Caution when interpreting value added scores in languages at Key Stage 4
We recommend some changes to the languages value added measure published in secