average point score is shown in brackets.

EBacc value added

Value added is a measure of progress, like Progress 8. This means that pupils' results are compared to the progress of other pupils nationally with similar starting points. EBacc value added measures are calculated for science, languages and humanities. This sentence will show whether there is high or low performance in value added in the latest year or across time. High or low performance is measured using statistical significance tests and percentile rank

EBacc attainment of grade 4 or higher

EBacc attainment measures are calculated for science, languages and humanities. This sentence will show whether there is high or low attainment of grade 4 or above in the latest year or across time. High or low performance is measured using percentile rank.

Service children's education provider IDSRs do not incorporate 2017 data so sentences based on only the latest 2 years, or the latest year are shown.

Early entry in English

Sentences may appear if pupils were entered early, in Year 10, for either English literature or language. This is calculated based on 2019 examination data. A sentence will only appear when both 80% or more of the cohort were entered and there were more than 10 entries for the qualification entered in Year 10.

A sentence will also be generated when the percentage of pupils achieving grade 4 or above in English language is at least 2 standard deviations higher than the percentage of pupils achieving grade 4 or above in English literature, or vice versa.

Subject entries at key stage 5 - 2021

These subject sentences relate to the entry into subjects in 2021. We did not have any entries or attainment data for 2020.

Separate sentences will be generated for A level, applied general, other academic and technical level qualifications where applicable. The sentence states how many subjects the school offered pupils and how many subject clusters these covered from the total available. It then lists the subject clusters and the number of subjects in brackets.

Subject progress at key stage 5 - 2019 and earlier

There can be multiple sentences if your provider fits the criteria of each sentence.

Each sentence outlined below will only appear if they have 'triggered' for your provider.

A sentence will flag when there is consistently significant high or low progress in the same subject for the last 2 years, or when there is significantly very low progress in the latest year based on statistical significance and percentile rank.

The Department for Education supply the source data for this section.

Progress

Progress at key stage 4

There can be multiple sentences under each heading if your school fits the criteria of each sentence.

Low or high performance

This sentence will show when there is high or low performance in Progress 8 and its elements: English, mathematics, EBacc and open. High or low performance is measured using statistical significance tests and percentile rank. Sentences will be triggered if the progress score for all pupils is in the bottom or top quintile and the score is significantly different to the national score. The sentence will also identify a trend of low or high performance by checking the latest 3 years, 2 years or only the latest year. This is based on the distribution of scores for all pupils and when cohorts were more than 10 for each of the years.

The progress score for the latest year is in brackets.

Service children's education provider IDSRs do not incorporate 2017 data, so sentences based on only the latest 2 years, or the latest year are shown.

Key stage 4: Progress 8 trend analysis

A sentence shows when there has been a fall or increase in Progress 8 score. This sentence will flag when there was a drop or increase between 2017 and 2018, or 2018 and 2019. This will align with arrows shown on the progress trend charts.

Progress is a relative measure, and the national average will always be very close to 0. Progress scores are not directly comparable year on year as they do not compare the cohorts with each other. For example, if all the pupils in 2019 generally made more progress than those in 2018, a comparison of progress scores would not show this improvement.

To allow for direct comparisons, every progress score is standardised using the formula shown in the 'Understanding the data in the IDSR' section. A sentence will appear if the standardised score has changed by more than 0.5 (half a grade) and the quintile position has changed by more than 1 quintile. This is referred to as markedly higher or lower in the legend of the progress and attainment trend chart. Note that this is not based on statistical significance testing.

Service children's education provider IDSRs do not incorporate 2017 data, so sentences based on only the latest 2 years, or the latest year are shown.

Progress at key stage 5

There can be multiple sentences if your provider fits the criteria of each sentence.

Each sentence outlined below will only appear if they have 'triggered' for your provider.

A sentence will flag when there is consistently significant high or low progress in A level, AS level or applied general qualifications for the last 2 years, or when there is significantly higher or lower progress in the latest year based on statistical significance and percentile rank.

Attainment

Attainment at key stage 4

A sentence will flag when there is high or low attainment of overall Attainment 8 and each of the Attainment 8 elements: English, mathematics, EBacc and open. The sentence will appear for the latest 3 years, 2 years or only the latest year, based on percentile rank. The score for each of the measures flagged will appear for the latest year in brackets.

Service children's education provider IDSRs do not incorporate 2017 data, so sentences based on only the latest 2 years or the latest year are shown.

Attainment at key stage 5

This section includes sentences based on average point scores and completion and attainment scores.

A sentence will flag for a particular qualification type when the provider's attainment score is in the highest or lowest 20% in both 2018 and 2019. A sentence will also flag for a particular qualification type if the attainment score is in the highest or lowest 10% in the current year.

Best 3 A levels applies to the subset of A level students who entered at least one full size A level (this includes double award A levels, and applied A levels, but does not include AS levels, general studies or critical thinking). If students are entered for less than three full size A levels, they are only included in the measure if they have not entered for other academic, applied general and tech level qualifications greater than or equal to the size of an A level. Where a student has only been at a school or college for one year, they need to have entered three A levels to be included.

For completion and attainment sentences will flag when there is consistently high or low progress in tech level (L3) qualifications or technical certificates (L2).

The Department for Education supply the source data for this section.

English and mathematics re-sits

If a sixth form has students that did not achieve a grade 4 in English or mathematics at key stage 4, then a sentence will appear to show this cohort number. A subsequent sentence will also appear to show how many of this cohort did a resit in this subject.

Two further sentences may appear regarding the proportion of students achieving a grade 4 or above and the percentage that improved their grade, if the cohort was greater than 10 and the proportion was significant when compared to the national value.

The improvement of grade is any improvement regardless of whether the student reached grade 4.

The Department for Education supply the source data for this section.

Progress: reading, writing and mathematics

Under each subject heading, the IDSR groups sentences by key stage where applicable.

There can be multiple sentences under each heading if your school fits the criteria of each sentence.

Progress at key stage 2

For primary schools, the only progress measure available measures progress from key stage 1 to key stage 2.

Low or high performance - 2022

These sentences show when there is high or low performance for progress in reading, writing or mathematics, based on statistical significance tests and percentile rank. Sentences will flag if the progress score for all pupils is in the bottom or top quintile for 2022, and the score is significantly different to the national score. This is based on the distribution of scores for all pupils and when cohorts were more than 10 for each of the years. The progress score for the latest year is in brackets.

Low or high performance - 2019 to 2017

These sentences show when there is high or low performance for progress in reading, writing or mathematics, based on statistical significance tests and percentile rank. Sentences will flag if the progress score for all pupils is in the bottom or top quintile for the latest 3 years, 2 years or just the latest year and the score is significantly different to the national score. This is based on the distribution of scores for all pupils and when cohorts were more than 10 for each of the years. The progress score for the latest year is in brackets. If the latest 3 years sentence is not flagged, a sentence will appear if the all pupil group is in the bottom/top quintile for the latest 2 years.
Example sentences
Key stage 2 progress in reading (-5.1) was significantly below the national score and in the lowest 20% of all schools in 2017, 2018 and 2019.

Key stage 2 progress in reading (-4.9) was significantly below the national score and in the lowest 20% of all schools in 2019 as well as in 2018.

Key stage 2 progress in reading (-5.4) was significantly below the national score and in the lowest 20% of all schools in 2019.

Service children's education provider IDSRs do not incorporate 2017 data so sentences based on only the latest 2 years, or the latest year are shown.

Progress trend analysis - 2019 to 2017

A sentence shows when there has been a fall or increase in progress score. This sentence will flag when there was a drop or increase between 2017 and 2018, or 2018 and 2019. This will align with arrows shown on the progress trend charts.

Progress is a relative measure, and the national average will always be very close to 0. Progress scores are not directly comparable year on year as they do not compare the cohorts with each other. For example, if all the pupils in 2019 generally made more progress than those in 2018, a comparison of progress scores would not show this improvement.

To allow for direct comparisons, every progress score is standardised using the formula shown in the 'Understanding the data in the IDSR' section. A sentence will appear if the standardised score has changed by more than 1 and the quintile position has changed by more than 1.

Attainment: reading, writing and mathematics

The following guidance is applicable to primary schools only.

There can be multiple sentences under each heading if your school fits the criteria of each sentence.

Attainment at key stage 2 - 2022

A sentence will flag when there is high or low attainment of the expected standard for each subject for 2022, based on statistical significance and percentile rank. It will also flag the number of pupils who did not meet the expected standard, where there are more than 10 pupils not meeting the expected standard and who have a scaled score, the average scaled score of those pupils.

In 2022 there were unexpected difficulties during the collection and processing of key stage 2 assessment data. As a result, there are larger volumes of missing data than in previous years. The IDSR will indicate where the school had missing test or teacher assessment results which affected the provisional data. A sentence will note when the school was contacted by the Standards and Testing Agency. The IDSR will also highlight where missing results were identified in the pupil data in the relevant section, for example missing reading test data will be shown in the 'Reading' section. It is possible that the school had pupils with missing test data, but the pupils did not get highlighted as having missing data in the provisional dataset. In these cases, the pupil had enough marks on other test papers to meet the expected standard.

A different sentence will appear when there is significant high or low attainment of the high standard in reading or mathematics. A sentence will also show when there is significant high or low attainment of greater depth in writing.

If both the expected standard and high/greater depth sentence flag for both high or low attainment for the same subject, the sentence will be combined.

Attainment at key stage 2 - 2019 to 2017

A sentence will flag when there is high or low attainment of the expected standard for each subject for the latest 3 years, 2 years or just the latest year, based on statistical significance and percentile rank. It will also flag the number of pupils who did not meet the expected standard in the latest year and, where there are more than 10 pupils not meeting the expected standard and who have a scaled score, the average scaled score of those pupils.

A different sentence will appear when there is significant high or low attainment of the high standard in reading or mathematics. A sentence will also show when there is significant high or low attainment of greater depth in writing.

If both the expected standard and high/greater depth sentence flag for both high or low attainment for the same subject, the sentence will be combined.

Service children's education provider IDSRs do not incorporate 2017 data so sentences based on only the latest 2 years, or the latest year are shown.

A sentence will appear for reading and mathematics when the 3-year combined average key stage 2 attainment score was in the highest or lowest 20% of all schools.

Service children's education provider IDSRs do not incorporate 2017 data so no sentence for 3-year average will be displayed.

Attainment at key stage 1 - 2022

A sentence will flag when there is significant high or low attainment of the expected standard for each subject for 2022, based on statistical significance and percentile rank. Due to the distribution of the data, it was not possible to calculate the highest and lowest 20% for the key stage 1 writing greater depth measure in 2022. As such this sentence is based on statistical significance alone.

A different sentence will flag if there is low attainment of greater depth for each subject.

If both the expected standard and greater depth sentence flag for both significant high or low attainment for the same subject, the sentence will be combined.

Attainment at key stage 1 - 2019 to 2017

A sentence will flag when there is significant high or low attainment of the expected standard for each subject for the latest 3 years, 2 years or just the latest year, based on statistical significance and percentile rank.

A different sentence will flag if there is low attainment of greater depth for each subject.

If both the expected standard and greater depth sentence flag for both significant high or low attainment for the same subject, the sentence will be combined.

Service children's education provider IDSRs do not incorporate 2017 data so sentences based on only the latest 2 years, or the latest year are shown.

Attainment in phonics - 2022

A sentence for phonics will only appear under the reading subject section and will flag when there is significant high or low attainment of the expected standard for 2022, based on statistical significance and percentile rank. If the sentence has been triggered due to the school being below national and in the lowest 20%, an additional sentence will be displayed showing the total number of pupils and how many of them did not meet the expected standard. When applicable, it will also display how many did not sit the test (those whose outcome was recorded as either absent, maladministration, disapplied or left).

Sentences for phonics will not appear in the pupil groups section of the IDSR.

Attainment in phonics - 2019 to 2017

A sentence for phonics will only appear under the reading subject section and will flag when there is significant high or low attainment of the expected standard for the latest 3 years, 2 years or just the latest year, based on statistical significance and percentile rank. If the sentence has been triggered due to the school being below national and in the lowest 20%, an additional sentence will be displayed showing the total number of pupils and how many of them did not meet the expected standard. When applicable, it will also display how many did not sit the test (those whose outcome was recorded as either absent, maladministration, disapplied or left).

Sentences for phonics will not appear in the pupil groups section of the IDSR.

Other attainment measures

The following guidance is applicable to primary schools only.

There can be multiple sentences under each heading if your school fits the criteria of each sentence.

Key stage 2: attainment of the expected standard for combined subjects - 2022

A sentence is generated based on the proportion of pupils that reached the expected/higher standard in reading, writing and mathematics combined in 2022.

The criteria that trigger this sentence require that a school is in the top or bottom 20% of all schools and either significantly above or below the national. In 2022 due to the distribution of data it was not possible to calculate the highest and lowest 20% for the high standard in key stage 2 combined reading, writing and mathematics measure. As such this sentence is based on statistical significance alone.

English grammar, punctuation and spelling test

A sentence is generated based on the proportion of pupils that achieved the expected (100+)/higher (110+) standard in the latest year. The lowest scaled score is 80 and the highest scaled score is 120. Pupils scoring at least a scaled score of 100 will have met the expected standard of the test.

The criteria that trigger this sentence require that a school is in the top or bottom 20% of all schools and either significantly above or below the national in 2022.

Science

The key stage 2 science sentence is generated based on the proportion of pupils that reached the expected standard in 2022.

Key stage 2: attainment of the expected standard for combined subjects - 2019 to 2017

A sentence is generated based on the proportion of pupils that reached the expected/higher standard in reading, writing and mathematics combined in the latest 3 years, 2 years or just the latest year.

The criteria that trigger this sentence require that a school is in the top or bottom 20% of all schools and either significantly above or below the national.

English grammar, punctuation and spelling test

A sentence is generated based on the proportion of pupils that achieved the expected (100+)/higher (110+) standard in the latest year. The lowest scaled score is 80 and the highest scaled score is 120. Pupils scoring at least a scaled score of 100 will have met the expected standard of the test.

The criteria that trigger this sentence require that a school is in the top or bottom 20% of all schools and either significantly above or below the national in the latest 3 years, 2 years or just the latest year.

Science

The key stage 2 science sentence is generated based on the proportion of pupils that reached the expected standard in 2019.

Pupil movement

We have used pupil-level data from the DfE 's spring school census to identify pupils who were in Year 10 in each school in January of one year and whether they were still in the same school in January of the following year. We do not use the census data from other school terms for this analysis, for example the autumn-term census. This may mean that the figures do not match those produced by some schools or local authorities.

We developed a logistic multi-level model that uses contextual factors to estimate what proportion of pupils we might expect to leave each school. Our analysis shows that these contextual factors are associated with higher levels of pupil movement. The contextual factors that the model takes into account are pupils' and schools' characteristics.

The following are the pupils' characteristics:

eligibility for free school meals in the past 6 years

speaking English as an additional language

key stage 2 attainment (low, middle/high or not present in key stage 2)

having special educational needs and/or disabilities ( SEND), especially social, emotional or mental health issues

being in either the White Irish Traveller or White Roma ethnic group

being looked after by a local authority

income deprivation affecting children index ( IDACI) of home postcode

The model also takes into account the school characteristic of whether the school area is urban.

Absence

Absence for 2018/19 and earlier

Absence data is based on 3 terms for 2018/19, 2017/18 and 2016/17. You can view further information on absence statistics.

Sentences will appear when the rate of overall absence in the latest year was in the highest or lowest 20% for similar schools. Similar here means the same phase of education and with a similar level of deprivation (in the same income deprivation affecting children index ( IDACI) quintile).

An equivalent sentence will flag for persistent absence.

If both the overall absence and persistent absence sentence flag the sentence will be combined. A sentence is generated when the rate of overall absence was in the highest or lowest 20% in the latest 3 years, 2 years or only the latest year.

An equivalent sentence will flag for persistent absence.

Service children's education provider IDSRs do not incorporate 2017 data so sentences based on only the latest 2 years, or the latest year are shown.

Summer 2021 and autumn 2020 absence

Summer 2021 and autumn 2020 absence data is based on the DfE census collection and has been provided as a new section within the IDSR. This is different to the daily attendance collection that schools have submitted throughout the pandemic, which will not be used in the IDSR.

This data relates to absences during the COVID-19 pandemic. As such, users should not directly compare summer 2021 or autumn 2020 absence to historic absence rates. There may be a number of reasons for changes in absence rates. Inspectors will not use the summer 2021 or autumn 2020 absence data by itself to draw conclusions but may use it to prompt questions regarding how well-attended a school was during this period. Inspectors may also use previous years' data to provide context to the latest data, particularly where a school has previously had high or low absence rates in relation to other schools.

It is important to note that if a pupil tested positive for COVID-19 then this absence should have been treated as an illness and included within the data. However other COVID-19 related absences, such as pupils being sent home to isolate, did not count as absences within the data.

The sentences provided are the same as those in the usual absence section, apart from an additional sentence regarding the number of sessions missed by pupils not attending in circumstances related to COVID-19.
Example sentence
This data relates to absences during the coronavirus (COVID-19) pandemic and should not be compared directly to previous years. There were 270 sessions missed by pupils not attending in circumstances related to coronavirus (COVID-19) in summer 2021 - these did not count as absence within the data. There were 2,700 sessions missed in autumn 2020.

Overall absence in summer 2021 (5.2%) was in the highest 20% of all schools. In autumn 2020 (5.3%) it was in the highest 20% of all schools.

There is nothing significant or exceptional to highlight for overall absence compared to schools with a similar level of deprivation in summer 2021, therefore no conclusions can be drawn from this data. The rates of overall absence (5.1%) in autumn 2020 was in the highest 20% of schools with a similar level of deprivation.

Suspensions and permanent exclusions

Service children's education provider IDSRs only have suspensions and permanent exclusions data for the latest academic year available.

The whole school measure includes all year groups in the school.

Whole school

For suspensions, 'total' relates to the number of pupils who had 1 or more suspensions during the academic year. 'Repeat' relates to the number of pupils who had 2 or more suspensions.

The rate of total or repeat suspensions is calculated by dividing the number of pupils suspended by the number on roll. We have profiled the national comparator for all suspensions by phase of education. Special schools are compared with the national rate for secondary schools.

The number of pupils with a permanent exclusion is provided for up to the last 3 years. The national average, profiled by phase of education, is included for the latest year. Special schools are compared with the national average for special schools.

The numbers and proportions of pupils with suspensions or permanent exclusions are often very small. These should be interpreted with caution, particularly when making comparisons over time. Additionally, the COVID-19 pandemic started during the 2019/20 reporting period. We are aware that rates of suspensions and permanent exclusions generally dropped during this year as a result. The suspensions and permanent exclusions data is one year behind. For example, 2019/20 data was published in July 2021. Suspensions and permanent exclusions data is for cohorts before the one shown on the context page and the number on roll may have changed.

Further information on pupil exclusion statistics is in the DfE's pupil exclusion statistics methodology publication.

Suspensions

The IDSR measure for repeat suspensions is based on the number of pupils with at least two suspensions divided by the number on roll (headcount).

Sentences will appear when the rate of total suspensions in 2020/21 was in the highest 20% for similar schools. Similar here means the same phase of education and with a similar level of deprivation (in the same IDACI quintile). The IDSR does not produce these sentences for primary schools due to very low suspension rates.

An equivalent sentence will flag for repeat suspensions, or the sentence will be combined for both.

A sentence shows when there are high proportions of total/repeat suspensions for up to 3 years. A high proportion relates to the highest quintile based on the national distribution of suspension proportions. This is profiled by phase and year, and only includes schools with cohorts greater than 10 in that year. Special schools are compared with the distribution for secondary schools. The sentence includes the school's proportion of total/repeat suspensions for the latest year in brackets. If a sentence is not triggered for the latest 3 years, it will also show if the school is in the highest quintile for the latest 2 years. If a sentence is not triggered for the latest 3 or 2 years, it would show a sentence if the school is in the highest quintile in the latest year.
Example sentences
The rate of total suspensions (6.75%) was in the highest 20% in 2020/21 as well as in 2019/20.

The rate of repeat suspensions (4.38%) was in the highest 20% in 2020/21.

For schools with at least one pupil with a suspension in 2020/21, a sentence details the prevalence of repeat suspensions. For schools with between 1 and 10 pupils receiving a suspension, the sentence states how many received more than one. If any pupils received more than one, the sentence also states how many received 10 or more. The same applies to schools with more than 10 pupils receiving a suspension. However, the sentence quotes proportions rather than numbers of pupils.
Example sentences
Of the 7 pupils with at least one suspension in 2020/21, 4 were suspended on more than one occasion and 1 received 10 or more suspensions during the year.

Of the 56 pupils with at least one suspension in 2020/21, 34% were suspended on more than one occasion and 10.7% received 10 or more suspensions during the year.

For schools with at least 1 pupil with a suspension in 2020/21, a sentence states the most common reason and its frequency. It also includes the total number of suspensions and any other reasons accounting for 10% or more of the total, with their frequency.

Permanent exclusions

A sentence appears for each school stating the number of permanent exclusions in each of the last 3 years, if data is available. The sentence includes the national average for the latest year, profiled by phase.

For schools with at least 1 pupil who received a permanent exclusion, a sentence states the most common reason and its frequency. It also includes the total number of permanent exclusions and any other reasons for permanent exclusions, with their frequency.

Key stage 5 suspensions & permanent exclusions

Key stage 5 in this section relates to year groups 12, 13 and 14 where applicable.

National averages for both suspensions and permanent exclusions are profiled by phase, special schools are compared to the secondary national.

The Department for Education supply the source data for this section.

Suspensions

Due to the low number of suspensions and permanent exclusions nationally in sixth forms it has not been possible to make the same comparisons as with the whole school measure (highest/lowest 20%). Instead, we have presented suspensions in the same way as exclusions and display the school number and national number. For this same reason the IDSR does not show repeat suspensions for sixth forms or comparisons to schools with similar levels of deprivation.

A sentence will appear stating the number of suspensions at key stage 5 in 2020/21, if there were any. The sentence will also state the national average number for the latest year. If there were also suspensions in 2019/20 and 2018/19 this information will also be presented.

Subsequent sentences will appear that state the reason for the suspension(s) in 2020/21.

Permanent exclusions

A sentence appears for each school stating the number of permanent exclusions in each of the last 3 years, if data is available. The sentence includes the national average for the latest year.

For schools with at least 1 pupil who received a permanent exclusion, a sentence states the most common reason and its frequency. It also includes the total number of permanent exclusions and any other reasons for permanent exclusions, with their frequency.

Key stage 5 qualification types and retention

The qualification type table is based on revised data, whereas retention is final data.

Qualification types

This table lists the number of students undertaking each type of qualification.

Students may be working towards more than 1 type of qualification and so may be counted more than once. Students taking courses that are not full qualifications are not included. Students taking academic qualifications other than A levels are not included in the table under individual qualification types but are included in the cohort information. Therefore, the numbers in each column may not add up to the total number of students and percentages may not add up to 100.

Below the table is a sentence which is presented when there is something significant or exceptional to highlight for the proportion of students not taking any level 3 or level 2 DfE approved qualification in 2019. This highlights when a school is in the highest or lowest 20% nationally for the latest year or the latest two years.

Retention on main study programmes

This section provides data on the extent to which a provider retains students to the end of the main learning aim of their study programme. The measure used in this section is retained and assessed.

Students are counted in the retained and assessed measure if they are retained to the end of their course and are assessed. The assessment may not necessarily be in the same subject or type of qualification they were aiming for when their studies began. However, the assessment must be at the same level and at least the same size as the main aim. For example, a student with an original main aim of tech level at size 1 would be considered as retained and assessed with an applied general exam result of at least size 1.

Data is presented for 4 study programmes:

From 2019, only technical certificates will be recognised as level 2 vocational qualifications in the 16 to 18 performance tables. In 2018, the DfE reported a broader range of qualifications. The DfE 's guidance on technical and vocational qualifications contains the lists of qualifications that count in 2019 performance tables.

A student's study programme is defined based on their main aim. The DfE 's 16 to 18 accountability measures technical guide provides further information on how this is defined.

Destinations

Key stage 4

This table displays the proportion of pupils that continued to complete specified destinations. This data is publicly available and comes from the DfE's destinations collection.

The data for the latest year relates to the pupils that sustained destinations in 2019/20. These are pupils that reached the end of key stage 4 in 2018/19. The row header displays the year of completed education, as the latest year. The 2017/18 destinations are based on provisional data that year and therefore may not reflect some changes in the revised dataset.

Sustained destinations include school sixth forms, further education and sixth-form colleges, as well as higher education institutions, apprenticeships and employment. For a destination to count, pupils must sustain participation for a 6-month period.

Blue boxes will indicate if a figure was, statistically, significantly above the national average. Orange boxes will indicate when a figure was, statistically, significantly below the national average. The supporting data tables provide the national figures here.

If data has been suppressed due to small cohorts, 'small cohort' will be shown in the table. Cohort suppression in this table follows the rules used by the DfE.

Service children's education provider IDSRs will only have the destinations for the latest year due to data availability.

Key stage 5

This table displays the proportion of students who completed their study programme at the provider who went on to sustained education or employment, who went on to a destination not sustained or whose activity was not captured. It further shows what proportion of all students went on to an apprenticeship, to any education and to higher education.

The 2017/18 destinations are based on provisional data that year and therefore may not reflect some changes in the revised dataset.

Blue boxes will indicate if a figure was, statistically, significantly above the national average. Orange boxes will indicate when a figure was, statistically, significantly below the national average. The supporting data tables provide the national figures here.

If data has been suppressed due to small cohorts, 'small cohort' will be shown in the table. Cohort suppression in this table follows the rules used by the DfE.

For the destinations, the DfE use a flexible end year to determine which students are included in the measure. The DfE's 16 to 18 accountability measures technical guide contains further information on the methodology.

This data is taken from the DfE source ' Destinations of KS4 and 16 to 18 (KS5) students: 2019 ', which includes full definitions of the measures used and further breakdowns of the data.

Pupil groups

Sentences related to the performance of pupil groups will only appear for the pupil groups disadvantaged and low/middle/high prior attainers. Absence sentences are generated for FSM, SEND and EAL. They will be displayed where the group differs to that of the whole school. Exclusions and phonics pupil groups will not appear in this section.

When refreshed with 2022 performance data the groups section will only generate sentences based on that year i.e., no trend looking back to previous years.

The disadvantaged pupil group will not appear for 2022 in the initial release of the IDSR, due to late receipt of CLA (Children Looked After) data which is a constituent part of the group.

Due to COVID-19 no prior attainment groups will be displayed for the key stage 1 measures in this section for 2022.

Pupil group differences can be meaningless when analysed at school level, particularly when groups relate to small cohorts. The conversation should be about meeting the needs of all pupils.

If performance does not differ from that of the school, no sentences will appear, unless the pupil group had trend information that the overall school did not. For example, a sentence will appear if the group was in the highest 20% and significantly above national for 3 years but the whole school was in the highest 20% and significantly above national for the latest year only.

Key stage 4

Prior attainment groups are based on overall key stage 2 prior attainment, which is calculated using reading and mathematics. It was not possible to produce percentile ranks for groups in terms of the attainment for the 4plus threshold measure; this is due to the spread of data; therefore, only Attainment 8 sentences will appear in the groups section.

Key stage 5

Sentences for the prior attainment and the disadvantaged groups will appear for value added relating to A level, AS level and applied general qualifications. They will also appear for completion and attainment data relating to tech level qualifications and technical certificate qualifications

Prior attainment groups are based on students' average points score at key stage 4, which is calculated by giving a points score to each grade and taking an average across all the students's grades. For further detail on the methodology to determine these prior attainment groups for level 2 and level 3 please see the key stage 5 student group section.

Key stage 2

Prior attainment groups are based on overall key stage 1 prior attainment, which is calculated using reading and mathematics. It was not possible to produce percentile ranks for groups in terms of attainment at key stage 2; this is due to the spread of data and, therefore, only statistical significance tests have been performed to identify high or low performance.

Key stage 1

Prior attainment groups are based on emerging, expected and exceeding in reading, writing or mathematics early learning goals. It was not possible to produce percentile ranks for groups in terms of attainment at key stage 1; this is due to the spread of data and, therefore, only statistical significance tests have been performed to identify high or low performance. Due to COVID-19 it has not been possible to calculate prior attainment groups for KS1 as the data does not exist.

Absence

Absence sentences are generated for FSM, SEND and EAL.

Note that:

Service children's education provider IDSRs do not incorporate 2017 data so sentences based on only the latest 2 years, or the latest year are shown. For the exclusion sentence, service children's education provider IDSRs only have data for the latest academic year available.

School and local context

School characteristics

The chart shows school-level information, based on the January school census, for 2020, 2021 and 2022. If a school has a sixth form, a separate row will appear that shows the context for years 12,13 and 14 where applicable.

The chart contains the following measures:

the percentage of pupils in receipt of free school meals ( FSM) at the time of the January census; these pupils are those who are/have been eligible for FSM and have claimed them some time in the last 6 years (Reception to Year 11). FSM data is not collected for sixth forms.

the percentage of pupils whose first language is not English or believed to be other than English

the percentage of pupils with SEND who do not have an education, health and care ( EHC) plan ( SEND support)

the percentage of pupils with SEND and who have a statement of SEND or EHC plan

the number of pupils on roll

Stability is a measure of the percentage of students who were admitted to the school at the standard time of admission. The stability percentage is calculated by dividing the number of pupils who meet the stability criteria by the number of all eligible pupils (pupils in Years 1 to 11 with a single or main dual registration at the school at the time of the January school census). The stability measure is not available for school sixth forms.

A pupil is counted as stable if he or she either:

joined the school in or before September in Year 1

joined the school in or before the month by which at least 5% of the year group had also joined the school

joined the school in a month/national curriculum year combination in which at least 40% of the year group joined the school (the 40% must equate to at least 10 pupils in primary schools or 20 pupils in secondary schools)

joined the school in a month/national curriculum year combination in which at least 10% of the year group joined the school (the 10% must equate to at least 10 pupils in primary schools or 20 pupils in secondary schools) and the same month/national curriculum year combination met these criteria in at least one other year group within the school

For each group, school figures along with the national will show for each year. The quintile boxes compare the latest year to the national distribution for all schools. Special schools are compared with secondary school nationals.

Trust/LA level information

This section provides information about the trust or local authority that the school is part of. For example, if a school is part of a trust, it will have information about the number of schools in the trust and the latest overall effectiveness grades of the schools within the trusts. Similarly, it will show local authority information for local authority maintained schools. The overall effectiveness grade displayed relates to that of the latest full section 5 inspection.

It is important to note that the latest inspection grades may include grades of the school before joining the trust. Between November 2017 and January 2018, we consulted on changes to our official statistics and management information.

As a result of this consultation, we changed the way we show and report on the latest inspection of all providers. We now include the grades from the predecessor schools for schools that have not yet been inspected in their current form. This provides a more comprehensive view of the sector. For more details of the changes, see the official statistics documents. If a school has not been inspected in its current form, the latest overall effectiveness grade therefore relates to the predecessor school. This is made clear in the IDSR.

Staff absence

Sickness absence data collected in the November 2021 census relating to the 2020/21 year is affected by the COVID-19 pandemic.

It is not possible to draw accurate comparisons with previous time periods due to factors including partially limited school openings, delivery of education via virtual means in some cases, and potential differences in the recording of sickness absence. The figures relate to sickness absence only and do not include non-attendance due to, for example, isolation and shielding.

For the percent of teachers with at least one period of sickness absence measure the IDSR displays data for the latest year and also 2018/19 (pre COVID-19) to help inspectors assess the impact the pandemic had on the school workforce.

To reduce burden during the pandemic, schools were not required to provide information on teacher absences for 2019/20.

Data on school workforce attendance during the pandemic has been collected via the Department for Education education settings survey.

Staff retention

Information on staff turnover as at the 2020 school workforce census is calculated using the number of full time equivalent (FTE) turnover leavers and the total FTE staff at the school. A school will be highlighted as having high staff turnover if the turnover rate was in the highest 20% of schools for the previous 2 years. Low staff turnover is not highlighted. Special schools are compared to primaries.

It is worth noting that turnover and leavers at a school level can be very volatile year to year. Further, when looking at rates of leavers and turnover it is important to be conscious of school size as this has a big impact on rates, particularly for small schools.

The Department for Education published school workforce information provides data for the vacant post measures as at November 2021.

The Department for Education also supplies the staff turnover source data.

The local area section provides information about the level of deprivation in the local area in which the school resides, together with an aggregated pupil-derived deprivation indicator. Each deprivation indicator is based on the IDACI.

The IDACI measures the proportion of all children aged 0 to 15 living in income-deprived families. It is a subset of the income deprivation domain, which measures the proportion of the population in an area experiencing deprivation relating to low income. The definition of low income used includes both those people who are out of work and those who are in work but who have low earnings and who satisfy the respective means tests.

Please note that we have updated the IDACI (from English Indices of Deprivation) measure from 2015 to 2019. As such, some IDACI values may have changed as a result when compared to historic IDSRs.

The sentences display what quintile the deprivation level falls under. Each quintile represents a bound of 20%. The higher the quintile the greater the level of deprivation.

A school's local area is based on the 2011 lower layer super output area ( LSOA) in which it resides. LSOAs are a geographic hierarchy designed to improve the reporting of small area statistics in England and Wales. The minimum population in each LSOA is 1,000 and the maximum is 3,000. Regarding households, there is a minimum of 400 households in each LSOA and a maximum of 1,200.

You can read further information about the data used for the local area deprivation.

This section also provides information about other schools and alternative provision providers that pupils in this school were dual registered at according to the January 2022 census. The number of pupils at the school is shown in brackets.
Example sentence
According to the January 2022 census, pupils at this school were also registered at the following providers:

Primary - School A - URN XXXXXX (1)

Service children's education provider IDSRs will not display information on location-based deprivation in this section as they are currently not contained in the dataset.

Finance

The IDSR contains the latest financial information - for 2020/21 for both local authority maintained schools and academies - including:

For academies within MATs, central trust income and expenditure is also considered. Income and expenditure attributed to the central trust is apportioned to individual academies on a per pupil basis to provide a combined academy and trust figure for each academy.

The source for the school finance information is the data underpinning the DfE's school financial benchmarking tool. You can also view or download the data sources.

Service children's education provider IDSRs will not display information in this section as they are currently not contained in the dataset.

Ethnicity whole school and key stage 5

Ethnicity information comes from the January 2022 school census. The sentence states how many ethnic groups are present in the school out of 17.

The 17 possible ethnic groups are:

This excludes the groups 'Any other ethnic group', 'Parent/pupil preferred not to say' and 'Ethnicity not known'.

The sentence states those with 5% or more of the school. For this section 'Any other ethnic group', 'Parent/pupil preferred not to say' and 'Ethnicity not known' are included, so may appear in the top 5 largest groups.
Example
This school has 3 out of 17 possible ethnic groups. Those with 5% or more are:

Year group context

Characteristics

The chart shows school-level year group characteristics, based on the 2022 January school census for the following measures:

number on roll

the percentage of pupils in receipt of FSM at the time of the January census; these pupils are those who are or have been eligible for FSM and have claimed them some time in the last 6 years (Reception to Year 11)

the percentage of pupils who speak English as an additional language

Shading on the chart indicates when the year group was different to other year groups in the school.

For key stage 5 (where applicable), there are different rules that DfE uses to allocate students to the different measures. The year group characteristics is based on the census data so there may be students that are no longer on roll but still allocated to the provider for accountability purposes.

Prior attainment

The prior attainment table presents how pupils in school performed at the previous key stage in relation to their year group.

We have based prior attainment in 2022 on the following factors:

Shading indicates whether the pupils in this school were above or below national. This is triggered if the school value is 1 or 2 standard deviations from the national. If pupils were in line with national, a dash is shown. If the number of pupils was 10 or below, an 'X' is shown.

Prior attainment at key stage 5

There was no data available for key stage 5 prior attainment in 2022. This is because these pupils did not take key stage 4 exams in 2020, due to COVID-19.

SEND characteristics

There is a formal assessment to decide if a pupil needs a statement of SEND or an EHC plan.

SEND support is the help a school gives pupils that falls outside the usual curriculum. Outside specialists can tell or support the class teacher and SEN coordinator.

An EHC plan is for children and young people aged up to 25 who need more support. This extra help is not available through SEN support. EHC plans identify educational, health and social needs and set out the support to meet those needs.

The January 2022 census provides data for this table. The table displays the number of pupils in the school who have a SEND need and what the need category is. The 2 halves of the table represent pupils who have SEND support and pupils who have an EHC plan.

It also shows what year the pupil is in. It flags if the school has a SEND unit and how many pupils out of all those with SEND are also disadvantaged.

SEND units are special provisions within a mainstream school. These units contain separate classes to teach pupils with SEND. These units:

receive extra funding from the local authority

cater for a specific type or types of SEND (for example, autistic spectrum disorders)

are usually for pupils with statements or EHC plans (but this is not required)

Disadvantaged pupils are those who were eligible for FSM at any time during the last 6 years and children looked after (in the care of the local authority for a day or more or who have been adopted from care).

Resourced provision refers to the places reserved at a mainstream school for specific pupils with SEND. The pupils learn within mainstream classes but require some specialist facilities.

Resourced provision:

receives extra funding from the local authority

caters for a specific type or types of SEN, for example specific learning difficulties

is usually for pupils with statements or EHC plans, but this is not required

The resourced provision information comes from the DfE's GIAS service.

Progress and attainment trend

Progress 8: three-year trend

The Progress 8 3-year trend section shows how the school has performed compared with other schools nationally overall and for each of the Progress 8 elements for each of the last 3 years, regardless of the methodology at the time. There is a clear indication of the position in terms of the quintile, when each quintile represents 20% of schools. Red boxes will indicate when a figure was, statistically, significantly below the national average. Green boxes will indicate when a figure was, statistically, significantly above the national average. Quintiles will display an 'X' when they are based on cohorts of 10 or fewer pupils. Also, no statistical significance will show for cohorts of 10 or fewer pupils.

The arrows indicate an increase or decrease in progress score. These align with the progress trend analysis. We have only made comparisons between 2017-18, and 2018-19. This is referred to as markedly higher or lower in the legend of the progress and attainment trend chart. Note that this is not based on statistical significance testing. The number in brackets shows the eligible cohort. The calculation that underpins these is shown in the 'Understanding the data in the IDSR' section.

Service children's education provider IDSRs do not incorporate 2017 data, so only the latest 2 years will have content.

Value added three-year trend

The EBacc pillar value added 3-year trend section shows how the school has performed compared with other schools nationally for science, languages and humanities value added for each of the last 3 years, regardless of the methodology at the time. There is a clear indication of the position in terms of the quintile, when each quintile represents 20% of schools. Red boxes indicate when a figure was, statistically below the national average. Green boxes indicate when a figure was, statistically above the national average. Quintiles will display an 'X' when they are based on cohorts of 10 or fewer pupils.

Level 3 value-added data is shown for A level, AS level and applied general qualifications. Red boxes indicate if the score was statistically significantly below the national average. Green boxes indicate if a score was statistically significantly above the national average.

The 'A level' group includes the following A level qualifications:

The 'AS level' group includes the following AS level qualifications:

For reference, the 'A level group' DfE report combines these 2 groups together.

Service children's education providers do not have data for value added measures.

Attainment 8: three-year trend

The Attainment 8 3-year trend section shows how the school has performed compared with other schools nationally for overall Attainment 8 and each of the Attainment 8 elements: English, mathematics, EBacc and open. The school is compared with other schools nationally for each of the last 3 years, regardless of the methodology at the time. There is a clear indication of the position in terms of the quintile, when each quintile represents 20% of schools. Quintiles will display an 'X' when they are based on cohorts of 10 or fewer pupils.

Service children's education provider IDSRs do not incorporate 2017 data, so only the latest 2 years will have content.

Attainment thresholds three-year trend

The EBacc pillar grade 4+ 3-year trend section shows how the school has performed compared with other schools nationally for the percentage of pupils achieving grade 4+ in science, languages and humanities. The school is compared with other schools nationally for each of the last 3 years, regardless of the methodology at the time. There is a clear indication of the position in terms of the quintile, when each quintile represents 20% of schools. Quintiles will display an 'X' when they are based on cohorts of 10 or fewer pupils.

The A level AAB% 2-year trend section shows how the school performed compared with other schools nationally for the % shows the percentage of students who have achieved 3 A levels at grades AAB or better, of which at least 2 are in facilitating subjects. The facilitating subjects are:

Key stage 5 attainment two-year trend

The APS 2-year trend section shows how the school performed compared with other schools nationally based on average point score the following: A level, best 3 A levels, applied general, tech level (level 3) and technical certificates (level 2).

Average progress score (APS) per entry is calculated by dividing the total number of points achieved by students by the total size of entries for those students. This is then aggregated to give an overall APS score for a provider. Entries are based on the size of the qualification and students may contribute multiple qualifications to the measure. Students may also be counted in more than 1 qualification type.

Service children's education provider IDSRs do not incorporate 2017 data, so only the latest 2 years will have content.

Reading, writing and mathematics three-year trend - 2019 to 2017

The following guidance is relevant for schools with a primary phase.

This section shows how the school has performed compared with other schools nationally overall and for each element for each of the last 3 years, regardless of the methodology at the time. There is a clear indication of the position in terms of the quintile, when each quintile represents 20% of schools. Red boxes will indicate when a figure was, statistically, significantly below the national average. Green boxes will indicate when a figure was, statistically, significantly above the national average. As in the rest of the report, figures are displayed in grey when they are based on 10 or fewer pupils. Also, no statistical significance will show for cohorts of 10 or fewer pupils.

The arrows indicate an increase or decrease in progress score. These align with the progress trend analysis. We have only made comparisons between 2017/18, and 2018/19. This is referred to as markedly higher or lower in the legend of the progress and attainment trend chart. Note that this is not based on statistical significance testing. The calculation that underpins these is shown in the 'Understanding the data in the IDSR' section. The number in brackets shows the number of entries.

Other attainment measures - 2019 to 2017

The following guidance is relevant for schools with a primary phase.

This section shows how the school has performed compared with other schools nationally overall and for each element for each of the last 3 years. There is a clear indication of the position in terms of the quintile, when each quintile represents 20% of schools. Red boxes will indicate when a figure was, statistically, significantly below the national average. Green boxes will indicate when a figure was, statistically, significantly above the national average. As in the rest of the report, figures are displayed in grey when they are based on 10 or fewer pupils. Also, no statistical significance will show for cohorts of 10 or fewer pupils.

Subject entries

Subject entries at key stage 4

This section shows the subjects entered for by this school in 2021, 2019 and 2018. Subject entries data for 2020 is not available. There may be some differences between 2021 entries and earlier years. For example, in 2021 early entries are not included but are included for earlier years.

The purple shading is darker where more pupils were entered. Subjects are grouped by subject cluster and listed alphabetically first by cluster then by subject.

Qualification type is also included, which covers the following:

The cohorts above the section represent total pupils at the end of key stage 4.

Subject entries at key stage 5 - level 3

This section shows the subjects entered for by this school in 2021, 2019 and 2018. Subject entries data for 2020 is not available.

The purple shading is darker where more students were entered. Subjects are grouped by subject cluster and listed alphabetically first by cluster then by subject.

Qualification type is also included, which covers the following:

The cohorts above the section represent total students at the end of key stage 5.

Understanding the data in the IDSR

Statistical significance

Assessment data and information are starting points for inspectors' discussion with schools. Statistical significance testing is used in the IDSR to draw attention to noteworthy values. These values show when differences in school's performance may be due to more than chance variation. The IDSR uses percentile ranking as well as statistical significance testing. This allows us to look at relative performance across time while also highlighting noteworthy changes.

Significance calculation for threshold measures

A normal approximation to the binomial distribution is used to identify statistically significant differences between proportions of pupils (shown in the areas of interest).

Before applying the test, we check that:

nP

and

n(1-P)

are greater than or equal to 5.

When:

The calculation is as follows:

Otherwise not statistically significant.

When:

This methodology is applied to the following performance measures:

Progress trend analysis calculation

Progress is a within year, norm referenced measure. Scores are not directly comparable year on year. To allow for direct comparisons across years, every progress score is standardised using the following formula:

(Progress score - mean) / standard deviation

Absence and exclusions

Absence data is usually in all IDSRs by December each year. This is because data is only provided to Ofsted after the primary IDSR release.

The permanent and fixed-period exclusions data is one year behind. For example, 2017/18 exclusions data was published in July 2019. Exclusions data is for cohorts before the one shown on the context page and the number on roll may have changed.

For absence and fixed-period exclusions, special schools are compared to the national for secondary schools. For permanent exclusions, special schools are compared to the national average for special schools.

Data sources

All data in the IDSR is from the DfE. We use the data to calculate school-, local-authority- and national-level data. Pupil-level data is anonymous and does not contain names or addresses. It is not shared with inspectors at any point.

We receive the following data sets from the DfE to produce the IDSR.

National pupil database:

Performance tables:

Absence and exclusions data:

You can find more information on the accountability measures in these DfE guidance documents:

Special schools and pupils with special educational needs and disabilities

An IDSR is produced for special schools. However, it may contain very little information about the performance of pupils.

Pupils with SEND are a diverse group with differing needs and expectations. Therefore, the IDSR will no longer display any averages for this group.

Contextual information is provided for the group, including the breakdown of the number of pupils with SEND by primary special educational need.

Junior and middle schools

A standard sentence appears to explain that junior and middle schools have lower progress scores on average. Also, due to the age range of pupils at middle schools, pupils will have only attended a middle school for a short time before they take their key stage 2 tests.

Inspectors should be aware of this and, as with any inspection, carefully consider a range of information and data.

Missing data

There are a few possible reasons why data for some years is not shown for a particular measure.

In charts and tables, data may not be shown for some years because:

the measure did not exist, was defined differently or was not available to Ofsted for that year; if this is the case, the data is shown as a dash

the school had no pupils for a particular measure in that year; if this is the case, the cohort will be shown as a 0 and a dash will be shown for the measure

if the school recently changed legal status, for example from a local authority maintained school to a sponsor-led academy, the data may be shown under the predecessor school name or unique reference number (URN) in ASP

National figures

The national figures may differ from the figures published in the DfE performance tables and ASP. This is due to the varying decimal precisions used between organisations.

The disadvantaged pupil group is compared to the national for pupils who are not disadvantaged.

Prior attainment pupil groups are compared to their respective pupil group nationally.

Service children's education providers have been assigned a phase based on the ages of pupils in the school.

Cohorts and numbers of pupils included

Cohorts display the total number of pupils based on the group and year of the measure presented.

For measures when all pupils were entered, the cohort shows the number of pupils the measure is based on. For some measures, it is used as the denominator for percentages.

If there have been any leavers and joiners, then the cohort number shown on progress and attainment data may not match the context section. The context section is a snapshot of the day the school census is taken in January of that year.

The 'number of pupils included' on progress pages only includes pupils with prior attainment information.

Key stage 5 cohorts

There are different rules that DfE uses to allocate students to the different measures. The year group characteristics is based on the census data so there may be students that are no longer on roll but still allocated to the provider for accountability purposes. The qualification type table is based on revised data, whereas retention is from final.

For the destinations, the DfE use a flexible end year to determine which students are included in the measure. There are more details in the accountability guide.

Conditions of use

The IDSR conditions of use and storage are that:

the IDSR is to be used only for educational and analytical purposes and for informing inspection, not for any other purpose

data presented in the IDSR is to be shared only with those who need and are authorised to have access to the information

only nominated users may access the IDSR and these users must be made aware that they cannot share the IDSR without permission from the data owner

the IDSR should be saved in a secure location with limited access

Key stage 5 student groups

Prior attainment student groups are shown for some measures. These groups are based on students' average points score at key stage 4, which is calculated by giving a point score to each grade and taking an average across all the student's grades. The following table shows the corresponding points scores for each grade.

Note that in 2017, 2018 and 2019, points were allocated to new GCSEs (with grades of 9 to 1). The DfE's secondary accountability measures guidance contains further details on how these scores are calculated.

In the IDSR, we use groups of scores. For level 3 students, these are as follows:

To align students' average points scores to these groups, we calculate an upper bound and lower bound for each group.

To calculate the upper bound for each group, we calculate the midpoint between the maximum points score within the group and the minimum points score within the next highest group.

For example, to calculate the upper bound for the 4-6 group, we take the midpoint between the maximum points score for the 4-6 group (5.5) and the minimum points score for the 7-9 group (7):

Upper bound = (5.5 + 7) / 2 = 6.25

Similarly, to calculate the lower bound for each group, we calculate the midpoint between the minimum points score for the group and the maximum points score for the next lowest group.

For example, to calculate the lower bound for the 4-6 group, we take the midpoint between the minimum points score for the 4-6 group (4) and the maximum points score for the 3 and under group (3):

Upper bound = (3 + 4) / 2 = 3.5

These calculations produce the following average points score boundaries.

For level 2 students, we follow an equivalent process to calculate average points score boundaries for the following groups.

For value-added data relating to A level, AS level and applied general qualifications, and completion and attainment data relating to tech level qualifications, the following groups based on prior attainment for level 3 students are shown:

For completion and attainment data relating to technical certificate qualifications, disadvantaged students and the following groups based on prior attainment for level 2 students are shown:

If performance does not differ from that of the provider, no sentences will appear.

Data protection

When accessing the data in the Ofsted IDSR service, you must recognise the privacy of that data and always comply with the Data Protection Act 2018. The Data Protection Act 2018 is the UK's implementation of the General Data Protection Regulation (GDPR). You must ensure that you use the data that you have access to for the purpose for which the service was set up and that you do not use the data for any other purpose. You must ensure that the data is processed securely and that it is not subject to any unauthorised use or disclosure.

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School inspection data summary report (IDSR) guide

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This guide is for primary and secondary schools including those with a sixth form. The Ofsted IDSR is now a web-based page showing data for Ofsted inspectors to use when preparing for and during inspection. The IDSR is designed to align with our school inspection handbook, so that areas of interest can be used to identify inspection trails.

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DfE: Destinations of KS 4 and 5 students: 2021

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DfE: Destinations of KS 4 and 5 students: 2021

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Published: 20th October 2022

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Data on key stage 4 (KS4) and 16 to 18 (KS5) students going into apprenticeship, education and employment destinations.

Documents

https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-destination-measures/2020-21

https://explore-education-statistics.service.gov.uk/find-statistics/16-18-destination-measures/2020-21

https://explore-education-statistics.service.gov.uk/find-statistics/progression-to-higher-education-or-training/2020-21

Details

These releases provide information on:

destinations of pupils finishing key stage 4 (pupils who finished key stage 4 in 2019 to 2020 and shows their destination in the following academic year)

destinations of students who finished 16 to 18 study (students who reached the end of 16 to 18 study in 2019 to 2020 and shows their destination in the year following their institution attendance)

progression to higher education or training (students who reached the end of 16 to 18 study in 2018 to 2019 and shows their progression to higher education or training in the two years after A levels or other level 3 qualifications, including a value-added score)

The releases give breakdowns for specific student characteristics and institution types.

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Destinations of key stage 4 and 5 students: 2021

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Published: 20th October 2022

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Key stage 4 performance, Academic Year 2021/22

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This statistical release focuses on the GCSE results of pupils at the end of Key Stage 4 (KS4) attending state-funded schools in England. In the 2021/22 academic year there were 4015 state-funded schools with 587,681 pupils at the end of KS4. Unlike previous years, this provisional release will i…

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DfE: Secondary school performance data in England 2022

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DfE: Secondary school performance data in England 2022

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Published: 20th October 2022

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The achievements of pupils at key stage 4, at school level, local authority area and in England.

Details

The secondary school performance data (based on provisional data) shows:

attainment results for pupils at the end of key stage 4

the progress made by pupils between the end of primary school to the end of secondary school

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Secondary school performance data in England: 2021 to 2022

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ESFA: 16 to 19 study programmes - Guide for providers

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ESFA: 16 to 19 study programmes - Guide for providers

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Updated: 15 July 2022

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16 to 19 study programmes: guide for providers

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Information for education and training providers on the planning and delivery of study programmes.

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NCC Subject Network Meetings 2022/23 Dates

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NCC Subject Network Meetings 2022/23 Dates

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Norfolk Mathematics Teacher Network | AMSP

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The Norfolk Mathematics Maths Teacher Network is an AMSP-funded project allowing teachers of maths to meet, to collaborate and to share professional development. We meet regularly. The programme is a mixture of informal sessions and speaker-led training events.

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Eventbrite - Diocese of Norwich - Schools & Academies presents RE Local Leaders Forum - Monday, 30 January 2023 at Diocesan House. Find event and ticket information.

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NETWORK INFO
Costs / Benefits

Norfolk PE Support Service offers ALL Norfolk Secondary Schools the opportunity to join a SECONDARY PE NETWORK for a small fee each year.

Following a survey across all Secondary phase schools in the county in June 2021, over 97% of schools agreed there was a need to establish a new PE Network to support Secondary PE teachers in the county. NPESS is now offering a PE Network Membership for an introductory price of £75.00 (Moving to £100.00 From November 1st)

​

The money goes a long way! All members will receive;

​

NPESS WILL BE IN DIRECT CONTACT WITH SCHOOLS TO CONFIRM MEMBERSHIP FOR EACH ACADEMIC YEAR

ANY QUESTIONS: Email : Rob McCombe e: rmccombe@norfolkpe.org

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NPESS SEC Network Membership | NorfolkPE

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NETWORK INFO Costs / Benefits Norfolk PE Support Service offers ALL Norfolk Secondary Schools the opportunity to join a SECONDARY PE NETWORK for a small fee each year. Following a survey across all Secondary phase schools in the county in June 2021, over 97% of schools agreed there was a need to establish a new PE Network to support Secondary PE teachers in the county.

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Online repositories of the latest Information, opportunities, and teaching resources to support subject teachers

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Online repositories of the latest Information, opportunities, and teaching resources to support subject teachers

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Welcome to the 11-19 subject support pages. Here you will find a wealth of information to support you in your role as a subject leader or teacher. Please click on the links above for information on Subject Network Meetings and Norfolk Subject Lead Cooperative.

11-19 Subject Support

Online repository of the latest Information, opportunities, and teaching resources to support subject teachers:

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Welcome to the 11-19 subject support pages. Here you will find a wealth of information to support you in your role as a subject leader or teacher. Please click on the links above for information on Subject Network Meetings and Norfolk Subject Lead Cooperative.

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Ofqual: Apply to be an external expert with Ofqual - Subject matter expertise in vocational and technical subject areas

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Ofqual: Apply to be an external expert with Ofqual - Subject matter expertise in vocational and technical subject areas

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Updated: 20th October 2022

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Find out what the role of an external expert involves and how to apply.

We often require advice from people with expertise to help with our work on qualifications and assessments for GCSEs, A levels, a wide range of vocational and technical qualifications and new apprenticeship end-point assessments.

External experts are invaluable to the work we do to ensure the qualifications we regulate are fit for purpose ensuring that the right things can be assessed in a consistent way.

What we look for in external experts

We are looking for people from a wide range of backgrounds.

You might:

be a teacher, practitioner, assessor, examiner or an academic

have extensive skills and experience in a particular industry

How to apply

If you would like to provide subject matter expertise in vocational and technical subject areas, please register your interest.
Register your interest
We are not currently seeking additional subject matter expertise in academic subjects.

Current experts

To see who is currently advising us, download our current .

Terms and conditions, and privacy statement

These are the terms and conditions for external experts and the .

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Apply to be an external expert with Ofqual

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16 to 18 Accountability measures Guidance 

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16 to 18 Accountability measures Guidance 

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Published: 20th October 2022

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Published: 20th October 2022

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WEF: The future of assessment in England’s secondary schools

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WEF: The future of assessment in England’s secondary schools

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23rd November 2022
Online

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This conference will examine the next steps for the exam system in England, including the role of digital assessment moving forward.

It follows GCSE and A Level results day 2022, after the return of in-person summer exams for the first time since the pandemic began. It also comes after Ofqual's announcement of a new three-year plan to introduce the use of innovative technology in exams in English schools and to support the reintroduction of exam-based assessment in 2022.

It will be a timely opportunity for delegates to discuss the future direction for England's assessment system - including learning from best practice, implementing reasonable adjustments, and addressing invigilator shortages - and priorities for government policy with new political leadership in place.

Sessions also look at the future use of technology and the effectiveness of digital assessment methods in qualifications, including the role of assistive technology and strategies for boosting accessibility and flexibility of remote exams and invigilation.

Overall, areas for discussion include:

post-pandemic recovery - lessons learnt from the 2022 summer series - remote examinations - implementation of effective access arrangements

re-shaping England's system - the return to exam-based assessment - restoring quality and standards post-pandemic - addressing invigilator shortages - best practice for in-person exams

supporting students through exams - fairness, transparency, and flexibility - the appeal process - care for mental health - support for disadvantaged students

digital assessment - ensuring effective and fair assessment - strategies for introducing adaptive testing and remote invigilation - equipping schools with assistive technology

the future for qualifications - policy and strategy for the long term

We are pleased to be able to include keynote sessions with Ian Morgan, Chair, Joint Council for Qualifications; and, Chief Executive, WJEC; Mary Curnock Cook, Chair, Pearson Education; and former Chief Executive, UCAS; Colin Hughes, Chief Executive, AQA; Rachel Sylvester, Chair, The Times Education Commission; and Ian Castledine, Head of Propositions for Assessment, RM. The chair is Rt Hon Lord Baker of Dorking.

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school assessment examinations gcse a-level qualifications ofqual digital assessment secondary education secondary schools

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This conference will examine the next steps for the exam system in England, including the role of digital assessment moving forward. It follows GCSE and A Level results day 2022, after the return of in-person summer exams for the first time since the pandemic began.

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Ofqual: Essential Digital Skills qualifications: progress so far

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Ofqual: Essential Digital Skills qualifications: progress so far

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Updated: 11th October 2022

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Applies to England

In April 2019 we published the rules against which we will regulate the new Essential Digital Skills qualifications (EDSQs). At the same time, the Department for Education published the national standards for essential digital skills which awarding organisation must use to develop their qualifications.

All new EDSQs will go through a technical evaluation process before being made available to centres (schools, colleges and training providers) to deliver. This is to ensure that the qualifications are valid and fit for purpose. Using a combination of subject and assessment experts, we review the materials submitted by each awarding organisation against our rules. These materials include the specification and the sample assessments. We consider issues such as their level of demand, coverage of the Department for Education national standards, and the quality of the questions and the associated mark schemes. We also review the awarding organisation's assessment strategy, the key document in which they explain the approach they are proposing to the design and delivery of their qualification.

Evaluation progress

The status, as at 11 October 2022, of each of the qualifications that awarding organisations have notified Ofqual they are developing is as follows.
Key

1. Awarding organisation is yet to submit materials to Ofqual for technical evaluation

2. Currently undergoing technical evaluation by Ofqual

3. Has been through technical evaluation by Ofqual and is back with awarding organisation

4. Resubmitted to Ofqual and undergoing technical evaluation

5. Has completed Ofqual process of technical evaluation

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Essential Digital Skills qualifications: progress so far

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Ofqual: Statistics on vocational and other qualifications (excluding GCSEs, AS levels and A levels) June 2022

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Ofqual: Statistics on vocational and other qualifications (excluding GCSEs, AS levels and A levels) June 2022

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Published: 29 September 2022

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Statistics on vocational and other qualifications (excluding GCSEs, AS levels and A levels).

Details

Context

In quarter 2 2022 (April to June) there were no COVID-19 restrictions in place in England. Adaptations to vocational and other qualifications continued to be permitted, in line with our regulatory arrangements (please see the background notes for more information). The trends seen in this quarter may have been affected as a result.

Main trends for quarter 2 (April to June) 2022

1. The number of certificates awarded in 2022 quarter 2 was 979,370, a 1% increase from quarter 2 of 2021. The number of certificates issued between July 2021 and June 2022 (4,855,430) increased by 11% relative to the number of certificates issued between July 2020 and June 2021 (4,362,660). Despite this increase, the number of certificates issued in July 2021 to June 2022 is still below pre-pandemic levels, with 959,195 fewer certificates issued than between July 2018 and June 2019 (5,814,625).

2. Most qualification types saw an increase in the number of certificates issued in quarter 2 2022 compared to quarter 2 2021. The largest increase in numbers was seen for Performing Arts Graded Examinations (from 95,400 certificates in quarter 2 2021 to 117,085 certificates in quarter 2 2022, an increase of 23%). Other General Qualifications showed the largest decrease in certificates (from 45,795 in quarter 2 2021 to 16,350 in quarter 2 2022, a decrease of 64%).

3. Most qualification levels saw a decrease in the numbers of certificates issued compared to quarter 2 2021. The largest decrease in numbers was seen in Level 3 qualifications (from 279,590 certificates in quarter 2 of 2021 to 272,905 certificates in quarter 2 of 2022, a decrease of 2%). The largest increases in numbers were seen for Entry Level qualifications (from 110,585 in quarter 2 2021 to 123,965 in quarter 2 2022, an increase of 12%) and Level 1 qualifications (from 214,585 to 226,800 certificates).

4. Quarter 2 of 2022 saw increases in the number of certificates awarded for most sector subject areas. Health, Public Services and Care showed the largest increase in number of certificates compared to quarter 2 of 2021 (from 265,030 certificates to 283,855 certificates, an increase of 7%). The largest decrease in the number of certificates was seen in Arts, Media and Publishing, decreasing by 12% from 147,180 in quarter 2 of 2021 to 129,885 in quarter 2 of 2022.

5. The 3 qualifications with the highest number of certificates awarded in quarter 2 2022 were the QA Level 3 Award in Emergency First Aid at Work (RQF), FAA's Level 3 Award in Emergency First Aid at Work, and TCL's Entry Level Certificate in ESOL International Speaking and Listening, respectively. These qualifications also had the highest number of certificates in quarter 2 2021.

6. The awarding organisation with the highest number of certificates issued in this quarter was City and Guilds, followed by Highfield, then Pearson. In quarter 2 2022, City and Guilds and Pearson saw decreases of 3% (from 130,825 to 126,260) and 6% (from 76,360 to 71,635), respectively, in the number of certificates awarded compared to quarter 2 2021. Highfield showed an increase of 36% from 59,585 in quarter 2 2021 to 80,830 in quarter 2 2022.

7. The top 3 awarding organisations in terms of certificates issued between July 2021 and June 2022 did not change in their rank order from those issued between July 2020 and June 2021. In both years, Pearson had the highest number of certificates issued, followed by City and Guilds and NCFE.

Datasets

The dataset used to produce this release is available separately.

Statistics collection

All our published vocational and other qualifications publications are available as part of the collection for vocational qualifications statistics.

User feedback

We welcome your feedback on our publications. Should you have any comments on this statistical release and how to improve it to meet your needs please contact us at data.analytics@ofqual.gov.uk.

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Vocational and other qualifications quarterly: April to June 2022

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Ofqual & DfE: Consultation on Ensuring the resilience of the qualifications system in 2023: GCSE, AS, A level, Project and AEA

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Ofqual & DfE: Consultation on Ensuring the resilience of the qualifications system in 2023: GCSE, AS, A level, Project and AEA

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Published: 29th September 2022
Deadline: 20th October 2022

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Detail of outcome

As outlined in our consultation document, both the DfE and Ofqual have responsibilities in this area, and so we consulted jointly.

The DfE is responsible for its policy for qualifications (including whether the government considers that exams can go ahead safely and fairly as planned) and the subject content that is taught and assessed. Ofqual is responsible for assessment arrangements and is therefore responsible for setting rules to implement alternative arrangements, if required.

As outlined in the consultation, the DfE considers that, if it becomes necessary to cancel exams this should apply to all students and a TAG approach should be implemented nationally. This would only happen due to an event like the pandemic which has such severe and catastrophic consequences for a significant number of students. The DfE has also confirmed that TAGs would not be used to award a grade when exams take place.

In line with our respective responsibilities, Ofqual and the DfE have decided to implement the proposals set out in the consultation about the provision of guidance for teachers on how they should collect evidence of student performance. The DfE has decided that the provision of guidance for schools and colleges is appropriate, given its responsibilities in this area. Ofqual has decided that the proposed guidance would support schools and colleges in gathering evidence of student performance that could be used to determine a TAG should exams not be able to go ahead as planned. Ofqual has revised the guidance consulted on, in response to feedback, with a view to minimise further the burden on students, schools and colleges. Ofqual has taken a decision to publish the final guidance, in line with its responsibilities for qualifications and assessments, including in the unlikely case that exams cannot go ahead.

The government is firmly committed to exams taking place. Schools and colleges are, therefore, not asked to determine TAGs and should not seek to do so. Guidance on how to determine a TAG, and on any quality assurance and appeal processes, will be provided only in the unlikely event that exams are not able to go ahead safely or fairly. These arrangements would depend on the nature and timing of any decision that exams cannot take place.

In this decisions document and the accompanying analysis, we have not sought to discuss every point made by those who responded to our consultation. In taking our respective decisions and finalising the guidance we have, however, considered all the points made in response to the consultation.

Detail of feedback received

The Department for Education (DfE) and Ofqual welcomed the return of exams and other formal assessments in summer 2022, for the first time since 2019. Exams and other formal assessments are the best and fairest way of assessing what students know and can do. That's why it was so important that students were able to take exams in 2022 and can continue to take them in 2023 and in the future.

The national cancellation of exams - and the need for alternative assessment arrangements - is now very unlikely. The government does not expect to ever be in the situation again where exams do not go ahead, but good public policy means having contingency, even for extremely unlikely scenarios.

A consultation, prepared jointly by the DfE and Ofqual, invited views on guidance to schools and colleges about gathering assessment evidence to support resilience in the exams system in the unlikely event it is necessary to use that evidence to inform Teacher Assessed Grades (TAGs). The proposed guidance was designed to allow schools and colleges to decide how to gather evidence of student performance in assessments in ways that align with their normal arrangements for preparing students for exams. The consultation asked for the views of relevant people and institutions, such as students, teachers, exam boards, schools and colleges and their representatives on the proposed guidance. In particular, it sought their views on whether it supported the gathering of evidence to build resilience in the system whilst minimising any additional burden on teachers and students.

Responses to the consultation have informed the arrangements for gathering assessment evidence to support resilience in the exams system in 2023 that we have now put in place. The decisions taken on the final form of the guidance are set out in a decisions document, and the final guidance itself can be found here . The consultation was available online for 21 days and received 213 responses.

Original consultation

Summary

Consultation proposals for gathering evidence of student performance in GCSE, AS, A level, Project and AEA qualifications to support qualification system resilience in 2023.

This consultation ran from

Consultation description

We welcomed the return of exams and other formal assessments in summer 2022, for the first time since 2019. Exams and other formal assessments are the best and fairest way of assessing what students know and can do. That's why it was so important that we got back to students taking them in 2022, and that this continues next year.

The national closure of schools or cancellation of exams - necessitating the use of alternative assessment arrangements - is now very unlikely. The government does not expect to ever be in the situation again where exams do not go ahead, but good public policy means having contingency, even for extremely unlikely scenarios.

It is important to learn lessons from the past 3 years. We have taken into account feedback received on the arrangements in place in 2022 and we propose to put in place arrangements which will build resilience in the exam system next year. We know that most schools and colleges have robust and effective assessment activities in place to monitor students' progress and prepare them for exams, such as mock exams, and these are well established.

This document, prepared jointly by the Department for Education (DfE) and Ofqual, invites views on guidance to schools and colleges about gathering assessment evidence to support resilience in the exams system in the unlikely event it is necessary to use that evidence to inform Teacher Assessed Grades (TAGs). It is designed to allow schools and colleges to determine arrangements to gather evidence that align with their normal arrangements for preparing students for exams.

The proposals in this consultation apply to GCSEs, AS, A levels, Project Qualifications and the Advanced Extension Award (AEA) in mathematics.

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Ensuring the resilience of the qualifications system in 2023: GCSE, AS, A level, Project and AEA

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Consultation proposals for gathering evidence of student performance in GCSE, AS, A level, Project and AEA qualifications to support qualification system resilience in 2023.

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Ofqual: Consultation on proposed changes to the assessment of Modern Foreign Language GCSEs from 2023

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Ofqual: Consultation on proposed changes to the assessment of Modern Foreign Language GCSEs from 2023

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Published: 29th September 2022
Deadline: 20th October 2022

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Proposed changes to the assessment of Modern Foreign Language GCSEs from 2023

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We invite views on a proposed adaptation to GCSE modern foreign language (MFL) qualifications assessment for students in England taking exams from summer 2023.

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Ofqual: Consultation om proposed adaptations to the assessment of GCSEs in mathematics, physics and combined science for students in England taking exams in 2023. 

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Ofqual: Consultation om proposed adaptations to the assessment of GCSEs in mathematics, physics and combined science for students in England taking exams in 2023. 

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Published: 29th September 2022
Deadline: 20th October 2022

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Applies to England

We are analysing your feedback

Visit this page again soon to download the outcome to this public feedback.

Summary

We invite views on proposed adaptations to the assessment of GCSEs in mathematics, physics and combined science for students in England taking exams in 2023.

This consultation ran from

Consultation description

Ofqual invites your views on proposed adaptations to the assessment of GCSEs in mathematics, physics and combined science for students in England taking exams in 2023.

The Department for Education (DfE) has confirmed that in view of the disruption caused by the coronavirus (COVID-19) pandemic, it is not necessary for students to memorise formulae for GCSE mathematics and equations for GCSE physics and combined science, as they must in a normal year. Therefore, we propose carrying forward from summer 2022 the provision of support materials, in the form of formulae and revised equation sheets, in the exams for GCSE mathematics, physics and combined science.

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Proposed changes to the assessment of mathematics, physics and combined science GCSEs in 2023

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Ofqual: Essential Digital Skills qualifications: progress so far

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Ofqual: Essential Digital Skills qualifications: progress so far

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Updated: 11th October 2022

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Applies to England

In April 2019 we published the rules against which we will regulate the new Essential Digital Skills qualifications (EDSQs). At the same time, the Department for Education published the national standards for essential digital skills which awarding organisation must use to develop their qualifications.

All new EDSQs will go through a technical evaluation process before being made available to centres (schools, colleges and training providers) to deliver. This is to ensure that the qualifications are valid and fit for purpose. Using a combination of subject and assessment experts, we review the materials submitted by each awarding organisation against our rules. These materials include the specification and the sample assessments. We consider issues such as their level of demand, coverage of the Department for Education national standards, and the quality of the questions and the associated mark schemes. We also review the awarding organisation's assessment strategy, the key document in which they explain the approach they are proposing to the design and delivery of their qualification.

Evaluation progress

The status, as at 11 October 2022, of each of the qualifications that awarding organisations have notified Ofqual they are developing is as follows.
Key

1. Awarding organisation is yet to submit materials to Ofqual for technical evaluation

2. Currently undergoing technical evaluation by Ofqual

3. Has been through technical evaluation by Ofqual and is back with awarding organisation

4. Resubmitted to Ofqual and undergoing technical evaluation

5. Has completed Ofqual process of technical evaluation

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Essential Digital Skills qualifications: progress so far

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National Reference Test:  Information for 2023 

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National Reference Test:  Information for 2023 

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Tests will take place between 13 February and 17 March 2023

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Information provided by the NFER to schools taking part in the 2023 NRT.

Details

This information is provided to schools that have been selected as part of a sample to participate in the statutory National Reference Test (NRT), which will take place between 20 February and 3 March 2023.

Ofqual has appointed the National Foundation for Educational Research (NFER) to develop, administer and analyse the test on its behalf.

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National Reference Test 2023 - information for schools

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Updated: 10 October 2022

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Level 3 BTEC and Cambridge Technicals results

Our immediate priority has been to make sure that Pearson and OCR got results to students promptly, so they can progress. We have been monitoring the situation closely and have asked Pearson and OCR to give us regular updates so that we can be confident that they are swiftly issuing results.

Pearson and OCR have confirmed that they have identified all students who are dependent on their result for a higher education place. The awarding organisations have told us that results have been issued to these students, where they have been able to, or that they have informed schools and colleges why these students are not eligible to receive a result where that is the case. In a small number of cases, schools and colleges are working with awarding organisations to confirm the eligibility of some students to receive a result.

It is important that, as regulator, we review what has happened to make sure that students in future years receive results when they expect them, so they can progress in their education, apprenticeship or employment. We will continue to work across the sector, in addition to using our regulatory relationship with awarding organisations, to this end.

Colleges and schools should contact awarding organisations, and students should contact their college or school.

For updates and help with BTEC qualification results, contact Pearson on 0345 618 0440 or via @PearsonBTEC on social media, or visit Results Day 2022 FAQs.

For updates and help with Cambridge Technicals qualification results, visit the Cambridge Technicals update website or contact support@ocr.org.uk.

Vocational and technical qualifications (VTQs) come in different shapes and sizes. They are flexible by design, so students can sit individual modules when they are ready, and they can get their results at different times of the year when they have completed the required number of units. These flexibilities are valued by students, employers and schools and colleges. This does mean awards are more complex, and particularly so this year, due to the arrangements put in place to mitigate the effects of the pandemic. This does not, of course, excuse delays where students were expecting to receive results.

Level 1/2 and Level 2 vocational and technical qualification results

Results for BTEC First, Technicals and Tech Award Qualifications, and Cambridge Nationals are issued throughout the year. More than 350,000 results have been awarded for Level 1/2 and Level 2 vocational qualifications since March 2022.

Many students have received results for Level 1/2 and Level 2 qualifications this week, to enable them to progress to further study, apprenticeships and work. These results are normally issued on, or before, 25 August.

Students should talk to their college or school if they have any queries about their results.

For updates on BTEC Firsts, Technical and Tech awards, visit Pearson's FAQs. For updates on Cambridge Nationals, visit OCR's website.

Unhappy with your exam results

If you're not happy with your exam results in some subjects, you have the options to appeal your results or retake your exams in those subjects. Your school or college will be able to tell you about the process for both of these.

Anxiety and mental health support

We understand that this has been a difficult time for students and you have shown great resilience in the face of the challenges presented by the pandemic. Always make sure you speak to somebody if you are feeling anxious or struggling with your mental health. This might be a parent, carer or someone else you trust.

You can also contact:

Subject content and assessment arrangements: 2022 to 2023

Ofqual and the Department for Education have confirmed the arrangements for subject content in GCSEs, AS and A levels and non-exam assessment in qualifications taking place in the academic year 2022 to 2023.

This means that the assessment arrangements for GCSE, AS and A level qualifications being awarded in 2023 will be as follows:

for GCSEs in English literature, history, ancient history and geography, students will study and be assessed on all the usual topics and content

for dance, design and technology, drama (and theatre), food preparation and nutrition, film studies, media studies, music, music technology, physical education (PE), students will carry out the usual non-exam assessment activities

for art and design, students will be assessed by an exam board set task and a portfolio as usual

for geography, geology, and science subjects, students will carry out the usual fieldwork and practical science activities

for GCSEs in English language, students will carry out spoken language assessments as usual and some of these will be recorded by their teachers

for GCSEs in modern foreign languages, students will take formal speaking tests as usual

New guidance for exam boards on producing accessible assessments

Ofqual has published new guidance for exam boards and awarding organisations on making assessments accessible for students.

The guidance supports awarding organisations to design and develop assessments to meet rules on accessibility. It explains that, in their exams and assessments, awarding organisations should:

use accessible and appropriate language

use clear and consistent layout

use source material, context, images and colour in ways that do not disadvantage students

consider how Reasonable Adjustments could be made to the exam or assessment to make sure disabled students are not disadvantaged

Replacement certificates

Ofqual does not hold copies of your certificates - we can't tell you your grade or provide replacements. Certificates are held by the exam board you sat your qualification with. If you don't know which exam board you took your qualification with, ask your school. If your school don't know you will need to ask each exam board to do a search for you - they will charge you for this.

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Our immediate priority has been to make sure that Pearson and OCR got results to students promptly, so they can progress. We have been monitoring the situation closely and have asked Pearson and OCR to give us regular updates so that we can be confident that they are swiftly issuing results.

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Deadline: 14th October 2022

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Ofqual: Arrangements for 2022 to 2023 NEAs and Exams

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Ofqual: Arrangements for 2022 to 2023 NEAs and Exams

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- Ofqual confirms the usual arrangements for NEA, fieldwork and practical science are in place for 2023.
- Ofqual will ask exam boards to look carefully at the design of the exam timetable for next year, to see if the increased spacing between subjects in the exam timetable should be retained.

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Applies to England

In 2021 and 2022, Ofqual made a range of adjustments to the arrangements for NEA and fieldwork and practical science requirements in some GCSE, AS and A level subjects to respond to public health measures. Given that they are no longer in force, for the 2023 cohort Ofqual confirms that, as planned, the usual arrangements for NEA, fieldwork and practical science are now in place.

For the 2022 cohort, the Department for Education determined that there should be a choice of topics in GCSE English literature, history and ancient history and a choice of content in GCSE geography as part of a range of adaptations to GCSE, AS and A levels for this year. For 2023, the Department for Education confirms the return to full subject content coverage for those GCSE subjects.

For other qualifications, including vocational and technical qualifications taught alongside or instead of GCSEs, AS and A levels, a range of adaptations were permitted in academic year 2021 to 2022. Awarding organisations decided which adaptations were appropriate for their qualifications in accordance with Ofqual's Vocational and Technical Qualifications Contingency Regulatory Framework (VCRF). Some adaptations were in response to public health restrictions. Given that public health restrictions are no longer in place, these adaptations are no longer necessary for the academic year 2022 to 2023 onwards.

This means that schools and colleges have the information they need to plan their teaching of the required content and to provide non-exam assessments. The Department for Education and Ofqual will continue to monitor the path and impact of the pandemic and evaluate the delivery of arrangements this year, including the provision of exam aids, such as formulae sheets, and advance information to support students' revision, before finalising 2023 arrangements. Our intention is to return to the carefully designed and well-established pre-pandemic assessment arrangements as quickly as possible, given they are the best and fairest way of assessing what students know and can do.

For GCSEs, AS and A levels, Ofqual will, as planned, consider the approach to grading for 2023 in light of outcomes in 2022. Ofqual will also ask exam boards to look carefully at the design of the exam timetable for next year in the light of experience this year, to see if the increased spacing between subjects in the exam timetable should be retained.

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Subject content and assessment arrangements in the academic year 2022 to 2023

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Pearson: NEW BTEC Tech Awards L1/2 Support Pages 

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Pearson: NEW BTEC Tech Awards L1/2 Support Pages 

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Published: 3rd October 2022

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Copyright © 1996 - 2022 Pearson All rights reserved.

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Ofqual: Post 16 qualifications that sit alongside A and T levels - Second Consultation launched

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Ofqual: Post 16 qualifications that sit alongside A and T levels - Second Consultation launched

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Published: 30th June 2022
Consultation Deadline: 10th August 2022

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Ofqual seeks views on its detailed proposals for regulating a range of academic and technical level 3 qualifications.

Ofqual has today confirmed how it will make sure there is quality and fairness for students who take level 3 qualifications that sit alongside A levels and T Levels. These decisions are informed by the views of students, employers, awarding organisations, and others who recognise the importance of these qualifications which enable progression into higher education and employment.

Alongside these decisions, in a second consultation Ofqual is seeking views on:

titles of qualifications

grading of alternative academic qualifications

details of the proposed draft regulations

Ofqual's proposals focus on providing students with good quality, fair assessments, supported by meaningful grading scales and titles which make it clear, to all, what these level 3 qualifications represent.

For alternative academic qualifications, Ofqual is requiring that awarding organisations should set and mark at least 40% of the assessment to be undertaken by all students, at the same time. For these alternative academic qualifications, Ofqual is also proposing putting in place guidance regarding grading scales and is considering a move to a smaller number of common grading scales in the future.

Dr Jo Saxton, Ofqual Chief Regulator, said:

It is important that students have access to high-quality qualifications that will help them to build a meaningful career. Qualifications lead to better opportunities in life.

It is also important that students and employers can easily identify which qualifications are relevant to them and understand what the grades awarded represent.

Ofqual has drawn up its proposals for regulating alternative level 3 qualifications to make sure students best interests are met.

These proposals all contribute to making sure that qualifications approved for use alongside A levels and T Levels are of high quality and relevant, an ambition the Department for Education (DfE) confirmed in July 2021 in i ts plans to reform post-16 qualifications.

The Institute for Apprenticeships and Technical Education (IfATE) is currently consulting on proposals for its approval of level 3 alternative technical qualifications.

Ofqual, IfATE and DfE are working together to provide awarding organisations with a streamlined approval process for all level 3 qualifications, with no duplication of, or tension between, requirements. Awarding bodies will only be required to submit one set of documents for approval.

The aim is to have one single source of information once Ofqual's and IfATE's consultations are complete.

Ofqual's consultation opens today Thursday, 30 June 2022 and runs for six weeks, closing on Wednesday 10 August 2022.

Thank you for your feedback

Report a problem with this page

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Post 16 qualifications that sit alongside A and T levels

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Ofsted guidance on inspecting maintained schools and academies in England under the education inspection framework.

Applies to England

Documents

Details

Thank you for your feedback

Report a problem with this page

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ESFA: 16 to 19 funding - Additional hours in study programmes

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ESFA: 16 to 19 funding - Additional hours in study programmes

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Updated: 29 June 2022

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16 to 19 funding: Additional hours in study programmes

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As part of the government’s commitment to a long-term education recovery plan, we are investing a further £800m across the next 3 academic years to fund 40 additional learning hours for band 5 and T Level students (and a proportionate increase for those in lower bands) in 16 to 19 education.

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Ofsted: Supporting secondary school pupils who are behind with reading

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Ofsted: Supporting secondary school pupils who are behind with reading

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Published: 28 April 2022

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Gill Jones, our Deputy Director, Schools and Early Education, on reading in secondary schools and supporting weaker readers.
Since we have been back to inspecting, many of you have asked us about how we're inspecting reading in secondary schools. You are concerned that more pupils are behind with reading on entry to secondary school. In this blog post, I explain how inspectors evaluate support for weaker readers. Although it relates to pupils in secondary schools who have fallen behind with reading, it is also relevant for pupils of any age who need to catch up with reading.
The impact of COVID-19 on pupils' reading
The COVID-19 pandemic has led to more pupils not reading well enough for their age. Our autumn 2021 education recovery in schools report told us that many secondary schools are having to focus more on helping pupils to catch up in reading. For example, some were targeting key stage 3 pupils who had been identified as needing additional phonics work. Others had introduced new reading programmes for whole cohorts, such as Year 7.
Why reading is so important for schools to prioritise
Reading is the gateway to learning. It is the key to pupils' future academic achievement and well-being. Pupils who struggle to read words accurately quickly fall behind their peers. They read less and do not accumulate the necessary background knowledge and vocabulary from reading. To fulfil the demands of the secondary school curriculum, pupils need to be able to read age-appropriate texts fluently. Pupils who cannot read well are not able to access the curriculum and are disadvantaged for life.

It is therefore essential that reading is a priority to prevent pupils from falling any further behind with their education.
Additional support for weaker readers
Pupils who are struggling with reading need help. Comprehension suffers when pupils cannot read words accurately and fluently. Pupils who are struggling to read the words on a page find that their working memory is overloaded. They can't make sense of what they read, can't recall previous content, and so fall behind in any subject that requires reading.

So, it's important that assessment checks exactly which aspect(s) of reading that pupils are struggling with - whether weaker readers are having difficulty reading words accurately and/or automatically. This makes sure that you can target extra support effectively. For example, pupils who can't read unfamiliar words accurately will need phonics teaching. Regardless of age, special educational need or background, the same knowledge of the alphabetic code and phonics skills underpins all reading. Intensive practice should soon make sure that pupils can read age-appropriate texts accurately and automatically.

Pupils' understanding of language can still be developed while they get extra help with phonics. Age-appropriate texts should be read to them so that they can benefit from discussions and broaden their understanding of the vocabulary and concepts that the texts contain. This way, when their word reading catches up, they will have the understanding of language needed to comprehend what they read. It is also why it is so important to get phonics sorted quickly - so that pupils can read and gain knowledge for themselves.
How leaders can prioritise reading without narrowing the curriculum
Having additional support may well mean that pupils need to miss some other lessons for a short period of time so that you can address their reading difficulties swiftly. Leaders have told us about ways they have managed this, for example by rotating the subject missed, using registration time or using a slot before the start of school.

We recognise that there are difficult timetabling decisions for leaders to make but teaching pupils to read fluently is in their best long-term interests. Reading is the gateway to the curriculum.
How we look at what support you're giving struggling readers on inspection
Our focus on early reading in secondary schools is not new. This approach has always been in our school inspection handbook.

We will look at how well reading is prioritised to allow pupils to access the full curriculum.

'If pupils are not able to read to an age-appropriate level and fluency, they will be incapable of accessing the rest of the curriculum, and they will rapidly fall behind their peers' (school inspection handbook evaluation criteria, paragraph 221. See paragraphs 348 to 350 for further information on early reading).

We will use a range of evidence from various inspection activities, as follows:

pre-inspection phone call - we want to understand the impact of COVID-19 on whether pupils are learning to read with fluency and understanding as soon as they should. We will ask how you identify pupils who are behind with reading and what support they receive. We will be interested to hear who is responsible for checking the impact of pupils' reading support so that we speak to the right people during inspection.

evaluating reading support - we will talk to the person responsible for the support for weaker readers to find out more about your approach. We are keen to hear how you build staff expertise and how you check how well your approach is working. This discussion may happen as part of other meetings, for example when speaking to the special educational needs coordinator or English leader. Further activities might include lesson visits to see the support in action and discussions with staff who deliver support and the pupils who receive it.

subject deep dives - in all subject deep dives, we will be alert to pupils' reading and the impact it has on them being able to access the subject curriculum. We may well follow this up in our discussions with staff and pupils.

Where can I find out more information?
We have created a SlideShare pack with some points that leaders may want to consider regarding assessment, curriculum and pedagogy for weaker readers. These messages are based on what research and inspection practice tell us about indicators of quality.

The Department for Education's reading framework also has a useful section (section 4) on older pupils who need to catch up with reading.

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Gill Jones, Deputy Director, Schools and Early Education

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Supporting secondary school pupils who are behind with reading

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Gill Jones, our Deputy Director, Schools and Early Education, on reading in secondary schools and supporting weaker readers. Since we have been back to inspecting, many of you have asked us about how we're inspecting reading in secondary schools. You ...

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Provisional entries for GCSE, AS and A level Summer 22

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Provisional entries for GCSE, AS and A level Summer 22

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WEF: Next steps for post-16 qualifications in England Conference

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WEF: Next steps for post-16 qualifications in England Conference

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14th July 2022
Online

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Morning, Thursday, 14th July 2022

This conference focuses on the future of the level 3 qualifications system following the Department for Education’s review of post-16 qualifications, and the Skills and Post-16 Education Act becoming law.

Areas for discussion include:

designing a coherent qualifications system

next steps for funding

continuation of the T Level rollout and raising awareness of the qualification

progression routes under the new system

collaboration between employers and the FE sector

It will be a timely opportunity to examine the future of Applied General Qualifications, following the recent publication by the Government of a provisional list of qualifications that will be defunded from 2024 due to an overlap with T Levels. Other topics for discussion include the impact of the decision on the sector and on student - particularly those from disadvantaged backgrounds - and the value of AGQs within the qualifications system.

The conference also follows Ofqual’s recent consultation on the future regulation of alternative qualifications to A Levels and T Levels. It looked at future grading scales, branding of qualifications, the conduct of non-exam assessment, how to drive up standards and their future design.

The agenda also looks at:

achieving high quality provision and standards throughout the system

information, advice and guidance (IAG) - priorities for providing clarity for students and raising awareness of qualification choice

aligning post-16 qualifications with the needs of the labour market and tackling skills shortages

We are pleased to be able to include keynote sessions with:

Stella Pearson, Deputy Director for T Level Delivery, Department for Education - on the continued T Level rollout following the publication of the latest T-Level Action Plan and the fourth T-Level Capital Fund

Lucy Andrew, Deputy Director, Technical Education & Qualifications Reform Division, Department for Education - on the future outlook for post-16 qualification

Jenifer Burden, Director of Programmes, The Gatsby Charitable Foundation

Helen Bowles, Head of New Concepts (Post-16 Qualifications), Institute for Apprenticeships and Technical Education

Claire Gill, Director, Strategic Relationships VTQ, Ofqual

The conference will be an opportunity for stakeholders to consider the issues alongside key policy officials who are due to attend from the BEIS; Department for Education; Department for the Economy; the IfATE; DLUHC; the Tertiary Education Review, NI; the Cabinet Office; DWP; DIT; the IPO; the GLD; NICS; the Social Mobility Commission; and the Welsh Government - as well as parliamentary pass-holders from the House of Commons.

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Next steps for post-16 qualifications in England - reform of technical and academic qualifications and the future for T Levels

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JCQ: Guide to the special consideration process

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JCQ: Guide to the special consideration process

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Updated : 24th June 2022

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JCQ: Release of results June 2022 examinations

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JCQ: Release of results June 2022 examinations

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Ofqual: A table of the types of qualifications organisations can offer under their Ofqual recognition

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Ofqual: A table of the types of qualifications organisations can offer under their Ofqual recognition

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Updated: 8th July 2022

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A table of the types of qualifications organisations can offer under their Ofqual recognition.

Documents

Recognition permissions - July 2022

This file may not be suitable for users of assistive technology.

Request an accessible format.

If you use assistive technology (such as a screen reader) and need a version of this document in a more accessible format, please email publications@ofqual.gov.uk. Please tell us what format you need. It will help us if you say what assistive technology you use.

Details

A summary table of information about the awarding organisations we recognise. The table includes the types of qualifications each organisation can offer, and the subject areas these qualifications can cover.

The table will assist users of regulated qualifications in making decisions about which regulated qualification is most appropriate for them.

The table lists awarding organisation, qualification type, qualification level and skill sector.

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Awarding organisations: scope of recognition

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This was shared with one of the subject groups, after a request; but it may be useful to more colleagues in other foundation subjects

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Currys & Digital Poverty Alliance: Free technology to children who need it Fund

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Currys & Digital Poverty Alliance: Free technology to children who need it Fund

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Priority Area:  Norfolk Coast (Kings Lynn and West Norfolk, North Norfolk, Great Yarmouth local authorities)

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Not as a loan or rental. It’s for your family, for good. Connecting disadvantaged families to devices and connectivity across the UK. Apply now!

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DfE: Register now to deliver any of the Programme on the 11 T Level Routes  in 2024 to 2025

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DfE: Register now to deliver any of the Programme on the 11 T Level Routes  in 2024 to 2025

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Deadline: Register by midnight on the 29 July 2022 to access the full range of support that is available. Providers can register after this, up to midnight on the 31 July 2023, but will not be able to access the same support and capital funding opportunities.

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DfE Sign-in is the new way to access your DfE online services and has now replaced Secure Access.

Before you start

You'll either need:

An existing DfE Sign-in account. This will be the email address and password you created when you first accessed DfE Sign-in.

To create a DfE Sign-in account. If you haven't used DfE Sign-in before you'll need to create a DfE Sign-in account.

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Registration for providers planning to deliver T Levels from the 2024 to 2025 academic year - DFE Online Forms

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Julian Teaching School Hub: NPQLT 2022/23

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Julian Teaching School Hub: NPQLT 2022/23

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Ofsted: Inspection Data Summary Report (IDSR) - Updated guidance on report

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Ofsted: Inspection Data Summary Report (IDSR) - Updated guidance on report

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Updated: 7th June 2022

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School inspection data summary report (IDSR) guide

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This guide provides an overview of the inspection data summary report (IDSR) for primary and secondary schools, including schools with a sixth form and gives guidance on interpreting the data.

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Published: 9th May 2022

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DfE: Sustainability and climate change Strategy

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DfE: Sustainability and climate change Strategy

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Published: 21st April 2022
New GCSEs, New foci to be included in curriculum provision, Skills Reform, Climate Leaders Award, New Careers Guidance

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Scope and purpose

This strategy applies to:

the Department for Education (DfE), its agencies and public bodies

the education and children's services systems in England - including:

early years

schools (and independent schools where applicable)

further education

higher education

children's social care

DfE has an important role to play in all aspects of sustainability. But the area in which we have the most work to do is reducing our environmental footprint, particularly in the drive to achieve net zero.

While the policies set out here are focussed on the environmental aspect of sustainability, this is done with consideration for how those policies will interact with the social and economic aspects of sustainability.

The UK government and the devolved governments (Northern Ireland, Scotland and Wales) are committed to climate action, and we will work together in our international action. The targets and strategic aims set out relate to England.

It brings together short, medium and longer-term actions that will enable us to make progress towards achieving our 4 strategic aims and overarching vision. It is a strategy to 2030.

Action will be reviewed and updated annually to respond to new opportunities, scientific updates, evidence and data.

This strategy has been informed by:

Foreword
Secretary of State for Education, the Rt Hon Nadhim Zahawi MP
Since spring of 2020, the British education system faced its most challenging period for generations: sustaining learning through a pandemic. The whole sector met this challenge with great resilience. Now, the UK must show the rest of the world how our education system can transition out of the pandemic and, in doing so, face the even greater environmental challenge ahead of us, by Building Back Greener.

We have promised to level up the country, to boost economic growth, encourage innovation, create good jobs and enhance educational attainment so all may share equally in our nation's success. To achieve this in a world influenced by the effects of climate change, we must level up within a context of sustainability, giving all children, young people and adults the knowledge and skills to thrive in the green economy and to help restore nature.

The challenge of climate change is formidable. For children and young people to meet it with determination, and not with despair, we must offer them not just truth, but also hope. Learners need to know the truth about climate change - through knowledge-rich education. They must also be given the hope that they can be agents of change, through hands-on activity and, as they progress, through guidance and programmes allowing them to pursue a green career pathway in their chosen field.

I would like to thank the large number of people that have worked with us in developing this strategy. The feedback from young people, educators, academics, leaders, governing bodies and experts has been invaluable in shaping this first step on our journey. By continuing to work together in the delivery of the strategy we will seek further opportunities to build on the action set out and update on shared progress annually.

I am confident that together we will support net zero through skills and decarbonisation; play a significant part in nature's recovery; build an education system resilient to climate change; and, provide the truth and hope that young people need to flourish in our changing world.

Context

The UK requires the education sector to play its role in positively responding to climate change and inspiring action on an international stage. This strategy sets out ambitious activity to respond to recommendations for education from the:

It supports the delivery of the government's 25 Year Environment Plan and Net Zero Strategy. It includes how we will meet legislative requirements and work in the context of:

the United Nations' 17 Sustainable Development Goals and UNESCO's 'Education for Sustainable Development (ESD) for 2030' which set out the key role of education in the successful achievement of the goals

the Paris Agreement and Glasgow Climate Pact, which are important steps towards keeping the goal of 1.5 degrees Celsius alive

Action for Climate Empowerment (ACE) which includes taking action to empower society to engage in education and training

the United Nations Convention on the Rights of a Child (UNCRC) ensures the needs and views of children are taken into account in the development of climate change policies

the UK Climate Change Act (2008) and National Adaptation Programme (NAP), which include action for education in adapting to climate change and require progress reporting against priority risks

UK government legislation to meet net zero by 2050 - the UK is the first country to set legally binding carbon budgets, placing a restriction on the total amount of greenhouse gases the UK can emit over a 5-year period. In the latest, Carbon Budget 6, the UK legislated to reduce emissions by 78% by 2035 compared to 1990 levels

the Environment Act (2021) reflects the need to tackle climate change through nature-based solutions - following the close of the targets consultation in May 2022, government will set statutory targets for air quality, biodiversity, water, resource efficiency and waste reduction, and a new target to reverse the decline in species abundance by the end of 2030, while the act also strengthens the biodiversity duty on public authorities, including the Department for Education

the cross-government 25 Year Environment Plan, which commits to encouraging children to be close to nature both in and out of school

The challenge and the opportunity

Children and young people are worried about climate change and want to know more about:

the impact it is having now

how it will impact their future lives

DfE and the education sector have a joint responsibility for preparing children and young people for the challenges and opportunities they will face - with the appropriate knowledge, skills and pastoral care.

Education

Through education we have the privilege to be able to engage directly with children and young people who:

Through their learned and lived experiences from early years to further and higher education, we will provide opportunities to develop a broad knowledge and understanding of the importance of nature, sustainability and the causes and impact of climate change and to translate this knowledge into positive action and solutions.

In the UK, there are more than 16 million children, young people and adults in education. The enthusiasm of youth can inspire the whole of society to work together at the start of this crucial decade for the planet.

Green skills and jobs

Green jobs will not be niche. We anticipate that sustainability and climate change will touch every career.

The UK government's Net Zero Strategy will support the transition to net zero and 190,000 jobs by the middle of the 2020s and up to 440,000 jobs in 2030. The increased investment and legislation for nature's recovery driven by the Environment Act will also create many green jobs in the nature sector. Our programmes will provide the opportunity for people of all ages to train, retrain or upskill to go into green careers.

Learning from and connecting with nature

The Economics of Biodiversity: The Dasgupta Review states that 'connection with nature declines in childhood to an overall low in the mid-teens. Creating an environment from an early age where we are able to connect to nature is essential for self-enforcement in protecting and valuing nature'.

We will increase opportunities for all children and young people to:

spend time in nature and learn more about it

become actively involved in the improvement of their local environment

We know that regular contact with green spaces can have a beneficial impact on children's physical and mental health. However, access to green space is not equal and we must do more to ensure that all children have opportunities to benefit from access to green space and build connections with nature.

Buildings

Climate adaptation and decarbonisation activity in nurseries, schools, colleges, universities and care buildings can provide powerful learning opportunities. Young people can:

Seeing sustainability brought to life in the buildings around them will allow children and young people to gain experiences which will enhance and contextualise their learning.

Leading by example: cutting energy bills and carbon emissions in the public and higher education sectors shows that schools and universities represent 36% of total UK public sector building emissions.

Costs are also significant and rising. Data sources and interpretation - schools financial benchmarking shows that in 2019 schools alone were spending around £630m per annum on energy and we expect today's figure to be far greater. To reduce energy usage and achieve legal targets for carbon emissions we need to:

get a better understanding of the scale of the problem across the sectors through standardised reporting

drive action based on evidence

Adapting existing buildings and designing new ones to respond to climate change and reduce emissions will undoubtedly be a significant challenge.

By developing and delivering evidence-based solutions for decarbonisation and climate resilience we will:

reduce energy demand

adapt to climate risks

drive innovation in construction

act as a catalyst for green jobs

deliver savings

We will also drive a wide range of additional benefits that will contribute to a vibrant and resilient education community, including:

International

Through learning from others and sharing our own expertise internationally, we will be more effective and innovative. Sustainability and climate change are global problems which require collective efforts and evidence-based solutions.

Vision and aims

Vision: the United Kingdom is the world-leading education sector in sustainability and climate change by 2030.

In England, we will achieve this through the following strategic aims:

1. Excellence in education and skills for a changing world: preparing all young people for a world impacted by climate change through learning and practical experience.

2. Net zero: reducing direct and indirect emissions from education and care buildings, driving innovation to meet legislative targets and providing opportunities for children and young people to engage practically in the transition to net zero.

3. Resilience to climate change: adapting our education and care buildings and system to prepare for the effects of climate change.

4. A better environment for future generations: enhancing biodiversity, improving air quality and increasing access to, and connection with, nature in and around education and care settings.

Guiding principles

Partnership and collaboration

Success depends on DfE and stakeholders from across the sectors working together.

We know there are many organisations working to improve sustainability and mitigate against climate change, so we will seek opportunities to:

work with others who share our objectives

extend and amplify existing good practice and initiatives

We will also facilitate partnership across the sectors to maximise the use of resources, expertise and ideas to achieve more effective outcomes.

Evidence and insight

Evidence will be at the heart of our activity. By 2023 we will develop and publish a framework to evaluate the impacts of the actions set out within the strategy.

We will also work with the sectors to develop reporting frameworks and processes to ensure strategic decisions can be taken at every level. While mandatory reporting is not currently set out within the strategy, this decision will be kept under regular review. The decision to mandate is subject to uptake and legislative reporting requirements in line with government's Net Zero Strategy.

We will work together to set science-based targets from 2025, ensuring we play our part in reducing public-sector emissions against a 2017 baseline by:

50% by the end of Carbon Budget 5 (2032)

75% by the end of Carbon Budget 6 (2037)

There are many opportunities to improve sustainability and impact climate change. Ensuring we learn before we leap, we will work across the sector to research, test and pilot with:

As our evidence base for what works grows, we will prioritise funding where it will have greatest impact.

Leadership and support

Sector representatives have called on DfE to provide greater leadership in sustainability. We will work across government and intervene where we add value (for example through sector-wide data gathering, reporting, funding and guidance). Wherever possible we will facilitate autonomy and foster innovation.

Sector leadership and institution-level accountability for sustainability will be key for success. We will continually seek opportunities to share best practice and provide support for those leading at a local level.

A whole system approach

Together we will make the greatest impact. We will adopt a systems-based approach and ensure our initiatives are delivered via action areas to deliver outcomes for the education system, rather than focussing on specific age or sectors.

By taking a holistic view of education (from formal and extracurricular learning opportunities, the physical buildings and surroundings, to the way in which they operate) we will positively improve the environment. At the same time we will influence and inspire, not only those that use the settings, but the communities around them.

Initiatives to drive the strategy

We have carried out work with sector representatives and experts to develop initiatives that bring together activity to drive the strategic aims:

National Education Nature Park

By considering the whole physical education estate as a virtual National Education Nature Park, we have a unique opportunity to:

The National Education Nature Park will:

This will help connect and amplify the excellent work already happening in this area through many national and local stakeholders and community groups.

As their work starts to have an impact, the young participants will upload their progress on the park's digital mapping services. They will be able to:

see how the park is 'growing', while increasing their knowledge of species

develop important skills, such as biodiversity mapping, data collection and analysis

The nature park's online hub will enable the sharing of best practice across the education estate. With time, it will go beyond biodiversity to show impact and climate resilience, including flood, overheating and air quality status of the estate.

A number of universities will support the launch of the National Education Nature Park by:

Climate Leaders Award

A Climate Leaders Award will complement classroom learning and allow us to celebrate and recognise education providers, children and young people for:

developing their connection with nature

making a real contribution to establishing a sustainable future for us all

The award will provide a structured route through existing awards in this area, such as the John Muir Award, Duke of Edinburgh's Award, Junior Forester Award and others.

Participation will enable children and young people to acquire credits towards the prestigious Climate Leaders Award. This will be recognised and valued as supporting progression to employment and further study.

In the Children's People and Nature Survey for England: Summer holidays 2021, more than 8 in 10 children and young people (85%) agreed that being in nature made them very happy. However, the same study showed that:

children spend less time outdoors as they get older

feelings of connection to nature decline with age

We want all young people to feel connected to their local environment and see improvements in biodiversity. In the design and implementation of the park and award we will take steps to drive participation among more disadvantaged children and young people. We will also ensure all children and young people, whether they live in an urban area or rural one, have opportunities to feel empowered through practical positive action.

The National Education Nature Park and Climate Leaders Award:

are being designed and developed with young people, sector representatives and stakeholder organisations

will build on the learning and experience of the Year of Green Action

They will feed in ideas for making the initiatives as inclusive, impactful, and engaging as possible and will also consider the best names for the programmes. The park and award will be launched in autumn 2022.

Sustainability leadership

Throughout the development of this strategy, we have received feedback from the sector that they have seen the greatest impact and success in developing and delivering a whole-setting approach to sustainability and climate change when there is co-ordination and leadership of activity at a local level - with the support of senior leadership teams and governors.

Through our engagement to date, we have been consistently told that to do this best, they need more support to:

We recognise the impact of the pandemic and the priority need for education catch up. We know that for every setting, the ability, or the way in which they are able to engage with sustainability and climate change may differ. While our end goal is for all settings to have a sustainability lead owning a climate action plan (to include curricular and extra-curricular activity, procurement, adaptation and decarbonisation plans), we are keen to:

develop a facilitative approach to sustainability leadership

test where support makes the most impact

The National Climate Education Action Plan has already brought together 16 organisations and universities with STEM Learning, aiming to encourage their staff to become Climate Ambassadors to support schools and further education institutions. We will work with them to test an approach that includes support in:

climate education

accessing public and private funding

engaging in the National Education Nature Park and Climate Leaders Award

reporting emissions

developing and delivering Climate Action Plans for individual settings

As part of this approach, we will include the provision of carbon literacy training for all sustainability leads in every nursery, school and college by 2025. We will encourage a joined-up approach to leadership which brings together children, young people and governors.

Action area 1: Climate education

We know that young people are eager to:

create a greener, sustainable world

tackle both the causes and impact of climate change

We will empower all young people to be global citizens, through a:

better understanding of climate change

greater connection to nature

Practical opportunities to participate in activities to increase climate resilience, reduce carbon impact and enhance biodiversity will enable children and young people to translate knowledge into positive action to improve their local communities, their country and the planet.

1. Learning about the natural environment

Building on a foundation of fundamental numeracy, literacy and broad academic knowledge, all children learn about:

From birth to 5 years old, the early years foundation stage (EYFS) framework ensures that all children develop an understanding of the world and the natural environment.

As they progress through primary and secondary school, children and young people continue to build on this knowledge through science, geography and citizenship programmes within the national curriculum. Existing GCSEs such as design and technology, food preparation and nutrition, and economics contain opportunities for students to be taught about the environmental and sustainability context of the processes and principles underlying these subjects.

By 2025 we will aim to introduce a natural history GCSE, giving young people a further opportunity to engage with and develop a deeper knowledge and understanding of the natural world. In studying this GCSE, young people will explore organisms and environments in more depth, gain knowledge and practical experience of fieldwork and develop a greater understanding of conservation.

An environmental science A level is already available for those that have a keen interest in the sustainability of our planet and wish to build on their scientific knowledge of the interconnection of human activities with natural systems.

From 2022, to assess the impact of our action, we will introduce an annual climate literacy survey to benchmark progress in improving the climate knowledge of school leavers.

For those that continue their studies in further and higher education, there are many excellent opportunities to gain a more in-depth knowledge into sustainability and climate change. Many further and higher education providers are already taking steps to embed the relevant teaching of sustainability and climate change across the full range of their courses.

We will continue to identify appropriate opportunities to align climate education with the Education for Sustainable Development (ESD for 2030) framework.

2. Support for teaching

World class teaching will ensure all children and young people get the best possible climate education. The schools white paper sets out how we will provide an excellent teacher for every child, by giving every teacher and school leader access to world class training and development opportunities, including the first-ever national professional qualification (NPQ) for early years professionals.

Through our engagement with the teachers and representative bodies, we have heard that more support in teaching about climate change and in navigating the many different resources available is also needed. Therefore, recognising the importance of building confidence as well as capability, we will provide additional support to teachers of all levels.

From 2022 we will:

include climate change and sustainability in science teachers' continuing professional development ( CPD) to ensure all young people receive high-quality teaching on the scientific facts about climate change and environmental degradation

include content on sustainability when DfE is tendering for new CPD, (where it is relevant to the subject area)

deliver pilots through the National Education Nature Park, which will test an approach for sharing university climate expertise and learning opportunities with colleges, schools and nurseries

share best practice, demonstrating how sustainability and climate change has been incorporated into teaching (and how it has enriched the broader curriculum, where it is relevant) in early years settings, schools, colleges and universities, so teachers and leaders can consider how best to integrate within their own settings

consider where further steps could be taken to support the teaching of sustainability in relevant subjects, for example, the circular economy in design and technology, sustainable chemistry in the sciences, and through the learning initiatives being taken forward in the Government Food Strategy

continue to work with higher education to identify opportunities to work together to further enhance best practice in teacher training and the teaching of sustainability within university courses

promote and share relevant teaching resources from other government departments, including the Department for Environment, Food and Rural Affairs ( DEFRA), the Waste and Resources Action Programme ( WRAP) and the Environment Agency

By 2023 we will:

develop a Primary Science Model Curriculum, to include an emphasis on nature to ensure all children understand the world around them

develop an occupational standard for further education teaching which explicitly requires all new teachers to integrate sustainability into their teaching, through modelling sustainable practices and promoting sustainable development principles in relation to their subject specialism

support the National Climate Education Action Plan in setting up an independent expert body (including members such as the Royal Meteorological Society, STEM Learning, Association of Science Teaching) for the validation and creation of climate education resources that support the delivery of the national curriculum

provide free access to high-quality curriculum resources through the National Education Nature Park online hub, so that teachers in all settings and subjects can confidently choose those that will support the teaching of sustainability and climate change

this will initially work in tandem while we build on the success of Oak National Academy's work in the pandemic and establish a new arms-length national curriculum body which will work with thousands of teachers to co-design, create and continually improve packages of optional, free, adaptable digital curriculum resources and video lessons that are effectively sequenced to help teachers deliver an evidence-based, high-quality curriculum

provide the opportunity for all staff (teaching, leadership and support) to build their understanding of climate change and sustainability by receiving shared carbon literacy training through their sustainability leads within their setting (more information about sustainability leadership is set out in the Operations and Supply Chains Action Area)

3. Learning in the natural environment

Education settings provide a wealth of learning opportunities, practical activities and clubs which allow children and young people to bring their learning to life. Children and young people may:

take part in eco-clubs or vegetable growing

be exposed to sustainable food choices, recycling, adaptation projects or weather and energy monitoring

On top of the learning benefits, these activities can aid pastoral work in all educational settings. The physical and mental health benefits of time spent in nature can form part of targeted support to:

improve engagement and attainment, including as part of wider packages of support for pupils with SEND

give young people a sense of agency where anxiety stems from climate concerns

The National Education Nature Park and Climate Leaders Award will build on this excellent activity, ensuring all children and young people have opportunities to get practical experience and turn their knowledge into positive action. We will design these initiatives with inclusivity at their heart. We are committed to enabling those from disadvantaged backgrounds to access these opportunities.

Retrofitted educational buildings and new-build net-zero settings will also provide various learning opportunities through their design, how they work and their environmental impact. They will foster environmental knowledge that can be applied outside of the educational setting.

In 2022 we will:

explore opportunities to increase access to the outdoors in DfE's successful Holiday Activities and Food (HAF) programme

ensure that children attending the HAF programme participate in activities that improve their knowledge and awareness of affordable, healthy eating and sustainable practice - for example, through:

taking part in activities such as food preparation

cooking, discussing food and food sources

growing their own fruit and vegetables

build on our investment into the Children and Nature Programme, by engaging with DEFRA on further research into how outdoor learning can be delivered for the greatest impact, with a view to exploring opportunities to support education settings to deliver quality outdoor education

link up across government to identify new opportunities and strengthen action as part of the levelling up agenda - for example, with the Department for Levelling Up, Housing and Communities on climate education, and with the Department for Digital, Culture, Media and Sport (DCMS) on the National Youth Guarantee to increase access to out-of-school activities for all children

provide co-curricular opportunities for young people to experience and learn about nature through the National Education Nature Park, which will drive a greater knowledge and understanding of the importance of native species and develop young people's data and analytical skills

build on learning from the Children and Nature Programme, encouraging schools to join up with local delivery partners to develop effective school-specific options and build links with local communities

provide educational activities so that leaders, teachers, children and young people will learn about energy efficiency, the circular economy, climate resilience and green careers as part of educational building, maintenance and procurement projects, such as:

low-carbon boiler replacements

smart meter installation

energy monitoring pilots

sustainable drainage systems

Political impartiality

Teaching about climate change, and the scientific facts and evidence behind this, does not constitute teaching about a political issue and schools do not need to present misinformation or unsubstantiated claims to provide balance.

However, in climate education there is relevant political and scientific debate about the best ways that climate change can be addressed - there are different views and opinions, and different solutions. Debates on political and policy change need to be grounded in wider citizenship education on democracy and democratic values and topics should be handled in line with schools' legal duties on political impartiality

Action area 2: Green skills and careers

It is critical young people and adults have the green skills that will allow them to build careers and participate as Britain leads the world into the Green Industrial Revolution and strives for nature's recovery.

We will harness young people's passion and interest in climate change and sustainability to enable them to have the knowledge and skills (in STEM and other key subjects) required for green jobs. Through our education and skills system, we will seek to inspire young people to choose career paths that support the:

We will continue to support adults already in work to retrain and reskill in line with the needs of the green economy.

1. Net Zero Strategy

The government's Net Zero Strategy sets out in detail how our skills reforms will support more people into green jobs and help grow future talent pipelines. This includes:

aligning apprenticeships to net-zero objectives through the Institute for Apprenticeships and Technical Education's (IfATE) Green Apprenticeships Advisory Panel

continuing the roll-out of T-Levels to support young people into green careers

driving STEM provision through our growing network of Institutes of Technologies (IoTs)

expanding Skills Bootcamps so that adults are able to upskill and retrain in key green sectors

Through the Skills and Post-16 Education Bill, we are legislating to ensure employer leadership of Local Skills Improvement Plans (LSIPs) have regard to skills needed to help deliver on our net-zero target, adaptation to climate change, and other environmental goals.

Building on the work of the Green Jobs Taskforce through a Green Jobs Delivery Group, government will bring together representatives from industry, the skills sector and other key stakeholders to develop data-driven action to support the delivery of plans for green jobs and skills. This will ensure that we are offering young people and workers the opportunity to develop the skills needed to deliver the low-carbon transition.

Since the publication of the Net Zero Strategy we have:

set out investment of £3.8bn in further education and skills, to ensure people can access high-quality training and education that leads to good jobs, addresses skills gaps, boosts productivity and supports levelling up - this includes funding for programmes to support green skills crucial to the net-zero transition

committed to expanding Skills Bootcamps to provide more opportunities for adults to gain new skills, prioritising green skills in areas such as heat pumps, zero emission vehicles, and carbon capture

widened the eligibility criteria of our Free Courses for Jobs offer - from April 2022, any adult in England earning under the National Living Wage annually, or unemployed, will be able to access these qualifications for free, including qualifications linked to green sectors such as agriculture, building and construction, engineering, environmental conservation, horticulture and forestry and science

launched a pilot of our new General Further Education College Accountability Agreements that will ensure colleges strategically plan provision to meet skills needs at both local and national levels, including those in the green sector

established 8 LSIP trailblazers, where employer representative bodies have been working closely with providers and key local stakeholders to develop tailored plans to help shape technical skills provision to better meet local labour market needs, with multiple trailblazers considering the skills needed to support green growth in their local economy

started delivery of our £65 million Strategic Development Fund pilots to identify employers' skills needs, design provision, and build the capacity of local further education providers to deliver them so that, where local areas identify skills needs, providers can use this funding to, among other things:

purchase equipment

train their staff

bring in industry expertise to provide training

deliver new provision

2. Additional support for green jobs and skills

In addition to the extensive skills reforms set out in the Net Zero Strategy we will also increase the opportunities for young people and adults to engage in wider green skills and jobs needed to deliver the government's 25-Year Environment Plan.

We will support the further and higher education sectors as they deliver programmes teaching the skills of the future and nurturing future leaders.

We will continually seek to improve diversity in the take-up of STEM subjects at all levels, ensuring that everyone has the opportunity to pursue a rewarding career in a STEM occupation:

by September 2023, a T Level in agriculture, land management and production will be available - this will support the increased focus of the UK agriculture sector on more environmental and sustainable practices and provide a further opportunity and pathway for young people looking for careers in agriculture and horticulture

we will engage employers, professional, statutory and regulatory bodies (PSRBs), further and higher education sector representative groups and students in developing opportunities to forge further links between course content and the skills needed for green careers of all kinds

Green Skills Bootcamps are available in environmental areas such as agriculture technology, and Wave 3 Skills Bootcamps will seek to prioritise further green sectors, including those specific to the environment such as nature restoration, waste management and recycling, woodland management and arboriculture.

the Institute for Apprenticeships and Technical Education (IfATE) has convened a Green Apprenticeships Advisory Panel (GAAP) to:

work with employers to align apprenticeships to net-zero objectives

endorse existing apprenticeships which support green career pathways specific to the environmental sector, such as arborist, forest operative, agriculture or horticulture professional advisor and ecologist

map existing apprenticeship standards against green occupations

identify opportunities to create new standards in areas including agri-tech and renewable energy

investment of up to £75 million in a National Scholarship Scheme will support high achieving disadvantaged students to reach their full potential while studying in higher education, including degree courses or apprenticeships that can lead to green careers

our network of Institutes of Technology (IoTs) across England are utilising their state-of-the-art facilities to:

offer training in green skills, such as in the built environment and agri-tech sectors

support increased participation from under-represented groups, including women, helping to grow the pipeline of individuals with STEM skills needed for green jobs

invest £120 million in the second wave of IoTs, to be set up by 2022

by 2025, as part of the pathway towards the Lifelong Loan Entitlement, we will trial short-course provision at levels 4-6 to support in-work adults to upskill or retrain, enabling learners to build flexibly towards a full qualification in subjects crucial for net zero, including STEM and digital innovation

by 2023, we will co-host an International Green Skills Conference with the higher and further education sectors to exhibit the best of UK green skills and education opportunities at further and higher education levels

we will link the Climate Leaders Award to skills required by employers and explore how participation in the award can act as a progression route to further study

by 2030, significant numbers of young people will have graduated from the Climate Leaders Award with the skills needed to enter the green economy

by 2030, we anticipate that participation in the National Education Nature Park, and increased opportunities to connect with nature, will increase the number of young people that become data scientists, ecologists and biologists, which are needed for nature's recovery

our specifications for new buildings set out low-carbon, climate-resilient standards - such as the installation of heat pumps for energy efficiency - while, as one of the largest construction buyers in the nation, these specifications will drive the market and assist in driving the development of technical fitting skill

3. Support and guidance for green careers

We are actively supporting young people and adults to understand the training and careers opportunities available to them and we will support existing organisations in their endeavours to promote green careers. This includes:

supporting schools and colleges to embed best practice in the delivery of careers information, advice and guidance, so young people are aware of the full range of training and careers available to them and have access to a broad range of employers and workplaces, including those in the green sectors - this will be delivered through the national roll-out of Career Hubs, Career Leader training, and the Enterprise Adviser Network

as part of wider improvements to the National Careers Service we will ensure the provision of relevant and accessible information on green career pathways, which will bring together all the learning and careers routes available to aid the development of a single source of government-assured career information

our educational building maintenance and procurement projects will provide opportunities for students to gain careers guidance, while installation of low-carbon boiler replacements, smart meters and energy monitoring or sustainable drainage systems, will be accompanied with assembly information and interactive class exercises allowing students to see and learn about a wide range of green careers and skills in action

Action area 3: Education estate and digital infrastructure

A green, sustainable education estate that is resilient to the impacts of climate change will normalise and inspire young people to live sustainable lives, with impact felt widely in their families and communities. By improving the physical environment in and around education settings, we can impact positively on both the physical and mental wellbeing of children and young people. We will act on both the challenges and opportunities the vast education estate presents.

There is still a lot of evidence to gather on new technologies and innovative approaches to sustainable building design, retrofit, ICT, building management and the surrounding environment. Our focus until 2025 will be piloting - gathering evidence and sharing research to learn from our experience. This work will build on and align with existing guidance currently available to help public sector organisations achieve net zero, for example, the Modern Energy Partners tools. From 2025 onwards, we will accelerate change once we understand the best value for money approach. Our approach can be summarised as innovate, test and invest.

1. New builds and new blocks

All new school buildings delivered by DfE (not already contracted) will be net zero in operation. They will be designed for a 2oC rise in average global temperatures and future-proofed for a 4oC rise, to adapt to the risks of climate change, including increased flooding and higher indoor temperatures.

Secure children's homes delivered by DfE will also be built to our net-zero standard.

In November 2021 we published our delivery framework for employer's requirements for school projects Part A and Part B and made it freely available so that all new schools and colleges can meet the same low-carbon, climate-resilient standards as centrally delivered projects.

We have uplifted basic need grant-funding rates to help local authorities deliver school capital projects to these standards. When planning the use of basic need funding allocations, local authorities will consider environmental sustainability, carbon reduction and energy efficiency to develop solutions for projects that are in line with government targets and objectives, regardless of their chosen delivery route.

From now on bids into our Further Education Capital Transformation Programme will also be assessed to determine if the new works will be net zero in operation.

We know many higher education institutions are already demonstrating innovation in this space and are going beyond these standards. We will look to the higher education sector to inspire and drive greater ambition through their net-zero buildings and campuses.

So that our education building standards remain world-leading, we will:

continue targeted and specific monitoring of education buildings to better understand their use and energy consumption

continually improve our technical standards and building specifications

This will include the use and assessment of nature-based classroom design to maximise access to the outdoors and opportunities for outdoor learning, so our education buildings positively impact on physical and mental wellbeing.

Sustainable ICT solutions will be integrated into new-build schools as standard, via sustainable procurement, design, implementation and management.

The implementation of ultra-low carbon education buildings will be accelerated. By 2025 at least 4 schools and one college will have been built via the Gen Zero Platform that we demonstrated at COP26.

We will also accelerate our Gen Zero programme and other pilots so, over time, all centrally delivered new-build projects are built using ultra-low carbon solutions.

2. Existing estate

Improved collation and use of data on energy usage, water, heat and biodiversity will allow individual settings, and DfE, to make evidence-based decisions on where to act and invest to make the greatest impact. Smart meters and energy management systems can reduce bills and usage. They also provide learning opportunities for data analysis and understanding the impact of human behaviour. We will:

continue to work with the Department for Business, Energy and Industrial Strategy ( BEIS) and water companies to trial the delivery of smart meters in schools and encourage the uptake across other settings

in 2022, work with the education and children's services sectors and energy companies to explore sharing smart meter data to avoid additional reporting requirements, and this data would also be used by DfE to help advise settings how they can reduce their energy bills and improve their energy efficiency

during 2022 and 2023, work with BEIS and Energy Sparks to trial the delivery of Energy Management Systems in schools which will provide schools with real-time information about their energy usage, presented within a user-friendly online portal

by 2025, have supported education settings to put in place Climate Action Plans, facilitating the use of setting-level data to inform action - these will increase carbon literacy and inform government on the implementation of decarbonisation solutions and nature-based solutions to alleviate flood risk, protect against increased heat, and improve air quality

A strategic approach to piloting new building technology will also be launched in order to support the future retrofit of the education estate and act as catalyst to the construction sector for implementing new technology. Our building technology pilots will support action to adapt the existing estate to protect against the current and future effects of climate change. They will also provide evidence for the efficient decarbonisation of the estate to mitigate the causes of climate change.

We will continue to seek opportunities for research, including developing innovative approaches for the delivery and use of digital infrastructure. Where opportunities arise, this will be tested in schools by retrofitting ICT to deliver energy savings.

We will also exploit existing research -higher education is already driving world leading building technology - and innovative solutions will be shared across the wider education sector

In 2022:

we will work with BEIS to help education settings access the Public Sector Decarbonisation Scheme to support them in decarbonising their estates and, as part of that work, we are looking at how we can better align our application processes and funding windows

By 2023:

all bids for capital funding for further education and higher education will need to consider environmental impact, carbon reduction and adaptation measures, and align with the government's targets and objectives

we will share best practice and advice to help education settings in deciding where to invest money to reduce carbon emissions, improve sustainability and resilience, and share options and case studies for the retrofit of existing settings by building type

we will also develop the existing Good Estate Management for Schools guidance with updated tips and good practice on the sustainable management of the school estate, covering topics such as energy and water efficiency and addressing issues including ventilation and leaks

3. Resilience, adaptation, access to Nature and environment conditions

The 3 highest priority risk areas identified in the Climate Change Committee Independent Assessment of UK Climate Risk were:

To meet these challenges and those outlined in the Third Climate Change Risk Assessment (the statutory cycle set out in the Climate Change Act 2008, specifies the next key milestone in the statutory cycle as the third National Adaptation Programme ( NAP3) in 2023) we have a duty to demonstrate:

a clear set of objectives for adaptation

policies

programmes

investments with clear timelines

measurable metrics

progress indicators

We know that nearly half of schools (10,710) are at risk of flooding, which is expected to increase to at least 13,662 by the 2050s, or 16,394 in the worst-case scenario. While overheating in education buildings is a significant threat, we need to continue to work with other government departments to get a greater understanding of the risk.

A formal Memorandum of Understanding between DfE and the Environment Agency ( EA) will ensure that our response to risk aligns with the objectives and measures set out in the National Flood and Coastal Erosion Risk Management Strategy and is based on the latest environmental data, advice and intelligence.

We know there is hope if efforts are focused in the right way. The latest International Panel on Climate Change report outlines the power of nature against the worst effects of climate change. We will use the National Education Nature Park to champion the case for nature.

Through the National Education Nature Park we will provide opportunities and advice for education settings to initially improve their biodiversity and also, with time, their flood resilience and air quality. For example, we will work with EA and DEFRA to produce guidance for schools that explains how to improve their flood resilience and access free trees to improve shading and biodiversity of their grounds.

We will accelerate pilots to investigate:

We will also empower universities to lead the way in demonstrating models for resilient, biodiverse campuses. We will share best practice via the National Education Nature Park online hub.

By 2023, we will:

work with partners to explore how funding may support nurseries, schools, colleges and universities in driving on the ground innovation to link separate parts of the National Education Nature Park, improving the biodiversity, air quality, shading and flood resistance along the routes between settings

continue evaluating the UK's first 'Biophilic' primary school, which will provide evidence of the impact of a greater connection to nature within the built environment, on the health and wellbeing of children and young people

pilot the use of smart air and environmental quality monitors in schools to understand the practical implications, benefits and drawbacks of using smart monitoring devices with pilots providing a rich dataset on environmental performance, which can be used to help feed into school building design and understand where energy efficiencies can be achieved

support DEFRA's Clean Air Strategy which aims to diminish the highest concentration of exposure to fine particle matter (PM2.5) to help tackle air pollution and reduce emissions affecting education settings

provide guidance to all education settings for practical ways to reduce indoor and outdoor air pollution, encouraging schools and partners to expand anti-idling zones to reduce the impact of the school commute

support the Department for Transport in delivering initiatives to increase active and safe travel to school (such as Bikeability for children, their families and carers, Walk to School Outreach and School Streets), to improve wellbeing, reduce carbon emissions and improve air quality

support an EA pilot investigating offsetting carbon emissions from their flood scheme construction work by contributing to tree planting and greening on available, nearby school land

By 2030:

through the National Education Nature Park and cross-government collaboration, we will have significantly increased the biodiversity on the education estate and implemented 'Green Corridors' for access to education settings, improving climate resilience, physical and mental wellbeing, and protecting and enhancing wildlife and ecosystems along the routes between nurseries, schools, colleges and universities

we will have supported the Department for Transport to increase active travel to school, contributing to the Prime Minister's vision that half of all short journeys in towns and cities will be walked or cycled

we will have minimised barriers to nature in school building design programmes and education building standards, increasing opportunities to connect their users to nature

4. Heating solutions

The building energy efficiency survey indicates that approximately 60% of energy use in education settings is associated with high carbon intensity fuels such as natural gas, coal and oil. There is a need to reduce demand for heating and hot water use and to deliver through sustainable means.

We are launching 10 pilots to test our Energy Pods as a way of providing off-site manufactured, low-carbon, heating solutions on the existing school and college estate. The results of these pilots will inform our strategic approach to condition, safety and sustainability for the education estate and provide important research data for education and public sector net-zero projects.

In 2022 we will:

test the feasibility of replacing school boilers with ground or air source heat solutions, and use the learning to consider how this can be scaled up to accelerate decarbonisation between 2025 and 2035

continue to work with BEIS to help education settings access the Public Sector Decarbonisation Scheme to support them in replacing fossil fuel heating systems with low carbon heating

5. Water strategy

In partnership with EA, water companies and local authorities we will deliver our water strategy to improve:

We will work together to improve learning and awareness of risk and resilience and encourage all education settings to sign up to available weather and flood warnings. For schools at highest risk, we will share a flood risk plan template to set out emergency plans. In addition:

by 2023, the risk of school flood will be displayed alongside emissions and biodiversity on the National Education Nature Park

by 2026, we will have reduced the flood risk in over 800 schools through our Water Strategy initiatives

we will work with Ofwat and Market Operator Services Ltd to ensure their regulatory mechanisms and incentives enable and drive the water market to improve efficiency across the education estate and, should this prove successful, by 2030 we will have worked with water wholesalers and retailers to improve water efficiency at the 10,000 least water-efficient schools, significantly reducing usage and spend

we will align strategic action with the Environment Agency's National Flood and Coastal Erosion Risk Management Strategy to ensure education settings are ready for, and resilient to, flooding and coastal change

6. Reporting Frameworks, Reporting Processes and Targets

With increased legislation on net zero, environment and nature, it is inevitable that we are going to have to ensure consistent reporting on the activity of our sectors.

The government's Net Zero Strategy commits to legislate reporting of emissions if insufficient progress is made voluntarily. We will work with BEIS in the development of guidance on monitoring and reporting for the education sector and we will look to support and facilitate reporting.

We will work with energy providers to receive data from the school estate directly (unless individual schools choose to opt out), so that by 2024 all schools are reporting their emission via a standardised framework. The installation of smart meters will improve the accuracy of this data.

We have supported the Queen's Jubilee Challenge for the further and higher education sectors to accelerate a sector-led review. This review will enable all further and higher education settings to report their emissions via a standardised and comparable framework by 2024. From 2025 we will publish targets and institutional progress for the further and higher education sectors. We will also work with nurseries and schools to set standardised reporting frameworks and implement effective data-gathering mechanisms. With the campaign Let's Go Zero, we will set targets for schools between 2025 and 2035.

Action area 4: Operations and supply chains

We have a valuable opportunity to drive change by introducing children and young people to more sustainable practices, such as:

We can inspire and instil habits that they will take into their wider communities and adult lives. Sector representatives have also confirmed that they have had the greatest results in driving sustainability in their operational processes when action has been linked to learning.

Coordination and leadership are required to bring this type of change. We recognise how much is already being done across the sectors by enthusiastic individuals, governance boards and leadership teams. They are driving effective whole-setting approaches to the challenges of sustainability and climate change - not only in teaching and learning or the decarbonisation of the estate - but in the way settings are operated and regulated.

Within DfE we will also publish and monitor progress against a DfE Corporate Sustainability Strategy. This will demonstrate how we will embed sustainability across everything we do - from how we maintain and use our office estate to our decision-making and business processes. We will align action with this strategy, the Greening Government Commitments and our overall organisational strategy.

By 2023 we will:

start rolling-out carbon literacy training for at least one person in every locally maintained nursery, school, college and university to build their knowledge of climate change, access to public funds, engagement with the nature park and Climate Leaders Award, understand emissions reporting and how to develop a climate action plan so that they can share learning and training within their own setting as appropriate, for example with leaders, support staff, care takers, cooks and teachers

support the work of the National Climate Education Action Plan to bring together universities with STEM Learning to identify Climate Ambassadors to support schools and further education institutions in the delivery of their sustainability and climate change action plans

update Good Estate Management for Schools ( GEMS) guidance to include the latest sustainability and climate change advice, covering topics such as efficient waste and water management - we will signpost to other relevant third-party materials

encourage and support education settings to procure from companies that commit to achieving net zero by 2050 and have a plan in place, showing how they will meet this target

ensure sustainability is part of the assessment and validation criteria for including suppliers on procurement frameworks, to support sustainable purchasing of products and services, including energy, in schools

support schools to buy from procurement frameworks that offer sustainable goods and services

work with education settings and partners to share best practice for delivering and improving uptake of nutritionally balanced, affordable and sustainable meal choices

pilot a food curriculum and whole-school approach to food, promoting accountability and transparency of school food arrangements by encouraging schools to complete a statement on their school websites, which sets out their whole-school approach to food, with voluntary reporting initially, and the intention that this will become mandatory when schools can do this effectively

pilot new training for school governors on a whole-school approach to food as set out in the forthcoming Government Food Strategy (school governors have a responsibility to ensure compliance and should appropriately challenge the headteacher and the senior leadership team to ensure the school is meeting its obligations)

support schools to drive up their sustainable practices in line with the school food standards, particularly in relation to school food contracts and their food preparation and practice, with consideration of the ingredients they use and their environmental impact

encourage and support education settings to gather data and take action on food waste, and to share their evidence-based best practice for sustainable waste prevention and management

work with DEFRA and the Waste and Resources Action Programme ( WRAP) to share resources for schools and children that support food waste prevention

support education settings in aligning with DEFRA 's Resources and Waste Strategy to reduce all waste, moving away from single-use items and towards reusable alternatives where possible

continue to encourage all settings to drive initiatives that promote the circular economy - providing guidance to reduce reliance on single-use items in favour of alternatives, such as reusable nappies, as well as recycled materials, second-hand uniforms and other consumables, such as sustainable cutlery and cleaning products

continue to offer a range of free sustainable period products to learners in schools and colleges across England and use the success of this programme as a catalyst for similar initiatives

seek opportunities to rationalise deliveries to education settings, through minimum order values or changes to delivery models, and encourage settings to consider a rounded approach to providing food, including practical guidance on consolidating food deliveries and sourcing food locally where possible

By 2025:

all education settings will have nominated a sustainability lead and put in place a climate action plan

all services and products procured by DfE for schools through the 'get help buying for schools' programme will go through environmental procurement frameworks

we will review existing procurement frameworks and identify those where net-zero targets can be applied, highlighting these frameworks to education providers as sustainable and net zero-compliant buying frameworks

we will ensure there is a clear route to market and associated support for schools to buy goods and services that help them to generate their own energy or reduce their existing energy consumption, for example, solar panels and LED light bulbs

we will eradicate single-use plastics and encourage the use of reusable and recyclable materials in schools and encourage all other education settings to match this target

we will work with DEFRA to provide guidance to education settings for meeting the requirements of the Environment Act 2021 - this will require settings to arrange for the collection of a core set of materials for recycling, including glass, paper and card, plastic, metal and food waste, increasing the amount of material recycled and diverted from landfill

we will develop a sustainable assessment model in partnership with the Standards and Testing Agency, considering the environmental impact of digital testing and the trade-offs with existing testing methods

we will continue to support DEFRA with implementing the Resource and Waste Strategy, to eliminate unnecessary plastics in education settings

By 2030:

education settings will be supporting a circular economy through their participation in the Climate Leaders Award and National Education Nature Park - for example, by using food waste to produce compost that can then be used directly or in the local community

Action area 5: International

We set out our vision for the United Kingdom education sector to be world leading in sustainability and climate change by 2030. In achieving this vision, we want to both inspire and respond to international action and make a difference to children and young people all over the world. There is no time to lose: extreme weather events are increasing in severity and frequency, and Safe Schools: The Hidden Crisis shows that it is disrupting the education of nearly 40 million children a year worldwide. Children in the UK say they are worried about how climate change is affecting children and families in developing countries.

The UK Foreign Policy Integrated Review positions climate change as the UK's number one international priority. Education is one of our nation's greatest strengths. We will take positive international action to enhance climate change and sustainability learning in and outside of the classroom and, in particular, through DfE 's key bilateral relationships.

In doing so we will work across government with the:

Foreign, Commonwealth and Development Office (FCDO)

Department for Business and Trade (DBT)

Cabinet Office

Department for Energy Security and Net Zero

British Council

Together we will provide young people and adults everywhere with the knowledge and skills needed to:

Our action will align with and support the UK Government's International Education Strategy and supplement the great work the UK already does overseas, led by the FCDO, through education partnerships with around 20 poorer countries as leading donor to the Global Partnership for Education ( GPE) and Education Cannot Wait Fund, to support countries to respond to weather related disasters and make education systems more resilient.

The international action set out below represents the whole of the UK. Scotland, Wales, Northern Ireland and England each bring unique offers to an international strategy, and we will work closely with the governments of each nation to champion them effectively.

At COP26 we put education on a global stage, bringing education and environment ministers together to pledge action on climate education. We will continue to encourage other countries to make pledges. We will also track progress on our international commitments to complement and promote the Glasgow Works Programme on Action for Climate Empowerment ( ACE) negotiations agreed by countries at COP26 through our work and partnerships.

This work programme positions education as integral to the achievement of long-term climate goals, and calls for an approach which is grounded in principles of collaboration, flexibility and inclusivity.

Champion education and learning on the global stage

We will promote education as a key tool for tackling climate change through:

We will elevate the voices of youth in these discussions, as well as the rich experiences of other countries and stakeholders.

We will work across government and convene international partners to build a coalition for action for sustainable education. We will:

work closely with youth partners and multilateral institutions, such as UNESCO, UNEP and OECD, and in the G7 and G20 to exchange good practice through global discussions on climate education, learning and sustainable development

showcase our Sustainability and Climate Change Strategy and activities, sharing our strategy as a model for others to learn from

build an international evidence base on the support and solutions needed for a range of contexts

share our latest lessons, challenges, insights and evidence from the delivery of all action areas of our strategy

learn from others, including those working at local, national, regional and international levels

Trade and exports

We will provide expertise, services, trade and exports overseas to support others in achieving their net-zero targets, increasing resilience and adaptation, and improving climate education. We will work with FCDO, DBT and the UK international trade network to:

identify appropriate export opportunities for our climate learning programmes, including the National Education Nature Park and Climate Leaders Award, sharing our expertise on flood resilience and flood risk assessments, and export innovative sustainable products such as the Gen Zero Platform and Biophilic Primary School

continue work with the further and higher education sectors to ensure prestigious green-skills learning, training and research opportunities are developed to attract overseas students

International initiatives

We will identify opportunities to broaden our actions to share innovation and provide opportunities for young people from across the world to connect and learn, ensuring we align with the UK government's Child Safeguarding Due Diligence guidance. We will:

Leadership, engagement and next steps

Leadership

In recognition of the importance of this agenda to the Department for Education, the Secretary of State for Education will also be Climate Change Minister for the Department for Education. The Secretary of State for Education will also oversee the Climate Leaders Award.

The Secretary of State for Education will be supported in his role of Climate Change Minister for the department by:

Baroness Barran - net zero of DfE-delivered buildings, procurement and supply chains (this also includes the biodiversity of the education estate)

Minister Donelan and Minister Burghart - green skills, green jobs and net zero in further education and higher education

Minister Walker - climate education

Minister Quince - physical and mental wellbeing

DfE will nominate a non-executive director for climate change. They will champion climate issues on departmental boards and provide further leadership and expertise to support the department with its unique climate mission.

Engagement

From November 2021 to March 2022, sector representatives and young people reflecting a diverse range of voices, backgrounds and experiences brought together feedback on this strategy from those they represent.

We will continue to engage formally through a quarterly youth panel and user group as we develop and deliver the strategy, to ensure it meets the needs of those it serves.

Next Steps

Each year we will publish progress against the strategy and set out new action.
The following actions will support this:

Vision: the United Kingdom is the world-leading education sector in sustainability and climate change by 2030.

Strategic aims

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Sustainability and climate change: a strategy for the education and children's services systems

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This strategy applies to: the Department for Education (DfE), its agencies and public bodies the education and children's services systems in England - including: early years schools (and independent schools where applicable) further education higher education children's social care DfE has an important role to play in all aspects of sustainability.

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JCQ: An introduction to becoming an examiner or marker

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JCQ: An introduction to becoming an examiner or marker

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Exam boards are offering an opportunity to join examiner teams in several subjects for this summer’s exam season. Examining gives you a chance to network with other subject experts, gain insight into the latest approaches to how your subject is assessed and earn extra income for approximately three weeks of work.

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Join all the other teachers who help students receive recognition for their learning, and also enable them to progress to the next stage of their development, by becoming an examiner. You'll gain a better understanding of the subject specification and how the examination system works.

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Ofqual: Advance Information for November 2022 examinations

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Ofqual: Advance Information for November 2022 examinations

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Published: 25 April 2022

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Acknowledge by 3 May 2022

Dear Responsible Officer,

I am writing to confirm the date on which you should publish your advance information for the November 2022 exams for GCSE English language and GCSE mathematics.

Requirement to provide advance information

As you are aware, DfE decided, as a matter of policy, that advance information about the focus of the content of exams should be provided for summer 2022 exams for all subjects at GCSE, AS and A level except GCSE English literature, history, ancient history and geography and GCSE, AS and A level art and design. This policy also applies to GCSE English language and GCSE mathematics exams to be taken in November 2022.

In accordance with GCSE 4.4(a)(i), you must publish information in relation to the content that will be assessed in the November 2022 exams for GCSE English language and GCSE mathematics on 27 June 2022.

Yours sincerely,

Julie Swan
Deputy Chief Regulator

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Advance Information for November 2022 examinations

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Skip to main content We use some essential cookies to make this website work. We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. We also use cookies set by other sites to help us deliver content from their services.

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Ofqual: Podcast on Marking and grading in summer 2022

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Ofqual: Podcast on Marking and grading in summer 2022

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Published: 13th May 2022

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Ofqual Podcast: Marking and grading in summer 2022

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JCQ: Senior Leadership Team’s Quick Guide to Summer 2022 exams and assessments

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JCQ: Senior Leadership Team’s Quick Guide to Summer 2022 exams and assessments

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Published: 11th May 2022

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Ofqual: Letter to heads ahead of the start of GCSE, AS and A level exams, May 2022Published 13 May 2022

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Ofqual: Letter to heads ahead of the start of GCSE, AS and A level exams, May 2022Published 13 May 2022

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Published: 13th May 2022

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We have now reached the start of the summer series, with exams and formal assessments taking place for the first summer since 2019, representing a major step back to normality.

I've been fortunate enough to visit schools and colleges up and down the country in recent months, and have heard first hand from hundreds of students, as well as you their leaders and teachers. What has come across loud and clear from students is just how much they want exams to go ahead. Students want the opportunity to show what they know and can do.

They've also been keen to emphasise how brilliantly supported they have been by their school or college. So I wanted to write to you to thank you for everything that you and your colleagues do to support the smooth running of exams and assessments. Your role is vital in making sure that they go ahead effectively.

I also know from my conversations with school and college leaders that thinking has turned to results days. So as exams start, I want to remind you what to expect from this year's results. And while I am sure that you are aware of the adaptations in place for exams and assessments this year, I also wanted to remind you about some key information, as well as the resources available, for schools, colleges and students that you may find helpful as we enter the exam season.

Grading

We want to get back to pre-pandemic grading, but I don't think it would be fair to do so in one jump. So, in 2022, rather than going straight back to pre-pandemic standards, results will reflect a staging post between 2021 and 2019.

Ofqual will ask the exam boards to set grade boundaries to reflect the pandemic context, to avoid disadvantaging some students who might otherwise have just missed out on a higher grade. It means that overall, 2022 results are likely to be higher than in 2019, when summer grades were last determined by exams, but lower than we saw in 2021.

As in any other year, grade boundaries will be set at a national level, but only after students have taken their exams, and only after their papers have been marked. To be clear, there is no quota of students that get a particular grade. It absolutely isn't something that is decided in advance.

Information available for schools and colleges

I'd also like to acknowledge the pivotal role that exams officers play in the smooth running of exams. As a former school leader, I know only too well that they are often the unsung heroes of the exam season. I know the importance of ensuring that they have the support in place that they need to do this effectively, and that contingency plans are also in place should exams officers fall ill or be unable to attend.

I have heard from some school and college leaders about the challenges faced in recruiting invigilators this year. JCQ have recently provided guidance for centres managing exams in summer 2022, which includes additional information about invigilation requirements. Recognising the challenges, I'm sure that you have contingency plans in place should invigilators become unavailable at short notice.

Another issue that has come up during my visits to schools and colleges since the start of the year relates to the arrangements for special consideration this year, including about what happens if students are unwell when they are due to take exams. JCQ has recently updated its guide to the special consideration process, which now includes detailed supplementary guidance for centres in relation to this year's exams.

While in any year there may be a small number of students who are unable to sit some exams and assessments, I know that schools and colleges will do all that they can to support students to take their examinations this summer. The changes made to the exam timetable, with the spacing out of exams so there are at least 10 days between the first and last exam in a subject, are intended to significantly reduce the risk that students who are due to take their exams are unable to sit all assessments in a qualification.

As we return to students taking exams and formal assessments this year, you may find it helpful to refer to our recently republished ' Guide for Schools and Colleges 2022: GCSE, AS and A levels' and our ' Guidance for centres: awarding VTQs in 2021 and 2022 '. The guides bring together information on what schools and colleges can expect from exam boards and awarding organisations and what is expected of you.

We have also recently published a short summary, in blog form, which contains some reminders for both schools and colleges and students on how to make sure exams run smoothly. I hope this will serve as a helpful refresher, especially as you may have colleagues, including exams officers, who have not previously experienced a full summer exam series.

Information for students

Ofqual has published a student guide, which contains information on the arrangements in place for awarding both GCSE, AS and A levels, and vocational and other qualifications, in 2022. We'd be really grateful if you could point students to it, as well as the other resources we've published this year to support them which include:

As this will be the first time that many students have taken formal exams, it's also important that they're fully aware of the rules that apply in the exam hall- and in particular that students don't bring in their watches or other prohibited devices such as mobile phones.

Thank you

Finally, I'd like to close as I started by offering a heartfelt thank you- to teaching and support staff- for all that you do to make the exam season successful for your students: from the hard work that goes into preparing students, to supporting the effective running of the series in your centres.

I would like to extend my best wishes to each and every student sitting exams and assessments this summer, wishing them every success in their upcoming assessments and with their future plans.

Yours Faithfully,
Jo Saxton Chief Regulator

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Letter to heads ahead of the start of GCSE, AS and A level exams, May 2022

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We have now reached the start of the summer series, with exams and formal assessments taking place for the first summer since 2019, representing a major step back to normality. I've been fortunate enough to visit schools and colleges up and down the country in recent months, and have heard first hand from hundreds of students, as well as you their leaders and teachers.

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JCQ: Guidance for centres managing exams - June 2022 Series

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JCQ: Guidance for centres managing exams - June 2022 Series

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Published: 29th April 2022

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JCQ: A guide to the special consideration process

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JCQ: A guide to the special consideration process

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Updated: 8th April 2022
Now includes an appendix ‘Supplementary guidance on the special consideration process for centres in England June 2022 examination series’ which gives examples of possible scenarios of students with Covid-19 or with symptoms of Covid-19 and what schools and colleges need to do.

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JCQ: Statement on latest covid health advice

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JCQ: Statement on latest covid health advice

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Published: 7th April

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As the UK Government sets out its plans for living with Covid, JCQ and exam boards will be carefully considering this national framework of advice to produce tailored guidance conducive to the effective running of exams this summer. JCQ's supplementary guidance will follow the UK Health Security Agency's (UKHSA) plans to ensure alignment with its over-arching advice.

We appreciate your patience and will be publishing the JCQ guidance as soon as possible.

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JCQ statement on latest covid health advice - JCQ Joint Council for Qualifications

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As the UK Government sets out its plans for living with Covid, JCQ and exam boards will be carefully considering this national framework of advice to produce tailored guidance conducive to the effective running of exams this summer. JCQ's supplementary guidance will follow the UK Health Security Agency's (UKHSA) plans to ensure alignment with its over-arching advice.

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Awards for Y12/13 Norfolk & Suffolk students studying Vocational and Technical Qualifications

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DfE: Review of post-16 qualifications at level 2 and below in England Consultation

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DfE: Review of post-16 qualifications at level 2 and below in England Consultation

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Deadline: 27 April 2022

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Overview

We're seeking views on proposals to reform technical and academic qualifications at level 2 and below, exclusing GCSEs, Functional Skills Qualifications and Essential Digital Skills Qualifications.

Why your views matter

This consultation follows the call for evidence on level 2 and below study and qualifications published on 10 November 2020.

The post-16 review aims to create a streamlined qualifications landscape with clear choices for young people and adults, and to ensure that every qualification approved for public funding has a distinct purpose, is high quality, and supports students to progress to positive outcomes.

This consultation seeks views on the proposed groups of qualifications that should receive public funding at level 2 and below.

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Review of post-16 qualifications at level 2 and below in England

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We're seeking views on proposals to reform technical and academic qualifications at level 2 and below, exclusing GCSEs, Functional Skills Qualifications and Essential Digital Skills Qualifications. This consultation follows the call for evidence on level 2 and below study and qualifications published on 10 November 2020.

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Ofqual: Updated with additional information for teachers on collecting evidence for use in contingency arrangements

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Ofqual: Updated with additional information for teachers on collecting evidence for use in contingency arrangements

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Updated: 25th March 2022

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Skip to main content

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Recent updates regarding regulated qualifications.

Delivery of vocational and technical qualification results for 2024 and beyond

Ofqual has announced arrangements to ensure the timely delivery of results for students taking vocational and technical qualifications in 2024 and beyond.

Dr Jo Saxton, Chief Regulator, has also written to all schools and colleges in England to explain the arrangements in more detail, and how they differ from those implemented in 2023.

GCSE, Level 1, Level 1/2 and Level 2 vocational and technical qualifications results, summer 2023

Ofqual has published 2 guides to today's (24 August 2023) exam results:

These guides summarise the headline figures across England and reflect Ofqual's decision to return to pre-pandemic grading this summer.

You can explore the results in more depth - including breakdowns by centre type, subject and region - using Ofqual's interactive visualisations.

Ofqual has also summarised the key data in infographics for GCSE and Level 1, Level 1/2 and Level 2 VTQ.

AS, A level and Level 3 vocational and technical qualifications results, summer 2023

Ofqual has published 2 guides to today's (17 August 2023) exam results:

These guides summarise the headline figures across England and reflect Ofqual's decision to return to pre-pandemic grading this summer.

You can explore the results in more depth - including breakdowns by centre type, subject and region - using Ofqual's interactive visualisations.

Ofqual has also summarised the key data in infographics for AS and A level and Level 3 VTQ.

Industrial action

The Department for Education has issued guidance that recommends that schools should prioritise the running of examinations and assessments on any strike days, and should review their contingency plans to enable this to happen.

Schools, colleges and other exam centres should speak to the relevant awarding organisations if they are expecting any disruption that might affect the sitting of exams and assessments.

Replacement certificates

Ofqual does not hold copies of your certificates - we can't tell you your grade or provide replacements. Certificates are held by the exam board you sat your qualification with. If you don't know which exam board you took your qualification with, ask your school. If your school don't know you will need to ask each exam board to do a search for you - they will charge you for this.

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DfE: Secondary accountability measures Guidance

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DfE: Secondary accountability measures Guidance

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Updated: February 2022

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Information for schools about secondary school accountability measures, including Progress 8 and Attainment 8.

Applies to England

Documents

Details

This document explains how secondary accountability measures are calculated. It also gives more information about announced policies that apply to accountability measures for the 2022 to 2023 academic year.

This information is for:

senior leaders working in secondary schools and trusts, including maintained schools, academies, alternative provision, free schools and special schools

independent schools or colleges with 14 to 16 provision seeking information on secondary accountability measures

governors and trustees

local authorities

It applies to:

local-authority-maintained schools

academies

free schools

further education colleges with 14 to 16 provision

Find school and college performance data.

KS4 qualifications, discount codes and point scores for the school performance measures.

A short video explaining Progress 8 is also available:
Progress 8 video

Thank you for your feedback

Report a problem with this page

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Secondary accountability measures (including Progress 8 and Attainment 8)

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Information for schools about secondary school accountability measures, including Progress 8 and Attainment 8.

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Ofqual: Student guide to exams and formal assessments in 2021 to 2022

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Ofqual: Student guide to exams and formal assessments in 2021 to 2022

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Published: 8th March

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Arrangements for exams and assessments are a little different this year from other years when exams have gone ahead. This is to take account of the disruption to education caused by the pandemic.

This guide explains what is in place to support you in taking exams and assessments. It also provides other information about this year's arrangements.

This guide is for students taking any of these qualifications:

AS or A levels

other general qualifications, including International Baccalaureate, core mathematics and Pre-U

vocational and technical qualifications, including T Levels

a combination of these qualifications

We state where any information only applies to a certain type of qualification. If you are not sure exactly which qualification you are taking, you should check this with your school, college or other exam centre.

The information in this guide about arrangements for vocational and technical qualifications also applies to other general qualifications, including the International Baccalaureate, core mathematics and Pre-U.

We call schools, colleges and other exam centres 'centres' in this guide.

We talk about awarding organisations and exam boards in the guide. All organisations that offer qualifications regulated by Ofqual are awarding organisations. The 4 awarding organisations that offer GCSEs, AS and A levels in England are commonly called exam boards.

There is more information about different types of centres and about awarding organisations, including the exams boards, in the further information section below.

Support for students taking exams and formal assessments in 2022

We understand that students taking exams and assessments this year have been affected by the pandemic. That is why we have made changes to the arrangements for exams and formal assessments.

The support that has been put in place is designed to be appropriate for the particular qualifications you are taking.

Changes to GCSE, AS and A levels in summer 2022

There is a package of support in place for all students taking GCSE, AS and A level qualifications this summer.

Exam boards have published advance information about the exams to help you focus your revision. It is published on their public websites, and your centre can also show you where to find it.

There is advance information for all AS and A level exams.

Students will be assessed on less content this year in GCSEs in English literature, history, geography and ancient history. Therefore, there is no advance information for these GCSE subjects. There is advance information for all other GCSE subjects.

Exam boards have worked together to develop advance information that is appropriate for each subject and specification. There are differences in advance information between subjects and, in some cases, even between different exam boards' specifications in the same subject. This reflects differences that already exist between over 300 GCSE, AS and A level qualifications.

Advance information is to help you focus your revision, rather than reduce what you cover during your course.

You can read more about advance information in the Joint Council for Qualifications' (JCQ) FAQs for students.

We have published a subject by subject guide to all the changes. Some of the changes are explained below:

GCSE mathematics: you will be given a sheet in the exams showing the formulae you might need to use so you don't have to memorise as much

GCSE physics or combined science: you will be given a sheet in the exams showing the equations you might need to use so you don't have to memorise as much. You can see what these formulae and equation sheets will look like on the exam boards' public websites

science subjects: teachers have been allowed to be more flexible in the ways they teach practical skills

subjects with non-exam assessment (for example, dance, design and technology, drama, food preparation and nutrition, music and PE): Changes have been made so the assessments could be completed despite restrictions caused by the pandemic

GCSE, AS and A level art and design: you will be assessed on your portfolio only - you will not need to complete a task set by the exam board

If you want to know more, your teachers will be able to explain the changes to each of your subjects. You can also find more information on the 2022 changes to exams and changes to non-exam assessments on our website.

Changes to vocational and technical qualifications in 2021 to 2022

Awarding organisations can continue to adapt exams and assessments in vocational and technical qualifications this year, to take account of the disruption caused by the pandemic.

It's important that your results reflect what you know and can do, and that you are ready and able to progress onto the next stage of your education, training or employment. For this reason, Ofqual has set out the ways in which awarding organisations can adapt their assessments for these qualifications.

We expect your teachers to still teach all of the course content so that you are well prepared and have all of the knowledge and skills that you need for your next steps.

We expect awarding organisations to work with centres, to make sure that, wherever possible, qualifications that have similar purposes and assessment methods are adapted in similar ways.

Each awarding organisation knows the kinds of adaptations that are best for its qualifications. Adaptations could include changes to the way your assessment is run, changes to the method of assessment, such as replacing a face-to-face assessment with a remote assessment, or it might include giving you advance information.

Your centre will know details of the adaptations put in place for your qualification. If you have any questions about how you will be assessed this year, please speak to your teacher.

Students taking vocational and technical qualifications this year that have already completed some of their assessments in other years

If you are expecting to finish your vocational and technical qualification this year (or at some time in the future) and you did some of your exams or assessments in either the academic year 2019 to 2020, or 2020 to 2021, you can use all of the results you have achieved so far.

This includes students who did an adapted assessment or received a centre assessment grade (CAG) or teacher assessed grade (TAG) in previous academic years.

In the same way, if you are starting your vocational and technical qualification this year, then your results from any adapted assessment can count towards your final result when you complete your qualification.

T Level students

The Technical Qualification part of the T Level has two different types of assessment. The core assessment assesses the knowledge, understanding and skills you need in your chosen area, and the occupational specialism assesses the specialist knowledge and skills you need for your chosen career.

If you are taking a core assessment this year then, as with other vocational and technical qualifications, there may be adaptations in place. If you are taking an occupational specialism assessment, then it is likely that your assessment will go ahead as planned. Your teacher will be able to explain how you will be assessed this year.

What you should know before your exams and formal assessments

For many of you 2022 will be the first time you are taking formal exams and assessments, and so you may not be familiar with what happens.

Your centre will enter you for the exams and assessments for the qualifications you are taking. If you're not sure exactly which qualifications you are entered for, or with which exam board or awarding organisation, you should check this with your centre.

Some GCSE subjects have different tiers of entry (foundation or higher). The subjects with tiers of entry are:

Your centre will decide whether to enter you for foundation or higher tier.

foundation tier: students may be awarded grades 5 to 1 (5-5 to 1-1 in combined science)

higher tier: students may be awarded grades 9 to 4 (9-9 to 4-4 in combined science). Students who just miss a grade 4 (4-4 for combined science) may be awarded a grade 3 (4-3 for combined science)

Before your exams you should make sure you know which tier you have been entered for so that you can prepare for, and sit, the correct exam paper.

If you are taking vocational and technical qualifications, your teacher will tell you how and when you will be assessed for your qualification, including any adaptations that have been put in place by your awarding organisation.

Reasonable adjustments

Reasonable adjustments are changes made to an assessment, or to the way an assessment is carried out, to make sure that disabled students, including students with a learning disability, can show what they know and can do. Reasonable adjustments are sometimes called access arrangements. Some of the most common adjustments are:

changes to exam papers, for example, large print or braille

help with specific tasks. For example, another person might read questions to you or they might write your dictated answers

extra time to complete assessments

You can ask your teacher or your special educational needs and disabilities coordinator (SENDCo) for more information about reasonable adjustments and whether they apply to you.

Special consideration

You can ask your centre whether you might qualify for special consideration if:

you temporarily experience an illness or injury at the time of your exams, or

something that you could not prevent happens during or immediately before a scheduled exam that affects your ability to take the exam, or

something that you could not prevent happens during or immediately before a scheduled exam that could affect how you perform in the exam

Your centre can ask the exam board or awarding organisation to take account of such an event.

The exam board or awarding organisation will decide whether an adjustment should be made to the way you take the exam or are assessed, or whether you should be given a small number of extra marks - or, for certain vocational and technical qualifications, if you should take your exam or assessment at a later date.

Special consideration is only for things that happen immediately before or during an exam or assessment that affect your ability to take that exam or assessment, or could affect how you perform - for example, an injury or illness, or the recent death or serious illness of a close family member. You will not be able to apply for special consideration because your education was disrupted, either by the pandemic or for any other reason.

For GCSEs, AS and A levels you may wish to read the JCQ guidance on special consideration.

Private candidates are typically home educated or students who are re-taking a qualification after leaving the centre where they originally studied for the qualification(s). They may be studying with a distance learning provider, tutor, parent, or without any support.

If you are a private candidate, you should register to take your exams at a centre.

JCQ has published a list of centres that will make exam entries for private candidates for GCSEs, AS and A levels in 2022. Centres that are not in the JCQ list might also make entries for private candidates - they do not need to be on the JCQ list to do this.

Advance information for relevant exams is published on the exam boards' public websites so that you can access it in the same way as all other students.

If you are a private candidate studying for a vocational or technical qualification, you should contact your awarding organisation. They will be able to tell you about local centres who can make entries for private candidates for the qualification you are taking.

During exams and formal assessments

Your centre will normally give you your exam timetable, and you should check this carefully. If you miss an exam, because you didn't know the date or time of the exam you won't get any marks for it.

If you think there are mistakes in your timetable, ask your centre to check. You should also check with them if you are not sure about the timing of any exams.

GCSE, AS and A level

GCSE, AS and A level exams will be held between 16 May and 28 June 2022. Details of the full exam timetables are on the exam boards' websites:
WJEC Eduqas
All dates and deadlines for the main examination series of GCSE, AS and A levels in 2022 are on JCQ's website.

You should be available for the whole exam period, from 16 May to 28 June, and also on 29 June which has been scheduled as a contingency day.

If there had to be a change to the exam timetable because of significant disruption, an exam could be moved to any other date during the exam period, including the contingency day on 29 June. Therefore, it is important that you're available and avoid booking any holidays, or committing to any plans that you can't change between these dates.

You should make sure that you know the rules for your exams - including the list of items that you must not take with you into the exam. JCQ has produced information for candidates. If you're not sure about any of the rules, you should speak to your teachers.

Your centre is responsible for administering the exams. If you have any concerns about how an exam is run, you should tell your exams officer or a teacher. If you would rather not talk to your centre, you can contact the relevant exam board or Ofqual.

If you think there is a mistake in an exam paper, you should tell someone in your centre as soon as possible.

Vocational and technical qualifications

Vocational and technical qualifications range in size and structure and are assessed in various ways, including by exams. Your awarding organisation will have decided the best way for students to be assessed for the qualifications it offers. This could include assessments that are taken at the point when you are ready, or at set times in the year. Please speak to your centre for more information about how and when your assessments will take place.

What happens after you have taken your exam or formal assessment?

Marking and moderation

For GCSE, AS and A level qualifications, exam boards mark students' completed exam papers. Examiners are mostly experienced teachers and do most of their marking on-screen. Examiners' work is quality-checked by the exam boards to ensure their marking is consistent and to the required standard.

If your qualification includes non-exam assessment - for example practical work or a performance - this may be marked by the exam board, or by your teacher. If your teacher has marked your assessment, you are entitled to know your marks. If you do not think your mark is correct, your centre must allow you to ask for a review of your teacher's marking before your marks are given to the exam board. Your work will be reviewed by someone who was not previously involved in the marking. Speak to your centre for information about how to do this.

Exam boards moderate your teacher's marking of non-exam assessments for GCSE, AS and A levels so they can make sure that it is consistent across centres. Exam boards moderate by looking at a sample of work that the teacher has marked, to check that the marking is in line with the national standard. If it isn't, they will adjust the marks given by the teacher.

Vocational and technical qualifications are assessed in many different ways. The way a qualification is marked is designed to suit the purpose of the qualification and how you have been assessed. The awarding organisation will have decided how it is marked. It has to do this in line with our rules, making sure it best reflects what you know and can do.

Grading

When exam boards determine grades, they do this by setting grade boundaries. Grade boundaries are the minimum number of marks needed for each grade.

In 2022 examiners will set grade boundaries after they see how students have answered exam questions. This is what happens every year that students take exams.

Examiners will be more generous when setting grade boundaries than they were in 2019, when summer exams last took place. This will provide a safety net for students who might otherwise have just missed out on a higher grade.

In 2020 and 2021, when GCSE, AS and A level grades were determined by teachers, national outcomes were higher than is normally the case.

This year, for GCSE, AS and A levels, examiners will aim for a national grading standard at a midway point between the results in 2021 and those in 2019.

Grading will be monitored by the experts at the exam boards every step of the way and, as usual, Ofqual will review results for each subject before you get them.

Our aim is to return to the pre-pandemic (2019) grading standard - but we don't think it would be fair on you to do that all in one go in 2022 because your year group's education has been disrupted by the pandemic. In 2023 we aim to return to results that are in line with those in pre-pandemic years.

For vocational and technical qualifications, we expect awarding organisations to take account of the grading approach for GCSEs and A levels when setting standards in their own qualifications.

You can read more about the approach to grading in 2022 on the Ofqual website.

Getting your results and your next steps

Getting your results

A level and AS results will be released on Thursday 18 August 2022.

If you are studying a level 3 vocational and technical qualification and are planning to use your results to go on to further or higher education, you should also receive your results on or before this date.

GCSE results will be released on Thursday 25 August 2022.

If you are studying a level 2 vocational and technical qualification and are planning to use your results to go on to further or higher education, you should also receive your results on or before this date.

Your centre will receive your results and it will tell you how and when you can collect them.

For vocational and technical qualifications, the date you receive your results will depend on the qualification you are studying, the way it has been assessed and the awarding organisation. Some qualification results will be available through the year as they normally are. Your teacher will be able to tell you when you will receive your results.

If you have concerns about your results

If you have concerns about your results you should first speak to your centre who will be able to help you.

GCSE, AS and A level students

If you think there has been a mistake in the marking of your exams, you should talk to your centre. They can ask the exam board to check how your exam was marked.

Your centre can also ask, on your behalf, to see your marked exam paper. They can do this before deciding whether to request a review of marking to help to identify whether they think a mistake was made when your work was marked.

If you are a private candidate, you can contact the exam board directly to request your marked paper or a review of marking.

If the exam board does not find any mistakes, your mark will not change, and therefore your grade will not change. If the exam board finds a mistake was made, your mark could go up or down. If your mark changes, this could mean that your grade stays the same or goes up or down.

An exam board cannot give you extra marks just because your mark was close to a grade boundary or because you did not get the grade your centre predicted.

Your centre can also apply for a review of moderation of non-exam assessment that was marked by your teacher, if marks were changed by the exam board following moderation. This review would apply to all students taking the qualification at your centre, not just to you.

If the exam board finds a mistake was made with the moderation, your grade could stay the same or go up, but it cannot go down. This is because the review affects many students, and centres may not be able to get permission from everyone to request the review.

The exam board may charge fees for reviews of marking or moderation if your grade does not change. There will be no fees if your grade changes following a review. Your centre will be able to tell you about any possible fees that you may need to pay.

You can request a priority review of marking if you are depending on the outcome of a review to secure a higher education place. Exam boards will aim to complete priority reviews by 7 September, which is UCAS's advisory deadline for higher education providers to hold places open for students.

If you and your centre still have concerns after a review of marking or moderation, the review decision may be challenged through the exam board's appeals process. The possible outcomes of an appeal are the same as at the review of marking or review of moderation stage, explained above. Your centre will be able to tell you about any possible fees that you may need to pay.

The exam boards will publish details of the deadlines for seeking reviews of marking or moderation, and appeals, on their websites.

Your centre can also challenge exam boards' decisions about reasonable adjustments, special consideration and malpractice.

If your centre thinks the review of marking or moderation and or appeal were not completed properly, they can ask Ofqual to review the case. This is called the exam procedures review service (EPRS). An application can only be made to EPRS after your case has been considered at the exam board's final appeal stage, which is often called a Stage 2 appeal There is no fee for the EPRS.

The EPRS will look at whether the exam board has followed Ofqual's rules and its own procedures. We will not review your work and we cannot change your grade. We can ask the exam board to look at your appeal again if we think the exam board made a mistake when it completed the review of marking or moderation, or when it considered your appeal.

We have published guidance on the EPRS.

Vocational and technical qualification students

The way to appeal can be different for different qualifications, so that it is appropriate for each one. Please speak to your teacher to find out more information about the specific qualification you have completed. If you are a private candidate, you may want to discuss this directly with the relevant awarding organisation.

T Level students - Technical Qualification

You should talk to your centre if you think there has been a mistake in the marking of either the core assessment or occupational specialism assessments.

You can ask your centre for a review of the assessments that the centre has marked and you can ask to see your marked assessment. You can also ask your centre to speak to your awarding organisation for a review of the assessments that the awarding organisation has marked. Your centre can ask to see your marked assessment.

The arrangements for reviews, appeals and the exam procedures review service (EPRS) for the Technical Qualification are similar to the appeals arrangements for GCSEs, AS and A levels explained above. For more information, you should speak to your centre.

Contingency arrangements if exams can't go ahead as planned

The government has confirmed it is committed to exams and formal assessments going ahead in summer 2022. As the path of the pandemic is still uncertain, it's important that we've got plans in place in case they can't go ahead.

GCSE, AS, A level, Project and AEA students

In the unlikely event that exams cannot go ahead as planned due to the pandemic, students' grades will instead be determined by their teachers, using Teacher Assessed Grades (TAGs). This will be similar to the arrangements in summer 2021.

You may find it useful to look at Ofqual's guidance for teachers on collecting evidence during the year that would be used to inform teacher assessed grades if exams cannot go ahead. This applies to GCSEs, AS and A levels, the Advanced Extension Award (AEA) and Project qualifications.

We expect that many of you will already have taken some of the assessments that your centre would use for TAGs, if needed. Your centre will decide when it has collected sufficient evidence from you. Preparing for, and taking, those assessments should also help you to prepare for summer exams.

The guidance for centres on collecting evidence sets out that:

you should be assessed in exam-like conditions wherever possible

you must be told before each assessment that your performance in it would be used for a TAG if exams were not able to go ahead - and wherever possible, this information should be given far enough in advance to allow you time to revise and prepare

you should be told which parts of the subject content will be covered by each assessment, but should not be told the questions in advance or be able to predict the questions from information given to you

ideally, the total time you spend in assessments should not be more than the total time you would spend taking exams for the relevant qualification

you should not be given the opportunity to repeat an assessment

Advance information was published on 7 February. Your teachers should now take this into account when deciding how to assess you.

If you are taking a GCSE, AS or A level that includes non-exam assessment, such as a dance or music performance, your teachers would take this into account when deciding your TAG.

The same reasonable adjustments that will be made for disabled students taking exams in the summer should, where possible, be made for assessments taken during the year that could be used to inform TAGs. If it is only identified after an assessment that you need a reasonable adjustment, your teacher should allow you to take a different, but equivalent, assessment with the reasonable adjustment in place. If it is not possible to arrange for you to sit another assessment and exams are subsequently cancelled, your centre should take into account when determining a TAG that your reasonable adjustment was not in place for the assessment.

You should tell your teachers before, or immediately after, the assessment about any illness, injury or other event that you could not prevent that might have affected your performance in an assessment. If a teacher is satisfied your performance in an assessment was affected by an event outside your control at the time of, or immediately before, the assessment, the teacher should adjust their marking of the assessment.

Teachers would not adjust their marking because your learning had been disrupted by the pandemic.

Vocational and technical qualification students

In the unlikely event that exams and assessments cannot take place in the summer, then for some qualifications, particularly those used alongside or instead of GCSEs, AS and A levels, your results may be awarded using Teacher Assessed Grades. This would be similar to the arrangements in summer 2021. The work used to decide your result would be likely to come from assessments or other pieces of work that you have already done during the year.

T Levels

If the government decides it is unsafe for core assessments to go ahead this year, then Teacher Assessed Grades would be used. The occupational specialism assessments test skills, and so if it is not safe for them to go ahead then they would need to be delayed.

Schools, colleges and other exam centres

Students study for qualifications in a number of settings - including schools, colleges and a range of providers such as adult learning providers and private training providers. Typically these places of study are registered as exam centres and are where you will take your exams and assessments.

Some students may choose to study independently and enter exams as private candidates. Private candidates register to take exams in a school, college or other type of exam centre. Some exam centres only deliver assessments and exams, and do not teach students.

In the first instance, you should ask your centre any questions about the qualifications you are taking, or about preparing for your exams and assessments. There is usually an exams officer in each centre who manages the running of exams.

Ofqual

Ofqual regulates over 190 awarding organisations to develop, deliver and award qualifications in England. We set rules that awarding organisations must follow. We focus on making sure the qualifications system is fair, so that students, parents, teachers and others can be confident in results.

You can find further information about the arrangements for 2022 on Ofqual's website.

Our postcard for students and parents shows the changes made to help students in England with GCSE, AS and A level exams. We have published information about these changes to GCSE, AS and A level exams in more detail.

You can also read about the arrangements in place for vocational and technical qualifications.

You may also wish to read our letters to centres, students and private candidates.

Email enquiries: public.enquiries@ofqual.gov.uk

Public enquiry phone line: 0300 303 3344.

Our phone line is normally open from 09:00 to 17:00 on weekdays - please check our website for opening times on and after results days.

If you wish to complain to Ofqual about an exam board or other awarding organisation, for example, because you think it hasn't followed our rules or its own published policies and procedure, see our complaints procedure. We would usually expect you to have complained to the exam board before coming to us, to give the exam board an opportunity to resolve your complaint.

Awarding organisations

The awarding organisations that offer GCSEs, AS and A levels are commonly called exam boards. Exam boards develop, mark and award GCSEs, AS and A level qualifications. There are 4 exam boards delivering these qualifications in England: AQA, OCR, Pearson and WJEC Eduqas.

You can find contact information for the exam boards on their websites:
WJEC Eduqas
The contact details of the awarding organisations that deliver the wide range of vocational and technical qualifications that Ofqual regulates can be found online. If you're unsure which awarding organisation's qualification you're studying towards, you should speak to your teacher or exams officer.

You can also find information about regulated awarding organisations and their qualifications on the Ofqual Register.

Joint Council for Qualifications (JCQ)

JCQ is the exam boards' membership organisation. Exam boards use JCQ to set common policies and procedures that centres must follow when running GCSEs, AS and A levels.

JCQ has published information for centres and students on the 2022 arrangements for GCSE, AS and A levels.

Information and contact: JCQ website

The Department for Education

The  Department for Education  sets:

the subject content that GCSEs, AS and A levels must cover

any public health requirements for exams and assessments, for example, whether students should wear masks in assessments and exams

measures to judge schools' and colleges' performance

General enquiries
Contract form for general enquiries
Telephone: 0370 000 2288

Opening times: Monday to Friday 9.30am to 5pm, (excluding bank holidays) You may get a quicker answer by calling between 9.30am and 10am, or between 4pm and 5pm.

Results and next steps: National Careers Service

If you want more information on your next steps after you've received your results, contact the National Careers Service.

Tel: 0800 100 900

Lines are open from 08:00 to 20:00 Monday to Friday and 10:00 to 17:00 on Saturdays. Calls are free from landlines and most mobile numbers

Higher education admissions: UCAS

For any questions about higher education application and admissions, you should contact the relevant institution directly. You can also contact UCAS for more information.

Tel: 0371 468 0 468
Lines are open Monday to Friday, 08:30 to 18:00

Mental health support

Always make sure you speak to somebody if you are feeling anxious or struggling with your mental health. This might be a parent, carer or someone else you trust.

You may find it helpful to read our resources on preparing for exams - including our guide to coping with exam pressure.

You can also contact:

Childline phone: 0800 1111
Child and Adolescent Mental Health Services (CAMHS) Young Minds Call NHS 111
Equalities: Equality Advisory and Support Services (EASS)

You can contact the Equality Advisory and Support Service (EASS) for advice on discrimination concerns. EASS advises and assists individuals on issues relating to equality and human rights, across England, Scotland and Wales.

Telephone: 0808 800 0082

Textphone: 0808 800 0084

# data[].attributes.attachment_link.title
Student guide to exams and formal assessments in 2021 to 2022

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Arrangements for exams and assessments are a little different this year from other years when exams have gone ahead. This is to take account of the disruption to education caused by the pandemic. This guide explains what is in place to support you in taking exams and assessments.

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Updated: February 2022

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16 to 18 accountability headline measures

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Guide for schools, colleges and local authorities on how the 16 to 18 performance measures are calculated.

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Ofqual: Regulating academic and technical qualifications at level 3 - Consultation

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Ofqual: Regulating academic and technical qualifications at level 3 - Consultation

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Deadline: 20th April 2022

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Applies to England

Summary

Proposed regulatory approach for alternative academic and alternative technical qualifications at level 3 in England

This consultation closes at

Consultation description

This consultation sets out Ofqual's proposed approach to regulating alternative academic qualifications and alternative technical qualifications, operating in conjunction with the Institute and the Department. These qualifications will be part of the future level 3 landscape, as part of the Department's 'Review of post-16 qualifications at level 3 in England', alongside A levels, T Levels and Apprenticeships. These groups of qualifications are explained in more detail later in this document, but in summary:

alternative academic qualifications are those which have the primary purpose of evidencing students' attainment in relation to their course of study, with a view to supporting informed decisions and choices about further study

alternative technical qualifications are those which have the primary purpose of identifying students that have attained the knowledge, skills and behaviours linked to competence in a given occupation.

This consultation is open to anyone who may wish to make representation but may be of most interest to:

awarding organisations and their representative bodies, particularly those that deliver (or want to deliver) alternative academic and alternative technical qualifications that would fit into the groups to be regulated by the proposed arrangements

schools, colleges and training providers, and their representative bodies - particularly those that deliver (or want to deliver) alternative academic and alternative technical qualifications that would fit into the groups to be regulated by the proposed arrangements

students

employers

Documents

Ref: Ofqual/22/6898/1 HTML

Ref: Ofqual/22/6898/1 PDF, 678 KB, 65 pages

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Regulating academic and technical qualifications at level 3

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Ofqual: Subject-by-subject support for GCSE, AS and A level students in 2022

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Ofqual: Subject-by-subject support for GCSE, AS and A level students in 2022

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Published: 7th February 2022

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Overview of the support being provided for each qualification for students taking GCSEs, AS and A levels in 2022.

Applies to England

Additional support this year

A package of support has been put in place for students taking GCSE, AS and A level qualifications in summer 2022. It is intended to make sure that we are being as fair as possible to students given the disruption they have experienced, and many continue to face, due to the coronavirus pandemic.

Part of the changes includes more generous grading this year to provide a safety net for students who may have been impacted by the pandemic.

Advance information might look different for different subjects because of how they are structured and assessed, but as far as possible the exam boards have made sure the approaches within a subject are the same.

These changes apply in England and to Ofqual regulated qualifications taken elsewhere.

Exam boards have published specific information about the changes for each qualification they offer, you should check their websites for more information:

GCSEs

Where we list changes for subjects in 2022, we only list what has changed, not what is remaining the same.

Ancient history, GCSE

Art and design, GCSE

Changes for 2022

More information is available from the exam boards:

Astronomy, GCSE

Biblical Hebrew, GCSE

Biology, GCSE

Business, GCSE

Chemistry, GCSE

Citizenship studies, GCSE

Classical civilisation, GCSE

Classical Greek, GCSE

Combined science, GCSE

Changes for 2022

1. Information on some of the exam content has been provided to help students focus their revision.

2. A revised equation sheet has been provided for teaching and learning.

3. A clean copy of the equation sheet will be provided for students in the exams.

4. Teachers can deliver practical work by demonstration.

5. Examiners will build in generosity for students when setting grade boundaries.

More information is available from the exam boards:

Computer science, GCSE

Dance, GCSE

Design and technology, GCSE

Drama, GCSE

Economics, GCSE

Electronics, GCSE

Engineering, GCSE

English language, GCSE

English literature, GCSE

Film studies, GCSE

Food preparation and nutrition, GCSE

Geography, GCSE

Changes for 2022

1. Exams will cover less content than usual.

2. In the exams there will be a choice of content on which students must answer questions.

3. There will be no questions on the student's fieldwork experience.

4. Fieldwork requirements have been relaxed.

5. Examiners will build in generosity for students when setting grade boundaries.

More information is available from the exam boards:

Geology, GCSE

Changes for 2022

More information is available from the exam boards:

History, GCSE

Latin, GCSE

Maths, GCSE

Modern foreign languages, GCSE

Changes for 2022

More information is available from the exam boards:

Music, GCSE

Physical education, GCSE

Physical education (short course), GCSE

Physics, GCSE

Changes for 2022

1. Information on some of the exam content has been provided to help students focus their revision.

2. A revised equation sheet has been provided for teaching and learning.

3. A clean copy of the equation sheet will be provided for students in the exams.

4. Teachers can deliver practical work by demonstration.

5. Examiners will build in generosity for students when setting grade boundaries.

More information is available from the exam boards:

Psychology, GCSE

Religious studies, GCSE

Religious studies (short course), GCSE

Sociology, GCSE

Statistics, GCSE

AS and A levels

Accounting, AS and A level

Ancient history, AS and A level

Art and design, AS and A level

Biblical Hebrew, A level

Biology, AS

Biology, A level

Business, AS and A level

Chemistry, AS

Chemistry, A level

Classical civilisation, AS and A level

Classical Greek, AS and A level

Computer science, AS and A level

Dance, A level

Design and technology, AS and A level

Drama and theatre, AS and A level

Economics, AS and A level

Electronics, AS and A level

English language, AS and A level

English language and literature, AS and A level

English literature, AS and A level

Environmental science, A level

Changes for 2022

More information is available from the exam boards:

Film studies, AS and A level

Changes for 2022

More information is available from the exam boards:

Further maths, AS and A level

Geography, AS

Geography, A level

Geology, AS

Changes for 2022

More information is available from the exam boards:

Geology, A level

Changes for 2022

More information is available from the exam boards:

History, AS and A level

History of art, AS and A level

Latin, AS and A level

Law, AS and A level

Maths, AS and A level

Modern foreign languages, AS and A level

Changes for 2022

1. Information on some of the exam content has been provided to help students focus their revision.

2. Examiners will build in generosity for students when setting grade boundaries.

More information is available from the exam boards:

AQA - Bengali (Listening, Reading, Writing), A level

AQA - French, A level

AQA - French, AS

AQA - German, A level

AQA - German, AS

AQA - Modern Hebrew (Listening, Reading, Writing), A level

AQA - Panjabi (Listening, Reading, Writing), A level

AQA - Polish (Listening, Reading, Writing), A level

AQA - Spanish, A level

AQA - Spanish, AS

Pearson Edexcel - Arabic (2018), A level

Pearson Edexcel - Chinese (2017), A level

Pearson Edexcel - French (2016), A level

Pearson Edexcel - German (2016), A level

Pearson Edexcel - Greek (2018), A level

Pearson Edexcel - Gujarati (2018), A level

Pearson Edexcel - Italian (2017), A level

Pearson Edexcel - Japanese (2018), A level

Pearson Edexcel - Persian (2018), A level

Pearson Edexcel - Portuguese (2018), A level

Pearson Edexcel - Russian (2017), A level

Pearson Edexcel - Spanish (2016), A level

Pearson Edexcel - Turkish (2018), A level

Pearson Edexcel - Urdu (2018), A level

WJEC Eduqas - French, AS and A level

WJEC Eduqas - German, AS and A level

WJEC Eduqas - Spanish, AS and A level

Music, AS and A level

Music technology, AS and A level

Philosophy, AS and A level

Physical education, AS and A level

Physics, AS

Physics, A level

Politics, AS and A level

Psychology, AS and A level

Religious studies, AS and A level

Sociology, AS and A level

Statistics, AS and A level

Background to these changes

Full details of the changes we have made to our rules can be found in the decisions for the consultations ' Proposed changes to the assessment of GCSEs, AS and A levels in 2022' and ' Arrangements for non-exam assessment for qualifications in 2022 '.

Vocational and technical qualifications

Where needed, [awarding organisations are allowed to make adaptations to assessments and qualifications due to the impact of the coronavirus (COVID-19) pandemic. Schools and colleges have already been told what these changes will be, and you should speak to your school or college for further details about your specific qualification.

Accessible version of diagram

Generous grading

Exams will be graded more generously this year providing a safety net for students.

Changes to coursework

Non-exam assessment and fieldwork requirements adjusted, with flexibility in some subjects.

Optional content

There will be less content or fewer topics for students to learn in some GCSEs.

Support materials

Students will get formulae and equation sheets in some exams and won't have to memorise as much.

Advance information

Exam boards will give information on the focus of exams for most subjects to help students revise.

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Subject-by-subject support for GCSE, AS and A level students in 2022

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Overview of the support being provided for each qualification for students taking GCSEs, AS and A levels in 2022.

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SMBP Scheme Applications Open - Year 12&13

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SMBP Scheme Applications Open - Year 12&13

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Applications Deadlines:
National Online week is end of March

Work Insight & Skills week is end of May

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Ofqual: Coping with exam pressure - a guide for students

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Ofqual: Coping with exam pressure - a guide for students

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Updated: 3rd March 2022

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Coping with exam pressure - a guide for students

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ESFA: 16 to 19 funding - Additional hours in study programmes

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ESFA: 16 to 19 funding - Additional hours in study programmes

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Published: 9th February 2022

"Schools/College should prioritise maths in the use of additional hours where there is an identified student need."

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16 to 19 funding: Additional hours in study programmes

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As part of the government’s commitment to a long-term education recovery plan, we are investing a further £800m across the next 3 academic years to fund 40 additional learning hours for band 5 and T Level students (and a proportionate increase for those in lower bands) in 16 to 19 education.

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DfE: 16 to 18 accountability headline measures

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DfE: 16 to 18 accountability headline measures

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Published: 8th February 2022

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Guide for schools, colleges and local authorities on measures in the 2018 to 2019 performance tables.

Applies to England

Documents

Ref: DFE-00295-2018 PDF, 2.03 MB, 101 pages

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Ref: DFE-00012-2020 PDF, 181 KB, 6 pages

Details

The technical guide explains how the 16 to 18 performance measures are calculated. The update for 2021 to 2022 performance measures sets out which measures we will publish for 2021 to 2022, and how we will calculate these.

There is also information about 16 to 18 progress score bandings in the school and college performance tables.

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16 to 18 accountability headline measures

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Pearson Edexcel: Advance Information Subject Directory

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Pearson Edexcel: Advance Information Subject Directory

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Updated: 7th February 2022

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Summer 2022 support | Pearson qualifications

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The Department for Education (DfE) and Ofqual have confirmed their approach for issuing grades in summer 2022.

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OCR: Advance Information Subject Directory

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OCR: Advance Information Subject Directory

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Updated: 7th February 2022

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To help students revise, we've published advance information about the focus of exams for 2022. Advance information is available for most GCSE, AS and A Level subjects, Core Maths and FSMQ.

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To help students revise, we’ve published advance information about the focus of exams for 2022. Advance information is available for most GCSE, AS and A Level subjects, Core Maths and FSMQ.

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AQA: Advance Information Subject Directory

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AQA: Advance Information Subject Directory

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Updated: 7th February 2022

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Learn more about changes to exams and assessment in 2021. Discover Get ready for grading - our support programme for teachers - and more

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JCQ:  Summer 2022 Exams and Advance Information 

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JCQ:  Summer 2022 Exams and Advance Information 

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Updated: 7th February 2022

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Published: 7th February 2022

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JCQ:  List of schools, colleges and other exam centres that will accept private candidate entries

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JCQ:  List of schools, colleges and other exam centres that will accept private candidate entries

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Published: 19th January 2022

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This list has been updated to show centres who are willing to accept entries for the Summer 2022 examination series

Simply enter your postcode, select the type of qualification and the exam board you wish to enter with, and click Submit. You can then filter your results by specific subject or by type of qualification using the drop-down and clicking Submit again. Results will be listed by proximity to the postcode you enter. You can then click on a centre for further information, the deadline for applications and contact details.

This list has been updated to show centres who are willing to accept entries for the Summer 2022 examination series.

Please be aware that centres may still accept private candidates even if they are not listed on the JCQ website. Appearing on the list is not a prerequisite for supporting private candidates.

Enter your postcode, select your filters and click submit to see centres near you

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Private Candidates - JCQ Joint Council for Qualifications

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This list has been updated to show centres who are willing to accept entries for the Summer 2022 examination series Simply enter your postcode, select the type of qualification and the exam board you wish to enter with, and click Submit. You can then filter your results by specific subject or by type of qualification ...

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DfE: Special consideration policies for technical qualifications in 2022

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DfE: Special consideration policies for technical qualifications in 2022

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A summary of special consideration policies for awarding organisations offering Applied Generals, Tech Awards, Tech Certs and Tech Levels in England.

Applies to England

Documents

Details

Special consideration may apply where a student has temporarily experienced an illness or injury, or other event outside their control, which is likely to have affected their ability to show their true abilities in an assessment. It allows the student to receive an assessment outcome despite the disadvantage.

This document gives a summary of the special consideration policies for each awarding organisation offering Applied Generals, Tech Awards, Tech Certs and Tech Levels in England.

Thank you for your feedback

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Special consideration policies for technical qualifications

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Ofqual Dr Jo Saxton: Speech at Sixth Form Colleges Association Conference

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Ofqual Dr Jo Saxton: Speech at Sixth Form Colleges Association Conference

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19th January 2022
Sets out the support for students taking exams and assessments this year, including advance information and a fair approach to grading

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Good morning, everyone. Bill: thank you so much for inviting me. I'm thrilled to be with you, in spirit if not in person.

I first met Bill in something like 2008. I went to see him in his office somewhere high up in Millbank tower. It had the most stunning view across south Westminster. Bill deployed me as a literacy consultant, and not long after, I found myself in a particularly tough new academy in the East Midlands. At that time, challenging educational circumstances on the ground did not include providing and complying with public health measures, and it did not include devising and determining high stakes assessments on top of everything else. Your response to the scale and pace of the change required by the pandemic in the last 2 years is simply breath-taking-more so than any view.

Let me give a sense of scale. Thanks to your commitment and efforts, and those of many thousands of other sector colleagues, despite exams being cancelled, last year 1.2 million students received grades for GCSE, AS and A levels. You, and staff at schools and exam centres, submitted 5.7 million Teacher Assessed Grades for students in England last summer. That includes over 750,000 A level TAGs.

And, in the spring and summer of 2021 alone, thanks again to your efforts, awarding organisations were able to issue over 1 million qualification results to students taking Functional Skills qualifications, Core Maths, International Baccalaureate diplomas, Cambridge Pre-Us, Applied Generals, Tech Levels and others.

2022 is still very young, yet as at today, over 500 regulated assessments and exams have taken place, that's 480,000 entries, or 89% of the January series will have been undertaken, which is extraordinary, given the pressures of the Omicron variant. Once again, in very large part because you have adapted staffing, prioritisation and invigilation, and many of you will have even reorganised your facilities to enable COVID-safe exam sittings to go ahead.

None of us would have chosen this turn of events, and whilst media commentators are right that it has shown the extraordinary purpose, commitment, drive and dedication of those who work in colleges, sixth forms and schools - for which I, and Ofqual of course applaud you - I think there is a bigger point here, and it is about adaptation.

As Darwin and Wallace posited in the 1890s, it is the ability of a species to adapt to its environment that determines its success. The versatility you have all shown over the past 2 years - and the scale of change to qualification and assessment policy and practice that you have realised - must surely exceed that of any generation of educators, certainly in recent history.

And as you know, there are more novel and important adaptations to come, in the form of advance information next month, together with a measured approach to ensure fair grading in the summer. I want to talk to you now about both of these; how they were conceived; why I believe they will help your students, and why they will mark an important staging post in our move back towards normality.

Advance Information

The first point I want to make about advance information is that it's not something we would have contemplated in 'normal times'. In fact, we have gone to great lengths - the whole qualification system has gone to great lengths traditionally - through Ofqual's regulations to reduce the risk of any student or teacher knowing in advance the focus of any exam paper. But we wanted a way to make the exam experience less daunting for students, while also preserving the integrity of the content coverage, as well as preserving the integrity of the assessments themselves.

The whole point is to provide as universal as possible a revision aid for students. And this, combined with the anticipation of a difficult winter, is how policymakers arrived at the 7 February publication date. Any earlier, and content coverage would have been affected; any later and it comes too late in the day for revision to be effective, too late to allow you to recap and review where necessary.

Obviously this is the first time this innovative approach has been taken, and 2022 exam papers were not designed with the publication of advance information in mind. I've no doubt that some people will feel we haven't gone far enough, and others will feel we have gone too far. But the people who matter to me the most are the students - and my sincere hope is that - with guidance from you - they will be able to benefit from the information being shared.

Advance Information is novel for everyone in the exam system. Exam boards have developed it for almost every subject. They've worked at pace to do so in the interests of students. They have done their absolute level best to deliver focused aids, without revealing the questions, and you can imagine that's definitely an art rather than a science. If they'd gone too close to revealing the questions it would have undermined exams and turned them into short-term memory tests rather than true measures of what students have learned, know, understand and can do.

There has been some commentary already about whether advance information will mainly benefit more able students because it might support them to revise for the higher tariff questions.

Of course, much of the advance information gives a steer on how to revise for higher tariff questions, although not all of it.

Bluntly, to focus advance information on low tariff questions would be nonsensical. It would be silly to publish a document that says something like; you will be asked to identify the year in which the Versailles Treaty was signed, or the year in which Magna Carta was signed. Clearly, at that point, the exam would stop being an exam.

But supporting students to revise for higher tariff questions does not mean that advance information will only support the most able students. Higher tariff doesn't necessarily mean harder content. We know that candidates from across all abilities and demographics gain marks across an exam paper and not only in the low tariff questions. And we hope that the benefit of advance information will mean that students who suffered the most disruption, or those who are less able, may gain confidence to tackle elements of a paper that they might previously not have felt confident to try.

And just as much as advance information is a new phenomenon for the boards and for colleges and schools, so is it new for us at Ofqual. It presents us, as the regulator, with a novel and interesting challenge. We have created a regulatory framework for exceptional measures that would, quite simply, have been unthinkable in a normal exam context. The pandemic has required a range of regulatory reprioritisation and adaptation in the same way that you have had to reprioritise and adapt your normal practice. I am clear that our regulations must align to the interests of students - given the impact on their education experience these past 2 years. So, what does this novel situation look like from the regulator's point of view?

First, the tenet must hold true that Ofqual does not see exams before they are sat. That doesn't change this year. Each year the number of people that know the content of live papers before they are sat is very tightly controlled by exam boards, and that's right. That's key to fairness for students, and important to minimise the risk of any leaks. The exam boards are accountable to Ofqual for the quality and security of their papers. And this year they are also accountable to us for the accurate and careful introduction of advance information.

So, our approach has been about putting in place principles to ensure that advance information secures the interests of students and we've set the right regulations to enable that.

In practical terms, that means that we have worked with subject specialists and our assessment design team, and the boards to agree over 300 specifications how the advance information will work. You get a sense of what a dramatic innovation that is for us to have adapted our rules to allow this is, if you recall the outrage some years ago when a broadsheet newspaper sent a journalist to attend an exam board event, at which hints about the focus of certain questions were allegedly provided in this meeting. The scale of that shock really puts this year's innovation into perspective.

I see it as a really exciting adaptation. We will, of course, be monitoring its effect closely. Shortly after publication, we will be reaching out to hear your - and your students' - views on how it delivers the intentions. We will do so again once exams have been sat. There is much to learn from what will happen in the coming months and so we will expand a wide-ranging research programme to evaluate the impact of advance information to inform thinking for future years. But I ask that when you receive the advance information, please do remember the positive intentions behind it - it represents a unique coming together of everybody across the qualification system to act in the interests of students, to provide them with support whilst also enabling the re-instatement of the tried, tested - and trusted - approaches to the awarding of qualifications.

Grading

Our approach to advance information was informed and driven by the views of you and of your students - we heard from teachers who were anxious about their students' ability to cover the full range of subject content. We heard from students about their varied experiences of the pandemic.

This same listening approach was applied to how we've tackled grading too.

It was clear talking to students and their parents, that they wanted to get back to normal, but not to do so in one single leap.

At the end of September, we announced our resulting approach to grading next summer, one intended to be as fair as possible to 2022 students. Fair, because it will provide a safety net to students who have been so affected by the pandemic. Fair, because it will iron out some of the anomalies that have come into play through the non-examined years. Fair because it will secure consistency between subjects and between exam boards. Let's remember too that this year marks the return to exams - the way the qualifications have been designed - with all students assessed in the same way, marked, and graded consistently and externally to the same standard. That, along with advance information which itself provides unprecedented support, represents an unprecedented package of aid.

So, 2022 is a transition year to reflect the realities of the pandemic and that students' education does continue to be disrupted. Remember the package as a whole - it works together as a complete aid and support. You need to not try to pick apart individual elements of it.

The results in 2020 and 2021, when exams were cancelled, were clearly out of line with the results of previous exam years. As we ourselves learn to adapt to living with COVID-19, it is right that we take steps to resume arrangements that are coherent with those from pre-pandemic years. We must do it gradually; and this underpins our so-called midpoint approach.

Let me be clear, there is no single statistical midpoint. There will be no standardisation model to determine students' grades. Grade boundaries for each specification will be set by senior examiners, critically, only after they have reviewed the work produced by students. As a check and balance, of course exam boards will use other evidence, including statistical evidence of how students were graded when exams were last taken, so that grade boundaries do, indeed, deliver this generous midpoint approach. That means you can assure your students and their families that, as regulator, we are doing everything we can to secure approaches to standards which are fair, whichever exam board a student is working with, whichever subject. As regulator, one of the key things that we do is review the results. I started to experience this process for the autumn series. Results across every subject in every board are reviewed in great detail and Ofqual checks the appropriate processes have been followed; considers anomalies with exam boards, before results are issued.

Because the process of determining grade boundaries must follow the act of script marking, which of course follows candidates sitting papers, what we can't tell you is precisely what these arrangements mean for results. But I can assure you that our grading requirements will provide a safety-net for this cohort and it is likely to mean that results overall are higher than in normal years.

Talking to UCAS, and to employers, they wanted to see grades that were closer to the currency they were used to. They also recognised it was not right to implement this in one go. We've heard concerns that repeating 2021 outcomes would likely lead to universities devising alternative entry arrangements and raising the grades on which offers are based. Contributing to a system where that might happen would not actually increase opportunity for students in practice.

Vocational and Technical Qualifications grading

Coherence, parity if you will, between vocational and technical qualifications and general qualifications is really important - and something that the regulatory framework devised during the pandemic better supports than pre-pandemic arrangements.

Ofqual's specific regulatory framework for awarding vocational qualifications in the pandemic requires awarding organisations to secure, as far as possible, that VTQ students are neither disadvantaged nor advantaged compared with their GCSE and A level peers. That principle has not existed in legal regulatory terms before.

Boards will take account, therefore, of the approach for GCSEs and A levels when setting standards in their own vocational and technical qualifications. We, as regulator, will closely monitor the arrangements and look at what awarding organisations are putting in place for their qualifications to ensure they are delivered fairly and are appropriately adapted in the interests of students.

Contingencies

I am really aware that some of you, and your students, would dearly like us to switch off contingencies given the government's confidence and commitment to exams going ahead. But I'm afraid that the need to collect evidence of student performance in case exams don't take place is important. It won't surprise you that I can't agree to turn off those arrangements. Not, of course, that it's entirely in my gift.

As well as showing us your incredible resilience and ability to adapt, the pandemic has also been unpredictable. That's the one predictable thing about the pandemic; it's continually surprised us and caught us off guard. It wouldn't be doing justice to you and your students to stand down contingencies at this time.

I am, nonetheless, hugely sympathetic to how challenging operationally and emotionally for you and your students it is to ride both these horses, but there are no plans to turn off Plan B.

Ofqual: expert and human, regulating in the interests of students

I promised Bill to leave time to take your questions, but before doing that, please allow me to share a little bit about myself, given this is my first chance to speak to you.

I am here today as Chief Regulator, but I am above everything else, like you, an educator.

I thrive in challenging environments - and actually anyone who knows me will tell you that I actively seek them out. Whether that is leading schools in disadvantaged communities, working in central government in the eye of a pandemic, or coming to Ofqual as we move further through the demands and opportunities the pandemic has forced.

For me, there is nothing more important in education than young people getting the qualifications they need to unlock their future. This is something I live and breathe.

I live and breathe it because that was precisely my own experience.

My qualifications opened all sorts of doors for me - including studying and working in six different countries around the world, and I want everyone to have those same opportunities - but especially those from disadvantaged backgrounds.

That's why I am here. Every day I think about those students - those with caring responsibilities at home; those who have a fractured or chaotic home life; those whose families are working second, or even third jobs, to keep their homes warm and food on the table - I want qualifications to work for them in the best way possible, to open doors for them.

These are the students who I've started to talk about as being my compass. Their interests are my true north. And this true north breathes life into Ofqual's statutory objectives.

What flows from that, is an Ofqual which is expert, absolutely, but an Ofqual that must also be human. That means listening - to students of all ages, but also to you, those who teach and lead them. You who make the longlist of qualification choices for them, you who support them as they work towards securing qualifications that have the potential to change their lives.

Over the coming weeks and months, I will be spending time with colleges, sixth forms, schools, different education and training providers in every region of England, so that I can listen to you, to students, to governors and to parents. I want to hear directly about the challenges faced in the qualification system. It's only by hearing and responding to these challenges that I and we at Ofqual can improve how assessment and qualifications work. Some of these things that we'll hear about, Ofqual can do something about. There are others that won't be in our gift, but we can do our best to play our active part in the system which we regulate on behalf of students.

I've so far been lucky enough to visit some colleges in the West Midlands and some schools in the south west. Some of this listening work will happen virtually so that the pandemic doesn't slow us down, nor interrupt your day too much.

What's important is that the insights we gain from you, your students and their families, inform our decisions. To those who think accessible qualifications are dumbing down, I say there is no better illustration of the importance of the power of the functional skills curriculum and those qualifications that enable entry into employment, than what I saw at Hereward College. There I met Sophie and Akram who were developing and practising functional skills in the college's hospitality training centre. Graduates of the college dramatically exceed national averages of employability for those with SEND, and those 2 were well on their way to being able to be employed by a national hotel chain. I am proud that one of the first decisions taken during my tenure as Chief Regulator was to publish a consultation on improving the accessibility of assessments, and another decision on the regulation of reformed digital functional skills. These are live examples of acting in the interest of students.

From visiting Walsall College, I gained real insight into how working with a range of awarding organisations can really meet a college's needs. The Walsall team shared how, while the larger AOs (awarding organisations) have the breadth and can deliver at scale, it is often the smaller ones - many of whom offer the end-point assessments for apprentices - who offer a personal and flexible approach to assessment bookings, which is really useful to help provide confidence and support, and take an element of stress out of the system as apprentices get closer to being ready to take their end point assessment. Accordingly, we will continue to be nuanced in our consideration of applications by organisations seeking entry to this sector and to our recognition. Assessment and organisational capacity must be balanced with a student-centric culture.

Conclusion

Listening to and acting in the interests of students is the true north for everything I will do as Chief Regulator. The context we must navigate together is one of adaptation and innovation, crystalised by the pandemic. But it also a time of reform, already in train pre-pandemic - T Levels, apprenticeship expansion, among others.

I have not even touched on the possibilities afforded by technology and other innovations. I am convinced of the opportunities they present to improve assessments for students and apprentices - to make them more accessible, more valid, more reliable. We will work together on these in the coming years. We need to ensure that both what we assess and how we assess it stays relevant to needs of employers and society at large.

We share, I have no doubt, a commitment to ensuring that qualification evolution is squarely in the interests of students and apprentices. I am hugely grateful to teachers in colleges, schools and training providers across the country, for the vital part they will play as we navigate the way forward together.

Thank you.

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Dr Jo Saxton at Sixth Form Colleges Association conference

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The Chief Regulator sets out the support for students taking exams and assessments this year, including advance information and a fair approach to grading.

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Autumn 2021 exams

GCSEs, AS and A levels

There were AS and A level exams in October and GCSE exams in November and December.

Art and design was assessed by a task set and marked by the exam board. Your grade will be determined by your performance on this task.

Results days

Vocational and technical qualifications

Some awarding organisations already offer assessments in the autumn term or in January. Those that don't may choose to do so this year. Talk to your college, training provider or school if you want to use this as an opportunity to get or improve your grade.

Summer 2022 GCSEs, AS and A levels

The government intends that exams will go ahead in summer 2022, with some changes to exams and changes to non-exam assessments.

Grading

When grading exams in 2022, we will aim for a grading standard that reflects a midway point between 2021 and 2019.

Grade boundaries will be set so that more students will receive higher grades than was the case before the pandemic. This will provide a safety net for students who might otherwise just miss out on a higher grade in this transitionary year.

Vocational and technical qualifications 2022

Exams and formal assessments for vocational and technical qualifications, timetabled for January, will go ahead and students should continue to prepare for these assessments. This has been confirmed in a letter from the Secretary of State for Education to school and college leaders.

For further information, schools and colleges should contact the relevant awarding organisations:

Results for vocational and technical qualifications in 2022 will be based on the outcome of exams and assessments. Awarding organisations will be allowed to make adaptations to assessments and qualifications, where they need to, due to the pandemic.

In early December we updated our guidance on the awarding of vocational and technical qualifications in the academic year 2021 to 2022. The guidance is for schools, colleges and training providers, and includes information on T Levels, Functional Skills Qualifications and Apprenticeship end-point assessments.

Contingency plans in case exams cannot go ahead as planned

The government intends that exams will go ahead in 2022. If exams cannot go ahead as planned, students will receive grades determined by their teachers, using teacher-assessed grades (TAGs) similar to those used in summer 2021. TAGs are based on teachers' assessment of their students' work.

For GCSEs, AS and A levels, we have published guidance for schools and colleges on how to collect evidence from their students in the remainder of the academic year, so that this evidence is available in case TAGs are needed.

Our guidance encourages schools to use their existing assessment plans and not to over-assess students. In many cases, the necessary assessments will already be planned to support students' learning and help them prepare for summer exams.

As we expect exams to take place in 2022, we are encouraging schools, colleges and other exam centres to allow private candidates to register with them in the usual way.

If exams cannot go ahead as planned, private candidates will need to work with a school, college or other exam centre to generate evidence for a teacher-assessed grade. A private candidate could take assessments through the year to produce this evidence. Alternatively, a private candidate could choose to be assessed only if it is decided that exams cannot take place. They would then need to find a school, college or other exam centre to work with, and would be assessed in a more compressed period of time.

The Joint Council for Qualifications (JCQ) has published a list of schools, colleges and other exam centres that will accept private candidate entries for GCSEs, AS and A levels in summer 2022. Schools, colleges and other exam centres that are not in the JCQ list might still accept entries - they do not need to be included in the list in order to accept private candidates.

For vocational and technical qualifications, the Department for Education has published guidance on contingency measures. The contingency arrangements would include:

using TAGs for those qualifications most similar to GCSEs and A levels

delaying the awarding of qualifications that require students to demonstrate occupational or professional competence

Replacement certificates

Ofqual does not hold copies of your certificates - we can't tell you your grade or provide replacements. Certificates are held by the exam board you sat your qualification with. If you don't know which exam board you took your qualification with, ask your school. If your school don't know you will need to ask each exam board to do a search for you - they will charge you for this.

Anxiety and mental health support

We understand that this has been a difficult time for students and you have shown great resilience in the face of the challenges presented by the pandemic. Always make sure you speak to somebody if you are feeling anxious or struggling with your mental health. This might be a parent, carer or someone else you trust.

You can also contact:

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There were AS and A level exams in October and GCSE exams in November and December. Art and design was assessed by a task set and marked by the exam board. Your grade will be determined by your performance on this task. Results days Some awarding organisations already offer assessments in the autumn term or in January.

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Ofqual: Letter to schools - Advance information

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Ofqual: Letter to schools - Advance information

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Published: 9th December 2021

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I write to update you about the nature of the advance information, on the content of some GCSE, AS and A level exams, which the exam boards will be publishing by 7 February 2022.

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DfE: Exams in 2022 – everything you need to know

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DfE: Exams in 2022 – everything you need to know

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Published: 11 November 2021

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This year students will sit exams, but we recognise they have faced disruption over the last two years and we've taken measures to make sure they aren't disadvantaged.
TO NOTE: This article was first posted on 30 September 2021 but updated on 11 November 2021 to reflect the publication of contingency plans in the unlikely event exams cannot go ahead in 2022 and again on 10 January 2022 to update it to say "this year" instead of "next year".
Here we answer your questions.

Why are you bringing exams back?

Exams are the best and fairest form of assessment.

Over the summer, we ran a consultation, with the exams regulator Ofqual, on what adaptations we should make to GCSE, AS and A level exams in 2022 in response to the pandemic.

The consultation gathered more than 6,000 responses - with almost a quarter from students - and showed that more than 90 per cent of students and parents were in favour of giving advance information on the focus of exams next summer to support students with revision, and around 80 per cent or more agreed with offering choices of topics in some GCSE subjects.

What measures will be in place to make sure they are fair when different students have missed different amounts of time?

Students will benefit from a range of adaptations to GCSE, AS and A level exams in England - these adaptations will help them reach their potential following the disruption they've faced.

They include:

A choice of topics or content on which students will be assessed in GCSE English literature, history, ancient history and geography.

Providing advance information on the focus of exams to support students' revision in subjects where there is not a choice of topics.

Giving students formulae sheets in GCSE maths and revised equation sheets in GCSE combined science and physics.

Changing requirements for practical science work and practical art and design assessments to ensure fairness.

These changes will also apply to the November 2022 GCSE English language and mathematics re-sit exams. There will be advance information deployed for both subjects in July, and a formulae sheet will be available for mathematics.

While it is the Government's firm intention for exams to go ahead next year it is right for contingency plans to be in place in the event they cannot. Ofqual and the department plan for Teacher Assessed Grades to be used if exams are cancelled and recently consulted on how this might work in 2022, building on the 2021 process.

What about grading - are you making any changes to that?

For the past two years, summer exams haven't been able to take place and, instead, students have been awarded grades by their teachers. Due to the difference in assessment approach, we have seen higher outcomes.

As we return to exams, we want to get back to the pre-pandemic standard, but in the interests of fairness, Ofqual (who take the decisions on grading) won't do so in one jump.

Instead, 2022 will be a transition year to reflect that we are in a pandemic recovery period and students' education has been disrupted. In 2022 the aim, therefore, will be to move grading to a point close to midway between 2021 and 2019.

Results are likely to be higher than in 2019, but not as high as in 2020.

Ofqual aims to return to results that are in line with pre-pandemic years in 2023.

When will GCSE exams happen in 2022?

GCSE exams will happen in May and June, as normal, and the exam boards have now published their final summer exam timetables.

When will A level exams happen in 2022?

A level exams will happen in May and June as normal, and the exam boards have now published their final summer exam timetables.

When will advance information be made available for GCSE and AS and A level students?

Advance information on the focus of summer exam content will be published by the exam boards by 7 February. We are keeping the timing under review in case the course of the pandemic worsens. For English language and maths GCSE exams in November 2022, advance information will be given in July.

What is being done for vocational and technical qualifications in 2022?

It is the Government's firm intention that exams and assessments for VTQs and other general qualifications, including T Levels and Functional Skills qualifications, should go ahead in 2021/22 academic year.

Adaptations for Vocational and Technical Qualifications have been confirmed, following consultation. Colleges and schools are now being made aware of these changes by their awarding organisations.

We have also published our contingency plans for VTQs, which seek to achieve parity and consistency where relevant with the arrangements proposed for GCSEs and AS/A levels.

When will students get their results?

A and AS level results day will be held on 18th August 2022.

GCSE results day will be held on 25th August 2022.

VTQs most similar to GCSEs and A levels, that are used for progression, should be awarded on or before GCSE and A level results day. Other types of qualifications such as Functional Skills Qualifications, and those that are not tied to an academic year will continue to be awarded throughout the year.

What are your contingency plans in the event that exams cannot go ahead?

On 11 November, we confirmed that in the unlikely event that exams cannot go ahead, students will receive teacher-assessed grades instead. These grades would be based on a range of work - similar to what happened this summer.

It's important to be clear, though, that this is very much a last resort in the unlikely event that the pandemic means it is unsafe for students to take exams.

The plans follow a consultation we ran jointly with Ofqual earlier this autumn. It's important that we are prepared and ready to act, if we need to, to protect students' education.

Won't teacher assessed grades add more pressure to students and teachers?

To help minimise workload burdens on teachers and students, Ofqual has today published guidance for teachers on how they should collect evidence of students' work during the academic year. This guidance reflects feedback from teachers and school leaders to make it as clear and helpful as possible.

More information on the consultation and its responses can be found on our website.

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Exams in 2022 - everything you need to know

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This year students will sit exams, but we recognise they have faced disruption over the last two years and we've taken measures to make sure they aren't disadvantaged.

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DfE: Coronavirus (COVID-19) 2021 qualifications fund for schools and colleges

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DfE: Coronavirus (COVID-19) 2021 qualifications fund for schools and colleges

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Published: 29th November 2021

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How to submit a claim for eligible costs related to the qualifications fund for the period October 2021 to March 2022

Applies to England

Documents

MS Excel Spreadsheet, 238 KB

MS Excel Spreadsheet, 5.66 MB

Details

Read the guidance to understand how to submit a claim for eligible costs related to qualifications funding for the period October 2021 to March 2022.

Access the coronavirus (COVID-19) qualifications fund for schools and colleges online form to submit your claim.

The deadline to submit your claim is in the table below.

Claim type

Deadline

Private candidates

10 January 2022

Priority appeals

10 January 2022

Autumn 2021 Exam costs undertaken between 1 October 2021 and 25 February 2022

4 March 2022

Autumn 2021 Exam costs undertaken between 28 February 2022 and 31 March 2022

6 April 2022

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Coronavirus (COVID-19) 2021 qualifications fund for schools and colleges

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Skip to main content We use some essential cookies to make this website work. We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. We also use cookies set by other sites to help us deliver content from their services.

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Guidance for schools/college: Awarding VTQs in 2021 and 2022

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Guidance for schools/college: Awarding VTQs in 2021 and 2022

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Published: 2nd December 2021

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About this document

This document is for those working in colleges, schools, training providers and other settings (or 'centres') where assessments for vocational and technical qualifications (VTQs) and general qualifications other than GCSEs, AS and A levels, AEAs and project qualifications (or 'other general qualifications') are scheduled to take place in the academic year 2021 to 2022.

In this guidance we, as regulator, explain how VTQs and other general qualifications will be awarded this academic year. We outline what we expect from awarding organisations and what you and your students should expect to happen over the coming year.

Arrangements for awarding VTQs in the academic year 2021 to 2022

The government's intention is that exams and other formal assessments, including for VTQs and other general qualifications, will go ahead in the academic year 2021 to 2022. We have looked at how our regulations can help make this happen.

We know students taking exams and assessments this year may have already experienced significant disruption to their learning or work over the last year as a result of the pandemic. Your students may also need further support from you this year should the public health situation worsen and cause further disruption. Our regulations can help awarding organisations support you so your students can demonstrate their knowledge, skills and understanding in assessments, and in this way achieve their outcomes and progress to the next stage of their lives.

Qualifications can be adapted

To help mitigate the impact of the pandemic on students and their learning, we are continuing to allow awarding organisations to adapt their exams and other formal assessments for VTQs.

We require awarding organisations to continue to carefully balance mitigating the effects of the pandemic on teaching and learning with the need to ensure that results are fair, consistent and allow students to progress. For example, assessments may need to be adapted to free up time to focus on catch-up and teaching the remaining qualification content.

Ofqual has put in place a number of requirements that awarding organisations must follow when determining if their adaptations remain appropriate in the context of the 2021 to 2022 academic year. For example, we still expect that all content should be taught, as far as is feasible, so that students are as well-prepared as possible for progression to the next stage of their education, training, or employment.

To align with government policy, this year, we are no longer allowing awarding organisations to award results using alternative evidence such as teacher-assessed grades (TAGs). These were a necessary mitigation when exams and formal assessments could not take place.

We also expect awarding organisations to consider how making some adaptations now could make their VTQs more resilient if there is further disruption so that exams and other formal assessments could continue, as far as possible. We require awarding organisations to ensure, as far as possible, that the adaptations applied do not disadvantage, or advantage, students against their peers taking similar VTQs or, where relevant, GCSEs, AS and A levels.

Ofqual continues to work closely with awarding organisations, as we have done throughout the pandemic, so that awarding organisations provide colleges, training providers and schools with clear information in a timely manner to enable them to implement the adaptations fairly and consistently. In turn, we expect awarding organisations to continue to work collaboratively together and with centres, professional organisations and sector bodies in ensuring their approaches to awarding make sure that students completing these qualifications this year have the knowledge and skills employers expect.

There is a range of different qualification structures and assessment methods used in VTQs. As last year, we expect awarding organisations offering similar qualifications to continue to work with each other to ensure consistency is maintained where possible and appropriate. Awarding organisations will have different approaches, because of the variety of assessment methods, structures, and purposes of VTQs. Awarding organisations are best placed to understand the kinds of adaptation that work best for their qualifications and meet the needs of the students that take them so where there are differences, this is for a good reason.

The Conditions, requirements and guidance setting out our regulatory requirements for awarding organisations offering VTQs and other general qualifications affected by the coronavirus pandemic this year are set out in the Vocational and Technical Qualifications Contingency Regulatory Framework (the VCRF).

As in any other year it is important to us that:

results secure public confidence so teachers and employers can be confident this year's results will reflect what students know, understand, and can do, and students can progress to the next stage of their lives

students receiving VTQ and other general qualification results this year are neither advantaged nor disadvantaged compared to students studying for GCSEs, AS and A levels

What this means for you

1. Your awarding organisation should have provided you with the information you need to support you in implementing their adaptations. They should also provide you with details of the arrangements that will need to be made for any students who need reasonable adjustments.

2. This year, awarding organisations are likely to ask you for more information about which learners are planning to take assessments, when they plan to take them and when they are likely to award certificates. You might find it helpful to start capturing this information as early as possible.

3. If you ordinarily choose to deliver modular qualifications with assessments at the end of the course, you should consider whether that is appropriate this year. You might decide to run assessments throughout the year instead.

4. If you want to change the timing or delivery of assessments, then contact your awarding organisation to make sure this is done in the right way.

Arrangements for continuing students

Students who completed some of their exams or formal assessments in either the 2019 to 2020 or the 2020 to 2021 academic years, and who will complete the remainder of their qualification this academic year or in the future, are able to carry forward any results they have achieved so far. This applies whether the result was awarded using an adapted assessment or through use of alternative sources of evidence, such as TAGs.

In the same way, students starting new programmes of study this year will be able to carry the results of their adapted assessments forward. Arrangements for 2022 to 2023 have not been confirmed yet.

What this means for you

To make sure these arrangements are as manageable as possible for centres, many awarding organisations may use their normal quality assurance policies and procedures, however arrangements may be adapted to reflect current public health advice. On-site visits, for example, may be adapted to remote or virtual visits. Your awarding organisation will tell you what to expect.

Performance table qualifications

Awarding organisations must take account of the Department for Education's technical guidance when developing their approach to adaptation for VTQs approved for inclusion in performance tables. Where it is possible to do so, we expect awarding organisations to use similar approaches to adaptation for other qualifications at the same level leading to similar progression opportunities.

Assessments can be reduced, as is possible for VTQs that are not included in performance tables, but we expect that all of the qualification content should be taught where this is possible and the number of guided learning hours for each qualification should remain the same.

What this means for you

1. If you ordinarily choose to deliver performance table qualifications with assessments at the end of the course, you should consider whether that is appropriate this year. You might decide to run assessments throughout the year instead.

2. You should consider the Department for Education's decision not to limit the number of resits that are permitted for qualifications listed in performance tables. This means you can choose to assess earlier, without putting your students at a disadvantage.

3. If you want to change the timing or delivery of assessments, then contact your awarding organisation to make sure this is done in the right way.

T Levels

The arrangements for the Technical Qualifications of T Levels are in line with other VTQs. This means that the core and occupational specialism components exams and assessments should go ahead in 2021 to 2022. In the case of further significant disruption, the Department for Education may permit adaptations to content and or delivery of assessments where appropriate.

Functional Skills qualifications

As with other VTQs, we expect all Functional Skills qualifications (FSQs) assessments to go ahead in 2021 to 2022 and the full subject content to be taught across all levels.

Our expectation is that awarding organisations will continue to put in place adaptations relating to the delivery of FSQ assessments where necessary. Awarding organisations have put in place a range of approaches to give students as much opportunity as possible to take assessments. Some examples include:

changes to invigilation arrangements, including remote invigilation and remote assessment of the speaking, listening and communicating component

additional flexibility for exam dates and windows for assessments

additional guidance about the distribution and collection of papers, for example collation of scripts after students have left exam rooms, quarantining papers before and after use, and extended timescales to return scripts after exams

adaptations to guidance for individuals involved in examination delivery, for example invigilators, readers and or scribes

What this means for you

You should contact your awarding organisation to find out more about the arrangements they have put in place. The table below shows the range of assessment options for FSQs offered by each awarding organisation.

Awarding organisation

Remote invigilation

On-screen or computer based

Paper based

Awarding organisation provided test centre

Apprenticeship end-point assessments

The flexibilities for the assessment of apprenticeships are being overseen by the Institute for Apprenticeships and Technical Education and are not covered by the VCRF.

Monitoring the public health situation and contingency planning

It is possible that further disruption may occur over the course of 2021 to 2022. Even if some public health restrictions were to be needed over the next academic year, it should still be possible for students to take exams and formal assessments safely. If there is further disruption, we would ask awarding organisations to consider whether further adaptations to their qualifications are necessary and possible.

We need to have contingency plans in place for the event that students cannot sit exams and formal assessments.

If the government decides that exams and formal assessments cannot take place in the summer then as in 2021, it is possible that VTQs and other general qualifications may be awarded through TAGs. GCSEs and A levels may also be awarded through TAGs. The evidence for TAGs is likely to come from the assessments your students have already taken during the year or other work. Many VTQs are modular and designed so that assessments can take place throughout the year. This means it is unlikely that there will be any additional assessments to inform the TAG.

You can find more information about contingency arrangements in the Department for Education's contingency guidance for vocational and technical qualifications.

What this means for you

1. If you ordinarily choose to deliver modular qualifications with assessment at the end of a course, you may wish to consider whether that is appropriate this year. You might decide to run assessments throughout the year instead.

2. If you want to change the timing or delivery of assessments, then contact your awarding organisation to make sure this is done in the right way.

Results

Approaches to awarding may differ between awarding organisations. This will depend on how the qualification is assessed and was assessed in summer 2021 and or summer 2020. Some qualification will have standards aligned to those of similar subjects in GCSEs and A Levels. Some VTQs saw an increase in outcomes and higher grades during the pandemic, but that was not the case for others. Awarding organisations will take all these factors into account, to ensure learners get fair results.

Most results will continue to be issued to normal timescales. Roll-on roll-off qualifications, and those not tied to an academic year, will continue to be awarded throughout the year.

Where VTQ results are used to support progression to further or higher education, results should be awarded on or before the following dates:

18 August 2022 for level 3 qualifications

25 August 2022 for level 2 qualifications

This is in line with A level and GCSE results days and ensures that students wishing to progress onto further or higher education are not disadvantaged compared to students taking A levels or GCSEs.

What this means for you

1. Your awarding organisations will confirm their results days.

2. The results of roll-on roll-off qualifications will continue be awarded in line with current timescales.

3. You should receive results data in good time to allow you to prepare for the distribution of results on the correct days.

4. Please ensure that you have the right people and resources available at your centre who can respond to queries from students, queries from the awarding organisation, and help prepare for the distribution of results.

Appeals

Awarding organisation appeals processes will be the same as any other year. Awarding organisations are still required to consider appeals for students whose results were based on alternative evidence such as TAGs. For more information, please contact your awarding organisation.

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Guidance for centres: awarding VTQs in 2021 and 2022

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This document is for those working in colleges, schools, training providers and other settings (or 'centres') where assessments for vocational and technical qualifications (VTQs) and general qualifications other than GCSEs, AS and A levels, AEAs and project qualifications (or 'other general qualifications') are scheduled to take place in the academic year 2021 to 2022.

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Updated: 12th November 2021

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Overview of the Ofsted IDSR:

This guide is for primary and secondary schools including those with a sixth form.

The Ofsted IDSR is now a web-based page showing data for Ofsted inspectors to use when preparing for and during inspection. The IDSR is designed to align with our school inspection handbook, so that areas of interest can be used to identify inspection trails.

The IDSR can contain sensitive information about schools and colleges. It is your responsibility to ensure that the IDSR is stored and shared appropriately. Please see our IDSR conditions of use and storage statement.

Due to the impact of the COVID-19 pandemic, the latest available results data is from 2019. School performance may vary yearly, and, due to the uneven impact of COVID-19 on pupils and schools, 2019 data may no longer reflect a school’s current performance. The IDSR displays both 2021 and 2019 census data to allow users to view the latest contextual data and the data for pupils who took KS4 exams or KS2 tests in 2019.

Access your school’s Ofsted IDSR

As a web page via our new website

You can access it directly through our new Ofsted IDSR service or from the DfE’s Analyse School Performance (ASP) service. You will need a DfE Sign-in account and associated permissions for the school(s). We recommend that users with more than one school use our direct link.

Sign-in: IDSR service

Download and use offline

If you want to use the IDSR offline you have several options.

Option 1 – click the ‘download this page’ button located at the top of the web page. This will download the HTML page automatically to your downloads folder where it will now not rely on internet connection to view and share it.

Option 2 – click the ‘print this page’ button. This will take you to the print configuration page where you can print as a hard copy document.

Option 3 – click the ‘print this page’ button. This will take you to the print configuration page where under printer you can select ‘save as pdf’. This will convert the page into a PDF which can then be saved and shared. (Please note that this is reliant on you having the correct up to date software. Older versions may not support this functionality.)

Ofsted IDSR 2022

As outlined in the school inspection handbook, inspectors will gather evidence of the impact of the quality of education from various sources. This includes nationally generated performance information about pupils’ progress and attainment. The IDSR can only provide a starting point, however. Inspectors want to see first-hand the quality of education as experienced by pupils and understand how well leaders know what it is like to be a pupil at the school.

Supporting data tables used for the 2022 IDSR show national figures and quintile boundaries used to determine whether areas of interest sentences are triggered. To determine the quintile, the data for each school is percentile ranked from 1 to 100. If the score is in percentile 1 this is the highest rank. If the score is in percentile 100 this is the lowest rank. Then the ranks are grouped into 5 quintiles. Ranks 1-20 are in quintile 1, ranks 21-40 are in quintile 2 and so on. The quintile boundaries document shows which scores fall within each quintile.

The areas of interest sentence master list details all the sentences that are possible to have on the areas of interest pages of the 2022 inspection summary data reports.

The Ofsted IDSR has been designed to:

reduce the time spent preparing for an inspection

provide interpretation of the data for inspectors

minimise the focus on small groups that distract the conversation away from meeting the needs of all pupils

The IDSR continues to contain areas of interest sentences to highlight important data trends and differences from national data.

Where applicable, the Ofsted IDSR contains:

Areas of interest

Subjects – 2021 entries data (key stage 4 and 5), 2019, 2018 and 2017

Progress – based on 2019, 2018 and 2017 data

Attainment – based on 2019, 2018 and 2017 data

English & mathematics re-sits – based on 2019 data

Reading – based on 2019, 2018 and 2017 data

Writing – based on 2019, 2018 and 2017 data

Mathematics – based on 2019, 2018 and 2017 data

Other attainment measures – based on 2019, 2018 and 2017 data

Pupil movement – Moves between Jan 2020 census and Jan 2021 census

Absence – Summer 2021, autumn 2020 and earlier data (up to key stage 4)

Suspensions and permanent exclusions - 2019/20 final data (all key stages)

Key stage 5 qualification types and retention – based on 2019 and 2018 data

Destinations - 2018/19 revised data (key stages 4 and 5), 2017/18, 2016/17

Pupil groups

School and local context – 2021, 2020, 2019

Year group context – based on 2021 and 2019 census data

Progress and attainment trend - based on 2019, 2018 and 2017 data

Subject entries – 2021 data (key stage 4 and 5), 2019 and 2018

The school sixth form sections of the IDSR includes 2019 revised and final Department for Education (DfE) school and college performance tables data. Value-added, attainment and English and mathematics progress measures are based on revised data. Final data is used for retention and completion and attainment measures. The destinations measures have now been updated with the revised data for destinations of students in the academic year 2019 to 2020, which was released by the DfE in January 2022.

Predecessor or successor link

If applicable, the Ofsted IDSR service will provide a link to a predecessor or successor provider to view. Some providers with a predecessor will not have a link. This is because it was decided to not include predecessors where there was no data on the predecessor school.

School details

The school details information at the beginning of the report comes from the DfE’s ‘Get information about schools (GIAS)’ service. This data is correct as of the release date on the IDSR.

Report information

The Ofsted IDSR will always show which release of performance data the report is based on. It will also show the date that the report was last released. For example: Release information: Provisional 2019 Phonics, Provisional 2019 KS1, Revised 2019 KS2, Revised 2019 KS4, Revised 2019 KS5

Release date: 28 February 2022

Areas of interest

The areas of interest in the IDSR are sentences providing inspectors with interpretation of a school’s historical data. A sentence may be triggered by high or low performance, either across 3 years, the last 2 years or in the latest year. Similarly, we generate sentences for absences and exclusions when data is particularly high or low. Some sentences describe the data, such as those relating to the reasons for permanent exclusions.

Please note: areas of interest sentences are shown in grey and italics (not triggered) when there is not something significant to note, the criteria have not been met for a minimum of the latest year, or data relates to a small cohort. For progress and attainment, this is confirmed on the ‘Progress and attainment trend’ section of your IDSR. The school’s data is in either in quintile 1 and highlighted in green or quintile 5 and highlighted in red (for at least the latest year) to trigger a sentence which is not grey. These grey sentences are included to show inspectors that the data has been analysed, but that the historical data is not an area of interest.

Example sentence

For the whole school, there is nothing significant or exceptional to highlight for total suspensions compared to either all schools or schools with a similar level of deprivation in 2019/20, therefore no conclusions can be drawn from this data.

As mentioned, sentences are not produced when the cohorts are very small, namely cohorts of 10 or fewer. Sentences about permanent exclusions will appear for every school, regardless of cohort size.

Schools are ranked against other state funded (excluding special schools) schools with a valid school level value. For some measures, ranking has not been possible because there are not enough distinct values across all schools to produce adequate ranks (1–100). For example, this may happen when looking at low prior attainment because there may be fewer values to rank for some measures.

Subjects

Subject entries at key stage 4 - 2021

These subject sentences relate to the entry into subjects in 2021. There may be some differences between 2021 entries and earlier years. For example, in 2021 early entries are not included but are included for earlier years.

Average number of qualifications

This sentence describes the average number of qualifications that the school has entered pupils for. It covers the data for the latest year.

These criteria are applied to the data to determine the average number of qualifications:

only entries for qualifications included in KS4 performance tables are counted

only summer 2021 entries are counted

qualifications that pupils are entered for, but do not have a Teacher Assessed Grade recorded are not counted

only entries for pupils deemed to be at the end of key stage 4 (Year 11) are counted

Example sentence

The average number of key stage 4 qualifications that pupils were entered for in 2021 was 8.

Subject clusters

This sentence describes how many of the available subject clusters the school has entered pupils for, based on 2021 entries data.

Example sentence

The school entered pupils into 13 of the 16 available key stage 4 subject clusters in 2021.

English Baccalaureate entry

This sentence describes EBacc entry rate for 2021 based on published 2021 performance data.

Example sentence

The subjects of the EBacc form a strong academic foundation for the key stage 4 curriculum. The EBacc entry rate in this school in 2021 was 53%. The subject that appears to be the greatest barrier to more pupils studying the EBacc is languages (51%).

Subject attainment and progress at key stage 4 - 2019 and earlier

These subject sentences relate to the attainment of and entry into subjects in 2019 and earlier.

Average number of qualifications

This sentence will appear for all schools with pupils at key stage 4, except for special schools. It describes the average number of qualifications that the school has entered pupils for. It covers the data for the latest 3 years. Calculations are based on the GCSE size equivalence, not the number of grades awarded. This means that double award qualifications, such as combined science, count as a single programme of study even though pupils receive 2 grades. For more information, see the DfE key stage 4 qualifications, discount codes and point scores.

Example sentence

The average number of key stage 4 qualifications that pupils were entered for in 2019 was 9. This was in line with 2018 (9) and 2017 (9).

Subject clusters

This is based on the subject families and clusters shown in Table 1. It describes how many of the available subject clusters, based on the DfE approved key stage 4 qualifications, the school has entered pupils for, based on 2019 examination data.

Table 1: Mapping of subject families to subject clusters

Example sentence

The school entered pupils into 12 of the 17 available key stage 4 subject clusters in 2019.

English Baccalaureate entry

The English Baccalaureate (EBacc) is a set of subjects at GCSE that keeps young people’s options open for further study and future careers. The EBacc requires pupils to have studied English language and literature, mathematics, the sciences, geography or history, and a language. The DfE have published further guidance about the EBacc.

The EBacc entry data is calculated using early entry and discounting rules. This means that pupils who entered EBacc subjects in 2020 will have those entries counted towards their EBacc entry rate in 2021. The subject entries data, however, only includes subjects entered in 2021.

A sentence is produced for every school where there were at least 11 pupils. This describes the EBacc entry rate for the school in 2019. It also notes the subject area with the lowest rate of EBacc entry, where the rate is below 75%. This could be either English, mathematics, science, humanities or languages.

Example sentence

The subjects of the EBacc form a strong academic foundation for the key stage 4 curriculum. The EBacc entry rate in this school in 2019 was 41%. The subject that appears to be the greatest barrier to more pupils studying the EBacc is languages (47%).

EBacc subject level average point scores

Sentences describe the performance of the school in relation to other schools in terms of EBacc subjects. It is based on the subject families shown in ‘Table 1’ above. It will appear if the average point score for pupils in a particular subject is in the highest or lowest 20% of all schools. It will only appear if entry levels were at or above national entries. It will list the subjects when there is more than one. The average point score is shown in brackets.

Example sentence

For the following EBacc subject(s), the average point score was in the highest 20% of schools nationally and the proportion of entries was at or above the national average: double science (4.9).

Non-EBacc subject level average point scores

Sentences describe the performance of the school in relation to other schools in terms of subjects outside of the EBacc. It is based on the subject families shown in in ‘Table 1’ above. It will appear if the average point score for pupils in a particular subject is in the highest or lowest 20% of all schools. It will only appear if entry levels were at or above national entries. It will list the subjects when there is more than one. The average point score is shown in brackets.

Example sentence

For the following subject(s) outside of the EBacc, the average point score was in the lowest 20% of schools nationally and the proportion of entries was at or above the national average: engineering (3.3).

EBacc value added

Value added is a measure of progress, like Progress 8. This means that pupils’ results are compared to the progress of other pupils nationally with similar starting points. EBacc value added measures are calculated for science, languages and humanities. This sentence will show whether there is high or low performance in value added in the latest year or across time. High or low performance is measured using statistical significance tests and percentile rank

Example sentence

Value added in science (0.9), languages (0.7) and humanities (1.0) was significantly above the national average and in the highest 20% of all schools in 2019 as well as in 2018 and 2017.

EBacc attainment of grade 4 or higher

EBacc attainment measures are calculated for science, languages and humanities. This sentence will show whether there is high or low attainment of grade 4 or above in the latest year or across time. High or low performance is measured using percentile rank.

Example sentence

The percentage achieving grade 4+ in science (81.8%) was in the highest 20% of all schools in 2019 as well as in 2018 and 2017.

Service children’s education provider IDSRs do not incorporate 2017 data so sentences based on only the latest 2 years, or the latest year are shown.

Early entry in English

Sentences may appear if pupils were entered early, in Year 10, for either English literature or language. This is calculated based on 2019 examination data. A sentence will only appear when both 80% or more of the cohort were entered and there were more than 10 entries for the qualification entered in Year 10.

A sentence will also be generated when the percentage of pupils achieving grade 4 or above in English language is at least 2 standard deviations higher than the percentage of pupils achieving grade 4 or above in English literature, or vice versa.

Example sentence

In 2019, the school entered around 95% of pupils for English literature in Year 10. In 2019, achievement of grade 4 or above in English language was much higher than in English literature.

Subject entries at key stage 5 – 2021

These subject sentences relate to the entry into subjects in 2021. We did not have any entries or attainment data for 2020.

Separate sentences will be generated for A level, applied general, other academic and technical level qualifications where applicable. The sentence states how many subjects the school offered pupils and how many subject clusters these covered from the total available. It then lists the subject clusters and the number of subjects in brackets.

Example sentence

In 2021 the sixth form offered 13 A level subject(s) across 8 of the 13 subject clusters: Art & design (1), Business, administration & finance (1), English (1), Humanities (2), Mathematics & statistics (1), Media (1), Science (4), Social studies (2).

Subject progress at key stage 5 - 2019 and earlier

There can be multiple sentences if your provider fits the criteria of each sentence. Each sentence outlined below will only appear if they have ‘triggered’ for your provider. A sentence will flag when there is consistently significant high or low progress in the same subject for the last 2 years, or when there is significantly very low progress in the latest year based on statistical significance and percentile rank.

Example sentence

The value-added score for qualifications of A level size and above was significantly above the national average in both 2018 and 2019 for the following subjects: Maths.

The Department for Education supply the source data for this section.

Progress

Progress at key stage 4

There can be multiple sentences under each heading if your school fits the criteria of each sentence.

Low or high performance

This sentence will show when there is high or low performance in Progress 8 and its elements: English, mathematics, EBacc and open. High or low performance is measured using statistical significance tests and percentile rank. Sentences will be triggered if the progress score for all pupils is in the bottom or top quintile and the score is significantly different to the national score. The sentence will also identify a trend of low or high performance by checking the latest 3 years, 2 years or only the latest year. This is based on the distribution of scores for all pupils and when cohorts were more than 10 for each of the years.

The progress score for the latest year is in brackets.

Example sentence

Overall Progress 8 (0.8) was significantly above the national average and in the highest 20% of all schools in 2019 as well as in 2018 and 2017.

Service children’s education provider IDSRs do not incorporate 2017 data, so sentences based on only the latest 2 years, or the latest year are shown.

Key stage 4: Progress 8 trend analysis

A sentence shows when there has been a fall or increase in Progress 8 score. This sentence will flag when there was a drop or increase between 2017 and 2018, or 2018 and 2019. This will align with arrows shown on the progress trend charts.

Progress is a relative measure, and the national average will always be very close to 0. Progress scores are not directly comparable year on year as they do not compare the cohorts with each other. For example, if all the pupils in 2019 generally made more progress than those in 2018, a comparison of progress scores would not show this improvement.

To allow for direct comparisons, every progress score is standardised using the formula shown in the ‘Understanding the data in the IDSR’ section. A sentence will appear if the standardised score has changed by more than 0.5 (half a grade) and the quintile position has changed by more than 1 quintile. This is referred to as markedly higher or lower in the legend of the progress and attainment trend chart. Note that this is not based on statistical significance testing.

Example sentence

English Progress 8 has improved between 2018 and 2019.

Service children’s education provider IDSRs do not incorporate 2017 data, so sentences based on only the latest 2 years, or the latest year are shown.

Progress at key stage 5

There can be multiple sentences if your provider fits the criteria of each sentence. Each sentence outlined below will only appear if they have ‘triggered’ for your provider. A sentence will flag when there is consistently significant high or low progress in A level, AS level or applied general qualifications for the last 2 years, or when there is significantly higher or lower progress in the latest year based on statistical significance and percentile rank.

Example sentence

The value-added score for AS level was significantly below the national average and in the lowest 20% in both 2018 and 2019.

Example sentence

In 2019 the value-added score was significantly below the national average and in the lowest 10% in A level and applied general.

Attainment

Attainment at key stage 4

A sentence will flag when there is high or low attainment of overall Attainment 8 and each of the Attainment 8 elements: English, mathematics, EBacc and open. The sentence will appear for the latest 3 years, 2 years or only the latest year, based on percentile rank. The score for each of the measures flagged will appear for the latest year in brackets.

Example sentence

Overall Attainment 8 (37) was in the lowest 20% of all schools in 2019 as well as in 2018.

Service children’s education provider IDSRs do not incorporate 2017 data, so sentences based on only the latest 2 years or the latest year are shown.

Attainment at key stage 5

This section includes sentences based on average point scores and completion and attainment scores.

A sentence will flag for a particular qualification type when the provider’s attainment score is in the highest or lowest 20% in both 2018 and 2019. A sentence will also flag for a particular qualification type if the attainment score is in the highest or lowest 10% in the current year.

Best 3 A levels applies to the subset of A level students who entered at least one full size A level (this includes double award A levels, and applied A levels, but does not include AS levels, general studies or critical thinking). If students are entered for less than three full size A levels, they are only included in the measure if they have not entered for other academic, applied general and tech level qualifications greater than or equal to the size of an A level. Where a student has only been at a school or college for one year, they need to have entered three A levels to be included.

For completion and attainment sentences will flag when there is consistently high or low progress in tech level (L3) qualifications or technical certificates (L2).

The Department for Education supply the source data for this section.

Example sentences

The average point score per entry in A level was in the highest 20% in both 2018 and 2019.

Example sentences

The average point score per entry in A level was in the lowest 10% in 2019.

Example sentences

The completion and attainment score in technical certificate (L2) was in the highest 20% in both 2018 and 2019.

English and mathematics re-sits

If a sixth form has students that did not achieve a grade 4 in English or mathematics at key stage 4, then a sentence will appear to show this cohort number. A subsequent sentence will also appear to show how many of this cohort did a resit in this subject.

Two further sentences may appear regarding the proportion of students achieving a grade 4 or above and the percentage that improved their grade, if the cohort was greater than 10 and the proportion was significant when compared to the national value.

The improvement of grade is any improvement regardless of whether the student reached grade 4.

The Department for Education supply the source data for this section.

Progress: reading, writing and mathematics

Under each subject heading, the IDSR groups sentences by key stage where applicable.

There can be multiple sentences under each heading if your school fits the criteria of each sentence.

Progress at key stage 2

For primary schools, the only progress measure available measures progress from key stage 1 to key stage 2.

Low or high performance

These sentences show when there is high or low performance for progress in reading, writing or mathematics, based on statistical significance tests and percentile rank. Sentences will flag if the progress score for all pupils is in the bottom or top quintile for the latest 3 years, 2 years or just the latest year and the score is significantly different to the national score. This is based on the distribution of scores for all pupils and when cohorts were more than 10 for each of the years. The progress score for the latest year is in brackets. If the latest 3 years sentence is not flagged, a sentence will appear if the all pupil group is in the bottom/top quintile for the latest 2 years.

Example sentences

Key stage 2 progress in reading (-5.1) was significantly below the national score and in the lowest 20% of all schools in 2017, 2018 and 2019.

Key stage 2 progress in reading (-4.9) was significantly below the national score and in the lowest 20% of all schools in 2019 as well as in 2018.

Key stage 2 progress in reading (-5.4) was significantly below the national score and in the lowest 20% of all schools in 2019.

Service children’s education provider IDSRs do not incorporate 2017 data so sentences based on only the latest 2 years, or the latest year are shown.

Progress trend analysis

A sentence shows when there has been a fall or increase in progress score. This sentence will flag when there was a drop or increase between 2017 and 2018, or 2018 and 2019. This will align with arrows shown on the progress trend charts.

Progress is a relative measure, and the national average will always be very close to 0. Progress scores are not directly comparable year on year as they do not compare the cohorts with each other. For example, if all the pupils in 2019 generally made more progress than those in 2018, a comparison of progress scores would not show this improvement.

To allow for direct comparisons, every progress score is standardised using the formula shown in the ‘Understanding the data in the IDSR’ section. A sentence will appear if the standardised score has changed by more than 1 and the quintile position has changed by more than 1.

Example sentence

Reading progress has improved between 2018 and 2019.

Attainment: reading, writing and mathematics

The following guidance is applicable to primary schools only.

There can be multiple sentences under each heading if your school fits the criteria of each sentence.

Attainment at key stage 2

A sentence will flag when there is high or low attainment of the expected standard for each subject for the latest 3 years, 2 years or just the latest year, based on statistical significance and percentile rank. It will also flag the number of pupils who did not meet the expected standard in the latest year and, where there are more than 10 pupils not meeting the expected standard and who have a scaled score, the average scaled score of those pupils.

Example sentence

Key stage 2 attainment of the expected standard (100+) in mathematics (39%) was significantly below national and in the lowest 20% of all schools in 2019 as well as in 2018 and 2017. Of the 38 pupils in 2019, 23 did not meet the expected standard. 19 of these pupils had a score, with an average scaled score of 84.

A different sentence will appear when there is significant high or low attainment of the high standard in reading or mathematics. A sentence will also show when there is significant high or low attainment of greater depth in writing.

Example sentence

Key stage 2 attainment of the high standard (110+) in reading (2%) was significantly below national in the lowest 20% of all schools in 2019 as well as in 2018 and 2017.

If both the expected standard and high/greater depth sentence flag for both high or low attainment for the same subject, the sentence will be combined.

Service children’s education provider IDSRs do not incorporate 2017 data so sentences based on only the latest 2 years, or the latest year are shown.

A sentence will appear for reading and mathematics when the 3-year combined average key stage 2 attainment score was in the highest or lowest 20% of all schools.

Example sentence

The 3-year average reading attainment score (102.1) was in the lowest 20%.

Service children’s education provider IDSRs do not incorporate 2017 data so no sentence for 3-year average will be displayed.

Attainment at key stage 1

A sentence will flag when there is significant high or low attainment of the expected standard for each subject for the latest 3 years, 2 years or just the latest year, based on statistical significance and percentile rank.

Example sentence

Key stage 1 attainment of the expected standard (30%) in reading was significantly below national and in the lowest 20% of all schools in 2019 as well as 2018 and 2017.

A different sentence will flag if there is low attainment of greater depth for each subject.

Example sentence

Key stage 1 attainment of greater depth (3%) in reading was significantly below national in the lowest 20% of all schools in 2019 as well as 2018 and 2017.

If both the expected standard and greater depth sentence flag for both significant high or low attainment for the same subject, the sentence will be combined.

Service children’s education provider IDSRs do not incorporate 2017 data so sentences based on only the latest 2 years, or the latest year are shown.

Attainment in phonics

A sentence for phonics will only appear under the reading subject section and will flag when there is significant high or low attainment of the expected standard for the latest 3 years, 2 years or just the latest year, based on statistical significance and percentile rank. If the sentence has been triggered due to the school being below national and in the lowest 20%, an additional sentence will be displayed showing the total number of pupils and how many of them did not meet the expected standard. When applicable, it will also display how many did not sit the test (those whose outcome was recorded as either absent, maladministration, disapplied or left).

Example sentence

The proportion of pupils who met the expected standard (32+) in phonics in Year 1 (62%) was significantly below national and in the lowest 20% of all schools in 2019 as well as 2018 and 2017. Of the 30 pupils, 9 did not meet the expected standard and 2 did not sit the test. There were 21 pupil(s) that were screened in Year 2 in 2019; 12 of those met the expected standard.

Sentences for phonics will not appear in the pupil groups section of the IDSR.

Other attainment measures

The following guidance is applicable to primary schools only.

There can be multiple sentences under each heading if your school fits the criteria of each sentence.

Key stage 2: attainment of the expected standard for combined subjects

A sentence is generated based on the proportion of pupils that reached the expected/higher standard in reading, writing and mathematics combined in the latest 3 years, 2 years or just the latest year.

The criteria that trigger this sentence require that a school is in the top or bottom 20% of all schools and either significantly above or below the national.

Example sentence

In 2019, 36% of pupils achieved the key stage 2 expected standard in reading, writing and mathematics, significantly below national and in the lowest 20% of all schools. Two per cent of pupils achieved the high standard, which is significantly below the national and in the lowest 20% of all schools.

English grammar, punctuation and spelling test

A sentence is generated based on the proportion of pupils that achieved the expected (100+)/higher (110+) standard in the latest year. The lowest scaled score is 80 and the highest scaled score is 120. Pupils scoring at least a scaled score of 100 will have met the expected standard of the test.

The criteria that trigger this sentence require that a school is in the top or bottom 20% of all schools and either significantly above or below the national in the latest 3 years, 2 years or just the latest year.

Example sentence

In 2019, 38% of pupils achieved a scaled score of 100+ in the English grammar, punctuation and spelling test, significantly below national and in the lowest 20% of all schools.

Science

The key stage 2 science sentence is generated based on the proportion of pupils that reached the expected standard in 2019.

Example sentence

In 2019, 56% of pupils achieved the key stage 2 science expected standard, significantly below national and in the lowest 20% of all schools.

Pupil movement

We have used pupil-level data from the DfE’s spring school census to identify pupils who were in Year 10 in each school in January of one year and whether they were still in the same school in January of the following year. We do not use the census data from other school terms for this analysis, for example the autumn-term census. This may mean that the figures do not match those produced by some schools or local authorities.

We developed a logistic multi-level model that uses contextual factors to estimate what proportion of pupils we might expect to leave each school. Our analysis shows that these contextual factors are associated with higher levels of pupil movement. The contextual factors that the model takes into account are pupils’ and schools’ characteristics.

The following are the pupils’ characteristics:

gender

eligibility for free school meals in the past 6 years

speaking English as an additional language

key stage 2 attainment (low, middle/high or not present in key stage 2)

having special educational needs and/or disabilities (SEND), especially social, emotional or mental health issues

being in either the White Irish Traveller or White Roma ethnic group

being looked after by a local authority

income deprivation affecting children index (IDACI) of home postcode

The model also takes into account the school characteristic of whether the school area is urban.

Example sentence

Between 2019 and 2020, 68 pupils left the school. Of these, 16 left between Years 10 and 11. This was significantly above the number anticipated for this school this year. The same was true in the previous year. There can be many valid reasons for high levels of pupil movement in schools. Inspectors will discuss this with school leaders, if appropriate, at the time of the next inspection.

Absence

Absence for 2018/19 and earlier

Absence data is based on 3 terms for 2018/19, 2017/18 and 2016/17. You can view further information on absence statistics.

Sentences will appear when the rate of overall absence in the latest year was in the highest or lowest 20% for similar schools. Similar here means the same phase of education and with a similar level of deprivation (in the same income deprivation affecting children index (IDACI) quintile).

Example sentence

The rate of overall absence (4.80%) in 2018/19 was in the highest 20% of schools with a similar level of deprivation.

An equivalent sentence will flag for persistent absence.

Example sentence

The rate of persistent absence (1.30%) in 2018/19 was in the lowest 20% of schools with a similar level of deprivation.

If both the overall absence and persistent absence sentence flag the sentence will be combined. A sentence is generated when the rate of overall absence was in the highest or lowest 20% in the latest 3 years, 2 years or only the latest year.

Example sentence

Overall absence (3.1%) was in the lowest 20% of all schools in 2019 as well as in 2018.

An equivalent sentence will flag for persistent absence.

Example sentence

Persistent absence (20.7%) was in the highest 20% of all schools in 2019 as well as in 2018 and 2017.

Service children’s education provider IDSRs do not incorporate 2017 data so sentences based on only the latest 2 years, or the latest year are shown.

Summer 2021 and autumn 2020 absence

Summer 2021 and autumn 2020 absence data is based on the DfE census collection and has been provided as a new section within the IDSR. This is different to the daily attendance collection that schools have submitted throughout the pandemic, which will not be used in the IDSR.

This data relates to absences during the COVID-19 pandemic. As such, users should not directly compare summer 2021 or autumn 2020 absence to historic absence rates. There may be a number of reasons for changes in absence rates. Inspectors will not use the summer 2021 or autumn 2020 absence data by itself to draw conclusions but may use it to prompt questions regarding how well-attended a school was during this period. Inspectors may also use previous years’ data to provide context to the latest data, particularly where a school has previously had high or low absence rates in relation to other schools.

It is important to note that if a pupil tested positive for COVID-19 then this absence should have been treated as an illness and included within the data. However other COVID-19 related absences, such as pupils being sent home to isolate, did not count as absences within the data.

The sentences provided are the same as those in the usual absence section, apart from an additional sentence regarding the number of sessions missed by pupils not attending in circumstances related to COVID-19.

Example sentence

This data relates to absences during the coronavirus (COVID-19) pandemic and should not be compared directly to previous years. There were 270 sessions missed by pupils not attending in circumstances related to coronavirus (COVID-19) in summer 2021 - these did not count as absence within the data. There were 2,700 sessions missed in autumn 2020.

Overall absence in summer 2021 (5.2%) was in the highest 20% of all schools. In autumn 2020 (5.3%) it was in the highest 20% of all schools.

There is nothing significant or exceptional to highlight for overall absence compared to schools with a similar level of deprivation in summer 2021, therefore no conclusions can be drawn from this data. The rates of overall absence (5.1%) in autumn 2020 was in the highest 20% of schools with a similar level of deprivation.

Suspensions and permanent exclusions

Service children’s education provider IDSRs only have suspensions and permanent exclusions data for the latest academic year available.

The whole school measure includes all year groups in the school.

Whole school

For suspensions, ‘total’ relates to the number of pupils who had 1 or more suspensions during the academic year. ‘Repeat’ relates to the number of pupils who had 2 or more suspensions.

The rate of total or repeat suspensions is calculated by dividing the number of pupils suspended by the number on roll. We have profiled the national comparator for all suspensions by phase of education. Special schools are compared with the national rate for secondary schools.

The number of pupils with a permanent exclusion is provided for up to the last 3 years. The national average, profiled by phase of education, is included for the latest year. Special schools are compared with the national average for special schools.

The numbers and proportions of pupils with suspensions or permanent exclusions are often very small. These should be interpreted with caution, particularly when making comparisons over time. Additionally, the COVID-19 pandemic started during the 2019/20 reporting period. We are aware that rates of suspensions and permanent exclusions generally dropped during this year as a result. The suspensions and permanent exclusions data is one year behind. For example, 2019/20 data was published in July 2021. Suspensions and permanent exclusions data is for cohorts before the one shown on the context page and the number on roll may have changed.

Further information on pupil exclusion statistics is in the DfE’s pupil exclusion statistics methodology publication.

Suspensions

The IDSR measure for repeat suspensions is based on the number of pupils with at least two suspensions divided by the number on roll (headcount).

Sentences will appear when the rate of total suspensions in 2019/20 was in the highest 20% for similar schools. Similar here means the same phase of education and with a similar level of deprivation (in the same IDACI quintile). The IDSR does not produce these sentences for primary schools due to very low suspension rates.

Example sentence

The rate of total suspensions (5.76%) was in the highest 20% of schools with a similar level of deprivation in 2019/20.

An equivalent sentence will flag for repeat suspensions, or the sentence will be combined for both.

Example sentence

In 2019/20, the rates of total (5.76%) and repeat (2.23%) suspensions were in the highest 20% of schools with a similar level of deprivation.

A sentence shows when there are high proportions of total/repeat suspensions for up to 3 years. A high proportion relates to the highest quintile based on the national distribution of suspension proportions. This is profiled by phase and year, and only includes schools with cohorts greater than 10 in that year. Special schools are compared with the distribution for secondary schools. The sentence includes the school’s proportion of total/repeat suspensions for the latest year in brackets. If a sentence is not triggered for the latest 3 years, it will also show if the school is in the highest quintile for the latest 2 years. If a sentence is not triggered for the latest 3 or 2 years, it would show a sentence if the school is in the highest quintile in the latest year.

Example sentences

The rate of total suspensions (6.75%) was in the highest 20% in 2019/20 as well as in 2018/19.

The rate of repeat suspensions (4.38%) was in the highest 20% in 2019/20.

For schools with at least one pupil with a suspension in 2019/20, a sentence details the prevalence of repeat suspensions. For schools with between 1 and 10 pupils receiving a suspension, the sentence states how many received more than one. If any pupils received more than one, the sentence also states how many received 10 or more. The same applies to schools with more than 10 pupils receiving a suspension. However, the sentence quotes proportions rather than numbers of pupils.

Example sentences

Of the 7 pupils with at least one suspension in 2019/20, 4 were suspended on more than one occasion and 1 received 10 or more suspensions during the year.

Of the 56 pupils with at least one suspension in 2019/20, 34% were suspended on more than one occasion and 10.7% received 10 or more suspensions during the year.

For schools with at least 1 pupil with a suspension in 2019/20, a sentence states the most common reason and its frequency. It also includes the total number of suspensions and any other reasons accounting for 10% or more of the total, with their frequency.

Example sentence

Of the 13 suspensions in 2019/20, the following reasons each accounted for more than 10%: verbal abuse/threatening behaviour against a pupil (5), racist abuse (3), physical assault against an adult (2).

Permanent exclusions

A sentence appears for each school stating the number of permanent exclusions in each of the last 3 years, if data is available. The sentence includes the national average for the latest year, profiled by phase.

Example sentence

There was 1 permanent exclusion in 2019/20. The national average for this year was close to zero. There were none in 2018/19 but there were 2 in 2017/18.

For schools with at least 1 pupil who received a permanent exclusion, a sentence states the most common reason and its frequency. It also includes the total number of permanent exclusions and any other reasons for permanent exclusions, with their frequency.

Example sentence

Of the 2 permanent exclusions in 2019/20, both were for theft.

Key stage 5 suspensions & permanent exclusions

Key stage 5 in this section relates to year groups 12, 13 and 14 where applicable.

National averages for both suspensions and permanent exclusions are profiled by phase, special schools are compared to the secondary national.

The Department for Education supply the source data for this section.

Suspensions

Due to the low number of suspensions and permanent exclusions nationally in sixth forms it has not been possible to make the same comparisons as with the whole school measure (highest/lowest 20%). Instead, we have presented suspensions in the same way as exclusions and display the school number and national number. For this same reason the IDSR does not show repeat suspensions for sixth forms or comparisons to schools with similar levels of deprivation.

A sentence will appear stating the number of suspensions at key stage 5 in 2019/20, if there were any. The sentence will also state the national average number for the latest year. If there were also suspensions in 2018/19 and 2017/18 this information will also be presented.

Example sentence

There were 2 students in key stage 5 suspended at least once in 2019/20. The national average for this year was 1. There were also 2 in 2018/19 but none in 2017/18.

Subsequent sentences will appear that state the reason for the suspension(s) in 2019/20.

Example sentence

Of the 2 total suspensions at key stage 5 in 2019/20, the following reasons each accounted for more than 10%: physical assault against a pupil (1), physical assault against an adult (1).

Permanent exclusions

A sentence appears for each school stating the number of permanent exclusions in each of the last 3 years, if data is available. The sentence includes the national average for the latest year.

Example sentence

There was 1 permanent exclusion in 2019/20. The national average for this year was 1. There were also 3 in 2018/19 and 2 in 2017/18.

For schools with at least 1 pupil who received a permanent exclusion, a sentence states the most common reason and its frequency. It also includes the total number of permanent exclusions and any other reasons for permanent exclusions, with their frequency.

Example sentence

Of the 2 total suspensions at key stage 5 in 2019/20, both were for unspecified reasons.

Key stage 5 qualification types and retention

The qualification type table is based on revised data, whereas retention is final data.

Qualification types

This table lists the number of students undertaking each type of qualification.

Students may be working towards more than 1 type of qualification and so may be counted more than once. Students taking courses that are not full qualifications are not included. Students taking academic qualifications other than A levels are not included in the table under individual qualification types but are included in the cohort information. Therefore, the numbers in each column may not add up to the total number of students and percentages may not add up to 100.

Below the table is a sentence which is presented when there is something significant or exceptional to highlight for the proportion of students not taking any level 3 or level 2 DfE approved qualification in 2019. This highlights when a school is in the highest or lowest 20% nationally for the latest year or the latest two years.

Retention on main study programmes

This section provides data on the extent to which a provider retains students to the end of the main learning aim of their study programme. The measure used in this section is retained and assessed. Students are counted in the retained and assessed measure if they are retained to the end of their course and are assessed. The assessment may not necessarily be in the same subject or type of qualification they were aiming for when their studies began. However, the assessment must be at the same level and at least the same size as the main aim. For example, a student with an original main aim of tech level at size 1 would be considered as retained and assessed with an applied general exam result of at least size 1. Data is presented for 4 study programmes:

A levels (including AS level)

level 3 applied general

level 3 tech level

level 2 technical certificate

From 2019, only technical certificates will be recognised as level 2 vocational qualifications in the 16 to 18 performance tables. In 2018, the DfE reported a broader range of qualifications. The DfE’s guidance on technical and vocational qualifications contains the lists of qualifications that count in 2019 performance tables.

A student’s study programme is defined based on their main aim. The DfE’s 16 to 18 accountability measures technical guide provides further information on how this is defined.

Destinations

Key stage 4

This table displays the proportion of pupils that continued to complete specified destinations. This data is publicly available and comes from the DfE’s destinations collection.

The data for the latest year relates to the pupils that sustained destinations in 2019/20. These are pupils that reached the end of key stage 4 in 2018/19. The row header displays the year of completed education, as the latest year. The 2017/18 destinations are based on provisional data that year and therefore may not reflect some changes in the revised dataset.

Sustained destinations include school sixth forms, further education and sixth-form colleges, as well as higher education institutions, apprenticeships and employment. For a destination to count, pupils must sustain participation for a 6-month period.

Blue boxes will indicate if a figure was, statistically, significantly above the national average. Orange boxes will indicate when a figure was, statistically, significantly below the national average. The supporting data tables provide the national figures here.

If data has been suppressed due to small cohorts, ‘small cohort’ will be shown in the table. Cohort suppression in this table follows the rules used by the DfE.

Service children’s education provider IDSRs will only have the destinations for the latest year due to data availability.

Key stage 5

This table displays the proportion of students who completed their study programme at the provider who went on to sustained education or employment, who went on to a destination not sustained or whose activity was not captured. It further shows what proportion of all students went on to an apprenticeship, to any education and to higher education.

The 2017/18 destinations are based on provisional data that year and therefore may not reflect some changes in the revised dataset.

Blue boxes will indicate if a figure was, statistically, significantly above the national average. Orange boxes will indicate when a figure was, statistically, significantly below the national average. The supporting data tables provide the national figures here.

If data has been suppressed due to small cohorts, ‘small cohort’ will be shown in the table. Cohort suppression in this table follows the rules used by the DfE.

For the destinations, the DfE use a flexible end year to determine which students are included in the measure. The DfE’s 16 to 18 accountability measures technical guide contains further information on the methodology.

This data is taken from the DfE source ‘Destinations of KS4 and 16 to 18 (KS5) students: 2019’, which includes full definitions of the measures used and further breakdowns of the data.

Pupil groups

Sentences related to the performance of pupil groups will only appear for the pupil groups disadvantaged and low/middle/high prior attainers. Absence sentences are generated for FSM, SEND and EAL. They will be displayed where the group differs to that of the whole school. Exclusions and phonics pupil groups will not appear in this section.

Pupil group differences can be meaningless when analysed at school level, particularly when groups relate to small cohorts. The conversation should be about meeting the needs of all pupils.

If performance does not differ from that of the school, no sentences will appear, unless the pupil group had trend information that the overall school did not. For example, a sentence will appear if the group was in the highest 20% and significantly above national for 3 years but the whole school was in the highest 20% and significantly above national for the latest year only.

Key stage 4

Prior attainment groups are based on overall key stage 2 prior attainment, which is calculated using reading and mathematics. It was not possible to produce percentile ranks for groups in terms of the attainment for the 4plus threshold measure; this is due to the spread of data; therefore, only Attainment 8 sentences will appear in the groups section.

Key stage 5

Sentences for the prior attainment and the disadvantaged groups will appear for value added relating to A level, AS level and applied general qualifications. They will also appear for completion and attainment data relating to tech level qualifications and technical certificate qualifications

Prior attainment groups are based on students’ average points score at key stage 4, which is calculated by giving a points score to each grade and taking an average across all the students’s grades. For further detail on the methodology to determine these prior attainment groups for level 2 and level 3 please see the key stage 5 student group section.

Key stage 2

Prior attainment groups are based on overall key stage 1 prior attainment, which is calculated using reading and mathematics. It was not possible to produce percentile ranks for groups in terms of attainment at key stage 2; this is due to the spread of data and, therefore, only statistical significance tests have been performed to identify high or low performance.

Key stage 1

Prior attainment groups are based on emerging, expected and exceeding in reading, writing or mathematics early learning goals. It was not possible to produce percentile ranks for groups in terms of attainment at key stage 1; this is due to the spread of data and, therefore, only statistical significance tests have been performed to identify high or low performance.

Absence

Absence sentences are generated for FSM, SEND and EAL.

Note that:

due to small cohorts of low and high prior attainment groups, it is much less likely for sentences to appear

it was not possible to flag group sentences for phonics attainment; this is due to the spread of the data

pupil group sentences for exclusions will not be shown

Service children’s education provider IDSRs do not incorporate 2017 data so sentences based on only the latest 2 years, or the latest year are shown. For the exclusion sentence, service children’s education provider IDSRs only have data for the latest academic year available.

School and local context

Due to the impact of COVID-19, the 2021 IDSR will not contain 2020 performance data. However, contextual information was collected in the January 2021 census after the COVID-19 outbreak. As such, we have included 2021 context pages for schools and inspectors to view this data. We have also retained the 2019 context data for year groups, as this provides context for pupils who took exams or tests in summer 2019.

Some schools may have blank 2021 context pages and populated 2019 context pages. This is likely to be because the school became an academy between 2019 and 2021, for example. In this case, the 2021 context data will be assigned to the new school and therefore not sit alongside the IDSR that contains the 2019 performance and context data held under the predecessor details.

School characteristics

The chart shows school-level information, based on the January school census, for 2019, 2020 and 2021. If a school has a sixth form, a separate row will appear that shows the context for years 12,13 and 14 where applicable.

The chart contains the following measures:

the percentage of pupils in receipt of free school meals (FSM) at the time of the January census; these pupils are those who are/have been eligible for FSM and have claimed them some time in the last 6 years (Reception to Year 11). FSM data is not collected for sixth forms.

the percentage of pupils whose first language is not English or believed to be other than English

the percentage of pupils with SEND who do not have an education, health and care (EHC) plan (SEND support)

the percentage of pupils with SEND and who have a statement of SEND or EHC plan

the number of pupils on roll

Stability is a measure of the percentage of students who were admitted to the school at the standard time of admission. The stability percentage is calculated by dividing the number of pupils who meet the stability criteria by the number of all eligible pupils (pupils in Years 1 to 11 with a single or main dual registration at the school at the time of the January school census). The stability measure is not available for school sixth forms.

A pupil is counted as stable if he or she either:

joined the school in or before September in Year 1

joined the school in or before the month by which at least 5% of the year group had also joined the school

joined the school in a month/national curriculum year combination in which at least 40% of the year group joined the school (the 40% must equate to at least 10 pupils in primary schools or 20 pupils in secondary schools)

joined the school in a month/national curriculum year combination in which at least 10% of the year group joined the school (the 10% must equate to at least 10 pupils in primary schools or 20 pupils in secondary schools) and the same month/national curriculum year combination met these criteria in at least one other year group within the school

For each group, school figures along with the national will show for each year. The quintile boxes compare the latest year to the national distribution for all schools. Special schools are compared with secondary school nationals.

This section provides information about the trust or local authority that the school is part of. For example, if a school is part of a trust, it will have information about the number of schools in the trust and the latest overall effectiveness grades of the schools within the trusts. Similarly, it will show local authority information for local authority maintained schools.

It is important to note that the latest inspection grades may include grades of the school before joining the trust. Between November 2017 and January 2018, we consulted on changes to our official statistics and management information.

As a result of this consultation, we changed the way we show and report on the latest inspection of all providers. We now include the grades from the predecessor schools for schools that have not yet been inspected in their current form. This provides a more comprehensive view of the sector. For more details of the changes, see the official statistics documents. If a school has not been inspected in its current form, the latest overall effectiveness grade therefore relates to the predecessor school. This is made clear in the IDSR.

School workforce

This section provides information about the school workforce at November 2020, based on published DfE school workforce data.

It provides information on:

the number of full-time vacant teacher posts in the school at the time of the November 2020 school workforce census

This section also provides information on staff turnover as at the 2019 school workforce census. Staff turnover rates are calculated using the number of FTE turnover leavers and the total FTE staff at the school. A school will be highlighted as having high staff turnover if the turnover rate was in the highest 20% of schools for the previous 2 years. Low staff turnover is not highlighted. Special schools are compared to primaries.

Due to COVID-19 no teacher absence data was available in 2020.

Service children’s education provider IDSRs will not display information in this section as they are currently not contained in the dataset.

Local area and school links

The local area section provides information about the level of deprivation in the local area in which the school resides, together with an aggregated pupil-derived deprivation indicator. Each deprivation indicator is based on the IDACI.

The IDACI measures the proportion of all children aged 0 to 15 living in income-deprived families. It is a subset of the income deprivation domain, which measures the proportion of the population in an area experiencing deprivation relating to low income. The definition of low income used includes both those people who are out of work and those who are in work but who have low earnings and who satisfy the respective means tests.

Please note that we have updated the IDACI (from English Indices of Deprivation) measure from 2015 to 2019. As such, some IDACI values may have changed as a result when compared to historic IDSRs.

Example sentence

The school location deprivation indicator was in quintile 2 (less deprived) of all schools. The pupil base is in quintile 4 (more deprived) of all schools in terms of deprivation.

The sentences display what quintile the deprivation level falls under. Each quintile represents a bound of 20%. The higher the quintile the greater the level of deprivation.

A school’s local area is based on the 2011 lower layer super output area (LSOA) in which it resides. LSOAs are a geographic hierarchy designed to improve the reporting of small area statistics in England and Wales. The minimum population in each LSOA is 1,000 and the maximum is 3,000. Regarding households, there is a minimum of 400 households in each LSOA and a maximum of 1,200.

You can read further information about the data used for the local area deprivation.

This section also provides information about other schools and alternative provision providers that pupils in this school were dual registered at according to the January 2021 census. The number of pupils at the school is shown in brackets.

Example sentence

According to the January 2021 census, pupils at this school were also registered at the following providers:

Primary - School A - URN XXXXXX (1)

Service children’s education provider IDSRs will not display information on location-based deprivation in this section as they are currently not contained in the dataset.

Finance

The IDSR contains the latest financial information – for 2020/21 for both local authority maintained schools and academies – including:

the revenue reserve of the school (local authority maintained schools) or trust (academies)

the in-year balance

the spend per pupil

the level of grant funding compared with the national average for the school phase and type (local authority maintained school or academy)

For academies within MATs, central trust income and expenditure is also considered. Income and expenditure attributed to the central trust is apportioned to individual academies on a per pupil basis to provide a combined academy and trust figure for each academy.

The source for the school finance information is the data underpinning the DfE’s school financial benchmarking tool. You can also view or download the data sources.

Service children’s education provider IDSRs will not display information in this section as they are currently not contained in the dataset.

Ethnicity whole school and key stage 5

Ethnicity information comes from the January 2021 school census. The sentence states how many ethnic groups are present in the school out of 17.

The 17 possible ethnic groups are:

White British

White Irish

White Traveller of Irish Heritage

White Gypsy/Roma

White Any other White background

Mixed White and Black Caribbean

Mixed White and Black African

Mixed White and Asian

Mixed Any other Mixed background

Asian or Asian British Indian

Asian or Asian British Pakistani

Asian or Asian British Bangladeshi

Asian or Asian British Any other Asian background

Black or Black British Caribbean

Black or Black British African

Black or Black British Any other Black background

Chinese

This excludes the groups ‘Any other ethnic group’, ‘Parent/pupil preferred not to say’ and ‘Ethnicity not known’.

The sentence states those with 5% or more of the school. For this section ‘Any other ethnic group’, ‘Parent/pupil preferred not to say’ and ‘Ethnicity not known’ are included, so may appear in the top 5 largest groups.

Example

This school has 3 out of 17 possible ethnic groups. Those with 5% or more are:

71%: White - British

14%: Ethnicity not known

7%: Asian or Asian British - Indian

7%: Mixed - White and Black Caribbean

Year group context

Due to the impact of COVID-19, the 2022 IDSR will not contain 2020 performance data. However, the January 2021 census collected contextual information after the COVID-19 outbreak. Therefore, we have included 2021 context pages for schools and inspectors to view this data. We have also retained the 2019 context data for year groups, as this provides context for pupils who took exams or tests in summer 2019.

Some schools may have blank 2021 context pages and populated 2019 context pages. This is likely to be, for example, because the school became an academy between 2019 and 2020. In this case, the 2021 context data will be assigned to the new school. The data will therefore not sit alongside the IDSR that contains the 2019 performance and context data held under the predecessor details.

Characteristics

The chart shows school-level year group characteristics, based on the 2021 January school census for the following measures:

number on roll

the percentage of pupils in receipt of FSM at the time of the January census; these pupils are those who are or have been eligible for FSM and have claimed them some time in the last 6 years (Reception to Year 11)

the percentage of pupils who speak English as an additional language

Shading on the chart indicates when the year group was different to other year groups in the school.

For key stage 5 (where applicable), there are different rules that DfE uses to allocate students to the different measures. The year group characteristics is based on the census data so there may be students that are no longer on roll but still allocated to the provider for accountability purposes.

Prior attainment

The prior attainment table presents how pupils in school performed at the previous key stage in relation to their year group.

We have based prior attainment in 2021 on the following factors:

for Years 1 and 2 we have not been able to calculate prior attainment due to the data file not being available

for Year 3 there is no prior attainment data due to COVID-19

for Years 4, 5 and 6 we have based this on the percentage who achieved at least the expected standard at key stage 1

for Year 7 there is no prior attainment data due to COVID-19

for Years 8, 9, 10 and 11 we have based this on those achieving the expected standard at key stage 2

We have based prior attainment in 2019 on the following factors:

in reading and in writing for Years 1 and 2 on the percentage of pupils who achieved at least the expected level in the EYFS profile early learning goal

in mathematics for Years 1 and 2 on the percentage who achieved at least the expected level in both of the mathematics early learning goals

for Years 3, 4 and 5 on the percentage who achieved at least the expected standard at key stage 1

for Year 6 on the points equivalent to whole levels

for Years 7, 8 and 9 on those achieving the expected standard at key stage 2

for Years 10 and 11 on the average point score at key stage 2

Shading indicates whether the pupils in this school were above or below national. This is triggered if the school value is 1 or 2 standard deviations from the national. If pupils were in line with national, a dash is shown. If the number of pupils was 10 or below, an ‘X’ is shown.

Prior attainment at key stage 5

This table shows the spread of average prior attainment of students at the end of key stage 4. For students studying A levels, this is based on GCSEs only. For students studying applied general and tech levels, all approved qualifications are included. The key stage 5 student group section describes the calculation, which refers to average prior attainment and does not indicate the highest grade or the number of qualifications a student attained. Note that the prior attainment groups used here are different to those used in the key stage 5 student group section section. Here the following groups are used:

students with prior attainment grades U–2

students with prior attainment grade 3

students with prior attainment grade 4

students with prior attainment grades 5–6

students with prior attainment grades 7–9

Blue boxes will indicate if a figure was statistically significantly above the national figures. Orange boxes will indicate if a figure was statistically significantly below the national figures.

SEND characteristics

There is a formal assessment to decide if a pupil needs a statement of SEND or an EHC plan.

SEND support is the help a school gives pupils that falls outside the usual curriculum. Outside specialists can tell or support the class teacher and SEN coordinator.

An EHC plan is for children and young people aged up to 25 who need more support. This extra help is not available through SEN support. EHC plans identify educational, health and social needs and set out the support to meet those needs.

The January 2021 census provides data for this table. The table displays the number of pupils in the school who have a SEND need and what the need category is. The 2 halves of the table represent pupils who have SEND support and pupils who have an EHC plan.

It also shows what year the pupil is in. It flags if the school has a SEND unit and how many pupils out of all those with SEND are also disadvantaged.

SEND units are special provisions within a mainstream school. These units contain separate classes to teach pupils with SEND. These units:

receive extra funding from the local authority

cater for a specific type or types of SEND (for example, autistic spectrum disorders)

are usually for pupils with statements or EHC plans (but this is not required)

Disadvantaged pupils are those who were eligible for FSM at any time during the last 6 years and children looked after (in the care of the local authority for a day or more or who have been adopted from care).

Resourced provision refers to the places reserved at a mainstream school for specific pupils with SEND. The pupils learn within mainstream classes but require some specialist facilities.

Resourced provision:

receives extra funding from the local authority

caters for a specific type or types of SEN, for example specific learning difficulties

is usually for pupils with statements or EHC plans, but this is not required

The resourced provision information comes from the DfE’s GIAS service.

Progress and attainment trend

Progress 8: three-year trend

The Progress 8 3-year trend section shows how the school has performed compared with other schools nationally overall and for each of the Progress 8 elements for each of the last 3 years, regardless of the methodology at the time. There is a clear indication of the position in terms of the quintile, when each quintile represents 20% of schools. Red boxes will indicate when a figure was, statistically, significantly below the national average. Green boxes will indicate when a figure was, statistically, significantly above the national average. Quintiles will display an ‘X’ when they are based on cohorts of 10 or fewer pupils. Also, no statistical significance will show for cohorts of 10 or fewer pupils.

The arrows indicate an increase or decrease in progress score. These align with the progress trend analysis. We have only made comparisons between 2017–18, and 2018–19. This is referred to as markedly higher or lower in the legend of the progress and attainment trend chart. Note that this is not based on statistical significance testing. The number in brackets shows the eligible cohort. The calculation that underpins these is shown in the ‘Understanding the data in the IDSR’ section.

Service children’s education provider IDSRs do not incorporate 2017 data, so only the latest 2 years will have content.

Value added three-year trend

The EBacc pillar value added 3-year trend section shows how the school has performed compared with other schools nationally for science, languages and humanities value added for each of the last 3 years, regardless of the methodology at the time. There is a clear indication of the position in terms of the quintile, when each quintile represents 20% of schools. Red boxes indicate when a figure was, statistically below the national average. Green boxes indicate when a figure was, statistically above the national average. Quintiles will display an ‘X’ when they are based on cohorts of 10 or fewer pupils. Level 3 value-added data is shown for A level, AS level and applied general qualifications. Red boxes indicate if the score was statistically significantly below the national average. Green boxes indicate if a score was statistically significantly above the national average. The ‘A level’ group includes the following A level qualifications:

A level

applied A level single award

applied A level double award The ‘AS level’ group includes the following AS level qualifications:

AS level (not continued to full A level)

applied AS level single award

applied AS level double award

For reference, the ‘A level group’ DfE report combines these 2 groups together. Service children’s education providers do not have data for value added measures.

Attainment 8: three-year trend

The Attainment 8 3-year trend section shows how the school has performed compared with other schools nationally for overall Attainment 8 and each of the Attainment 8 elements: English, mathematics, EBacc and open. The school is compared with other schools nationally for each of the last 3 years, regardless of the methodology at the time. There is a clear indication of the position in terms of the quintile, when each quintile represents 20% of schools. Quintiles will display an ‘X’ when they are based on cohorts of 10 or fewer pupils.

Service children’s education provider IDSRs do not incorporate 2017 data, so only the latest 2 years will have content.

Attainment thresholds three-year trend

The EBacc pillar grade 4+ 3-year trend section shows how the school has performed compared with other schools nationally for the percentage of pupils achieving grade 4+ in science, languages and humanities. The school is compared with other schools nationally for each of the last 3 years, regardless of the methodology at the time. There is a clear indication of the position in terms of the quintile, when each quintile represents 20% of schools. Quintiles will display an ‘X’ when they are based on cohorts of 10 or fewer pupils. The A level AAB% 2-year trend section shows how the school performed compared with other schools nationally for the % shows the percentage of students who have achieved 3 A levels at grades AAB or better, of which at least 2 are in facilitating subjects. The facilitating subjects are:

biology

chemistry

physics

mathematics

further mathematics

geography

history

English literature

classical/modern languages

Key stage 5 attainment two-year trend

The APS 2-year trend section shows how the school performed compared with other schools nationally based on average point score the following: A level, best 3 A levels, applied general, tech level (level 3) and technical certificates (level 2).

Average progress score (APS) per entry is calculated by dividing the total number of points achieved by students by the total size of entries for those students. This is then aggregated to give an overall APS score for a provider. Entries are based on the size of the qualification and students may contribute multiple qualifications to the measure. Students may also be counted in more than 1 qualification type.

Service children’s education provider IDSRs do not incorporate 2017 data, so only the latest 2 years will have content.

Reading, writing and mathematics three-year trend

The following guidance is relevant for schools with a primary phase.

This section shows how the school has performed compared with other schools nationally overall and for each element for each of the last 3 years, regardless of the methodology at the time. There is a clear indication of the position in terms of the quintile, when each quintile represents 20% of schools. Red boxes will indicate when a figure was, statistically, significantly below the national average. Green boxes will indicate when a figure was, statistically, significantly above the national average. As in the rest of the report, figures are displayed in grey when they are based on 10 or fewer pupils. Also, no statistical significance will show for cohorts of 10 or fewer pupils.

The arrows indicate an increase or decrease in progress score. These align with the progress trend analysis. We have only made comparisons between 2017/18, and 2018/19. This is referred to as markedly higher or lower in the legend of the progress and attainment trend chart. Note that this is not based on statistical significance testing. The calculation that underpins these is shown in the ‘Understanding the data in the IDSR’ section. The number in brackets shows the number of entries.

Other attainment measures

The following guidance is relevant for schools with a primary phase.

This section shows how the school has performed compared with other schools nationally overall and for each element for each of the last 3 years. There is a clear indication of the position in terms of the quintile, when each quintile represents 20% of schools. Red boxes will indicate when a figure was, statistically, significantly below the national average. Green boxes will indicate when a figure was, statistically, significantly above the national average. As in the rest of the report, figures are displayed in grey when they are based on 10 or fewer pupils. Also, no statistical significance will show for cohorts of 10 or fewer pupils.

Subject entries

Subject entries at key stage 4

This section shows the subjects entered for by this school in 2021, 2019 and 2018. Subject entries data for 2020 is not available. There may be some differences between 2021 entries and earlier years. For example, in 2021 early entries are not included but are included for earlier years.

The purple shading is darker where more pupils were entered. Subjects are grouped by subject cluster and listed alphabetically first by cluster then by subject.

Qualification type is also included, which covers the following:

AS

EBacc AS

EBacc GCSE

EBacc L1/L2 cert

Free Standing Maths level 3

GCSE

Graded music

L1/L2 cert

Level 1

Level 1/2

Level 2

Other at level 1

Other at level 2

The cohorts above the section represent total pupils at the end of key stage 4.

Subject entries at key stage 5 – level 3

This section shows the subjects entered for by this school in 2021, 2019 and 2018. Subject entries data for 2020 is not available.

The purple shading is darker where more students were entered. Subjects are grouped by subject cluster and listed alphabetically first by cluster then by subject.

Qualification type is also included, which covers the following:

A level

applied single award

applied double award

pre-U principal

international baccalaureate

The cohorts above the section represent total students at the end of key stage 5.

Understanding the data in the IDSR

Statistical significance

Assessment data and information are starting points for inspectors’ discussion with schools. Statistical significance testing is used in the IDSR to draw attention to noteworthy values. These values show when differences in school’s performance may be due to more than chance variation. The IDSR uses percentile ranking as well as statistical significance testing. This allows us to look at relative performance across time while also highlighting noteworthy changes.

Significance calculation for threshold measures

A normal approximation to the binomial distribution is used to identify statistically significant differences between proportions of pupils (shown in the areas of interest). Before applying the test, we check that:

nP

and

n(1-P)

are greater than or equal to 5.

When:

P represents the national average of pupils reaching the expected standard

n represents the total number of pupils

The calculation is as follows:

Otherwise not statistically significant.

When:

This methodology is applied to the following performance measures:

key stage 2 expected standard and high standard/greater depth thresholds

key stage 1 expected standard and greater depth thresholds

Year 1 phonics

destinations

Progress trend analysis calculation

Progress is a within year, norm referenced measure. Scores are not directly comparable year on year. To allow for direct comparisons across years, every progress score is standardised using the following formula:

(Progress score – mean) / standard deviation

Absence and exclusions

Absence data is usually in all IDSRs by December each year. This is because data is only provided to Ofsted after the primary IDSR release.

The permanent and fixed-period exclusions data is one year behind. For example, 2017/18 exclusions data was published in July 2019. Exclusions data is for cohorts before the one shown on the context page and the number on roll may have changed.

For absence and fixed-period exclusions, special schools are compared to the national for secondary schools. For permanent exclusions, special schools are compared to the national average for special schools.

Data sources

All data in the IDSR is from the DfE. We use the data to calculate school-, local-authority- and national-level data. Pupil-level data is anonymous and does not contain names or addresses. It is not shared with inspectors at any point.

We receive the following data sets from the DfE to produce the IDSR.

National pupil database:

key stage 1 and phonics

school census to populate contextual sections

ASP all key stages

Performance tables:

school and college database (SCDB) primary and secondary

key stage 2

key stage 4

key stage 5

level 3 value added

Absence and exclusions data:

school-level exclusions

2-term absence

3-term absence

1-term absence (autumn 2020)

1-term absence (summer 2021)

You can find more information on the accountability measures in these DfE guidance documents:

primary school accountability

secondary accountability measures (including Progress 8 and Attainment 8)

Special schools and pupils with special educational needs and disabilities

An IDSR is produced for special schools. However, it may contain very little information about the performance of pupils.

Pupils with SEND are a diverse group with differing needs and expectations. Therefore, the IDSR will no longer display any averages for this group.

Contextual information is provided for the group, including the breakdown of the number of pupils with SEND by primary special educational need.

Junior and middle schools

A standard sentence appears to explain that junior and middle schools have lower progress scores on average. Also, due to the age range of pupils at middle schools, pupils will have only attended a middle school for a short time before they take their key stage 2 tests.

Inspectors should be aware of this and, as with any inspection, carefully consider a range of information and data.

Missing data

There are a few possible reasons why data for some years is not shown for a particular measure.

In charts and tables, data may not be shown for some years because:

the measure did not exist, was defined differently or was not available to Ofsted for that year; if this is the case, the data is shown as a dash

the school had no pupils for a particular measure in that year; if this is the case, the cohort will be shown as a 0 and a dash will be shown for the measure

if the school recently changed legal status, for example from a local authority maintained school to a sponsor-led academy, the data may be shown under the predecessor school name or unique reference number (URN) in ASP

National figures

The national figures may differ from the figures published in the DfE performance tables and ASP. This is due to the varying decimal precisions used between organisations.

The disadvantaged pupil group is compared to the national for pupils who are not disadvantaged.

Prior attainment pupil groups are compared to their respective pupil group nationally.

Service children’s education providers have been assigned a phase based on the ages of pupils in the school.

Cohorts and numbers of pupils included

Cohorts display the total number of pupils based on the group and year of the measure presented.

For measures when all pupils were entered, the cohort shows the number of pupils the measure is based on. For some measures, it is used as the denominator for percentages.

If there have been any leavers and joiners, then the cohort number shown on progress and attainment data may not match the context section. The context section is a snapshot of the day the school census is taken in January of that year.

The ‘number of pupils included’ on progress pages only includes pupils with prior attainment information.

Key stage 5 cohorts

There are different rules that DfE uses to allocate students to the different measures. The year group characteristics is based on the census data so there may be students that are no longer on roll but still allocated to the provider for accountability purposes. The qualification type table is based on revised data, whereas retention is from final.

For the destinations, the DfE use a flexible end year to determine which students are included in the measure. There are more details in the accountability guide.

Conditions of use

The IDSR conditions of use and storage are that:

the IDSR is to be used only for educational and analytical purposes and for informing inspection, not for any other purpose

data presented in the IDSR is to be shared only with those who need and are authorised to have access to the information

only nominated users may access the IDSR and these users must be made aware that they cannot share the IDSR without permission from the data owner

the IDSR should be saved in a secure location with limited access

Key stage 5 student groups

Prior attainment student groups are shown for some measures. These groups are based on students’ average points score at key stage 4, which is calculated by giving a point score to each grade and taking an average across all the student’s grades. The following table shows the corresponding points scores for each grade.

GCSE grade (old grading structure) | Points score
A* | 8.5
A | 7
B | 5.5
C | 4
D | 3
E | 2
F | 1.5
G | 1
U | 0

Note that in 2017, 2018 and 2019, points were allocated to new GCSEs (with grades of 9 to 1). The DfE’s secondary accountability measures guidance contains further details on how these scores are calculated. In the IDSR, we use groups of scores. For level 3 students, these are as follows:

students with prior attainment grades 7–9 (equivalent to grades A*–A under the old grading structure)

students with prior attainment grades 4–6 (equivalent to grades B–C under the old grading structure)

students with prior attainment grades 3 and under (equivalent to grades D–G under the old grading structure)

To align students’ average points scores to these groups, we calculate an upper bound and lower bound for each group.

To calculate the upper bound for each group, we calculate the midpoint between the maximum points score within the group and the minimum points score within the next highest group.

For example, to calculate the upper bound for the 4–6 group, we take the midpoint between the maximum points score for the 4–6 group (5.5) and the minimum points score for the 7–9 group (7): Upper bound = (5.5 + 7) / 2 = 6.25

Similarly, to calculate the lower bound for each group, we calculate the midpoint between the minimum points score for the group and the maximum points score for the next lowest group.

For example, to calculate the lower bound for the 4–6 group, we take the midpoint between the minimum points score for the 4–6 group (4) and the maximum points score for the 3 and under group (3):

Upper bound = (3 + 4) / 2 = 3.5 These calculations produce the following average points score boundaries.

GCSE grade group | Average points score boundaries
7–9 | 6.25 and above
4–6 | 3.5–6.25
3 and under | 0–3.5

For level 2 students, we follow an equivalent process to calculate average points score boundaries for the following groups.

GCSE grade group | Average points score boundaries
3-9 | 2.5 and above
2 | 1.25–2.5
1 and under | 0–1.25

For value-added data relating to A level, AS level and applied general qualifications, and completion and attainment data relating to tech level qualifications, the following groups based on prior attainment for level 3 students are shown:

students with prior attainment grades 7–9 (average points score of 6.25 or higher)

students with prior attainment grades 4–6 (average points score of 3.5 or above up to, but not including, 6.25)

students with prior attainment of 3 and under GCSE point score (average points score below 3.5) For completion and attainment data relating to technical certificate qualifications, disadvantaged students and the following groups based on prior attainment for level 2 students are shown:

students with prior attainment grades 3–9 (average points score of 2.5 or higher)

students with prior attainment grade 2 (average points score of 1.25 or above up to, but not including, 2.5)

students with prior attainment grade 1 and under (average points score below 1.25) If performance does not differ from that of the provider, no sentences will appear.

Data protection

When accessing the data in the Ofsted IDSR service, you must recognise the privacy of that data and always comply with the Data Protection Act 2018. The Data Protection Act 2018 is the UK’s implementation of the General Data Protection Regulation (GDPR). You must ensure that you use the data that you have access to for the purpose for which the service was set up and that you do not use the data for any other purpose. You must ensure that the data is processed securely and that it is not subject to any unauthorised use or disclosure.

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School inspection data summary report (IDSR) guide

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This guide gives an overview of the inspection data summary report (IDSR) for primary and secondary schools, along with information to help interpret the charts.

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Ofqual: National Reference Test 2022 Information

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Ofqual: National Reference Test 2022 Information

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Published: 21st September 2021

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Ofsted: New Inspection Handbook for Sep 21

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Ofsted: New Inspection Handbook for Sep 21

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Updated 27th August 2021

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Ofsted guidance on inspecting maintained schools and academies in England under the education inspection framework.

Applies to England

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Ofsted guidance on inspecting maintained schools and academies in England under the education inspection framework.

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ESFA: Information on the planning and delivery of 16-19 study programmes 2021-22

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ESFA: Information on the planning and delivery of 16-19 study programmes 2021-22

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Information for education and training providers on the planning and delivery of study programmes.

Details

This guide sets out the government's policy on 16 to 19 study programmes. It covers academic, technical and vocational study programmes, including traineeships and supported internships.

It applies to all providers of 16 to 19 education in England, including:

schools

further education (FE) colleges

sixth-form colleges

work-based learning providers

training providers

Previous versions of the guidance are available on the UK Government Web Archive.

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16 to 19 study programmes: guide for providers

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Information for education and training providers on the planning and delivery of study programmes.

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Ofqual: Letter to Headteachers of Schools and Colleges

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Ofqual: Letter to Headteachers of Schools and Colleges

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Published: 11th November 2021

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To all Heads and Principals

I would like, firstly, to introduce myself as Ofqual's Chief Regulator. Since I took up my post in September I have been lucky enough to spend time meeting many new people, but the highlight so far has to be my trip to Bristol, to listen to students, their teachers, leaders and governors at two schools there. This was the first of a whole series of visits to schools and colleges across the country over the coming weeks and months, where I am keen to listen and hear the views and thoughts of school and college leaders on how I can best use Ofqual's powers to advance the aspirations and opportunities of those you serve.

In Bristol, I heard a range of views on the qualifications system, as well as thoughts on the impact of the pandemic; both the positive innovations that have come forward, and personal reflections on hardship and loss brought by it.

It's very clear to me that dealing with the impact of the pandemic has been challenging for school and college leaders, staff and students up and down the country. I want to be totally clear that my priority is to act in the interests of all students. I want them, and their families, to have confidence in their qualifications. So, I'm writing to confirm the arrangements for regulated qualifications being taken next year. I would ask that you please share this letter with teaching and support staff.

As a former school leader, I do understand the pressures you are under and I know you are working hard to prepare students for exams in 2022.

Arrangements for GCSEs, AS and A levels in 2022

Adaptations

In September, Ofqual and the Department for Education (DfE) set out the support that will be available for students taking their exams next summer, in response to the disruption to education caused by the pandemic. This means a choice of topics in some GCSE exams like English literature and history, advance information about the focus of exams to help students' revision for other GCSEs and all AS and A levels, and support materials in some exams, such as formulae sheets in GCSE maths.

Exam boards will publish the advance information for GCSE, AS and A levels no later than 7 February 2022. The government will decide whether the advance information should be published before this date should there be significant further disruption from the pandemic.

In June, we confirmed, following consultation, changes to non-exam assessment and fieldwork. These changes allow adjustments to the assessment and evidence requirements for non-exam assessment in a range of subjects to accommodate public health restrictions. You can find more information on the adaptations for exams and adjustments for non-exam assessment on our website.

Grading

In 2022, we will aim for a grading standard that reflects a midway point between 2021 and 2019. Exam boards will set the grade boundaries so that more students get higher grades in 2022 than before the pandemic. This will provide a safety net for students who might otherwise just miss out on a higher grade.

We have taken this decision to reflect that we are in a pandemic recovery period, that students' education has been disrupted and that we have made adaptations to the exams. In 2023 we aim to return to results that are in line with those in pre-pandemic years.

Contingency arrangements

In the unlikely event that 2022 exams cannot go ahead, students' grades will instead be determined by their teachers, using a Teacher Assessed Grades approach. Following joint public consultation with DfE, we have published the decisions that have been taken about this approach.

We have provided guidance that sets out what teachers should do during the rest of this academic year, until exams are taken, as a contingency in case it is not possible for exams to go ahead. We hope that the guidance will help you take a proportionate approach in gathering evidence, and avoid an unnecessary assessment burden on either staff or your students.

Information about how TAGs will be determined, based on the evidence collected, will only be published if exams cannot go ahead as planned - it is only at that point that teachers will need to determine TAGs. Again, we want to avoid any unnecessary additional work for staff and your students.

Arrangements for Vocational and Technical Qualifications (VTQs) in 2022

As you know most VTQs exams and assessments will be happening now, and we expect that to continue throughout the academic year. We have confirmed the arrangements for the assessment and awarding of VTQs and other general qualifications for 2021 to 2022, which take account of the disruption that students taking those qualifications may have experienced. Awarding organisations will be able to advise what adaptions have been made to each of their qualifications.

The approach to grading GCSEs and A levels will have an impact on certain VTQs used for similar purposes, including progressing to further study. We expect the awarding organisations who offer those VTQs to consider this, their assessment outcomes and structure, and the impact of the pandemic and other factors when setting standards in their own qualifications.

We have provided guidance on contingencies for VTQs for 2021 to 2022 that explains how to award grades if exams cannot take place due to the pandemic. Please do ensure that your students have the opportunity to take assessments as they are ready, so that they are in the best place possible should there be any further disruption.

Communicating with students

As Chief Regulator, I am guided by the best interest of students and I strongly believe they need to know and understand what all this means for them. That is why I have written a letter for those preparing to take their exams next year. I'd be grateful if you would share this with students preparing to take exams in the current academic year, and their parents and carers.

I have also published a letter to private candidates - students not studying at school or college, perhaps because they are home educated, former students resitting qualifications or adult learners. Please also share that letter with any private candidates that you're working with. If you do not offer entries to candidates from outside your centre I would urge you to consider doing so to improve access to exam centres for private candidates.

Thank you for the critical role you have played in assessment arrangements during the past two years and I look forward to speaking with as many school and college leaders as possible in the months ahead.
Dr Jo Saxton Chief Regulator

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I would like, firstly, to introduce myself as Ofqual's Chief Regulator. Since I took up my post in September I have been lucky enough to spend time meeting many new people, but the highlight so far has to be my trip to Bristol, to listen to students, their teachers, leaders and governors at two schools there.

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DfE: Guidance for schools/colleges on contingency arrangements for GCSEs, AS and A levels in summer 2022

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DfE: Guidance for schools/colleges on contingency arrangements for GCSEs, AS and A levels in summer 2022

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Published: 11th November 2021

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Arrangements for exams and non-exam assessments for students taking qualifications in summer 2022.

Details

The government is clear that students entering GCSEs, AS or A levels in 2022 should expect to take exams in the summer and complete any non-exam assessments in the usual way throughout the year.

In recognition of the fact that students' education has been disrupted by the pandemic, they will be given extra help to prepare for their exams, as detailed in this publication.

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Guidance on contingency arrangements for GCSEs, AS and A levels in summer 2022

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Arrangements for exams and non-exam assessments for students taking qualifications in summer 2022.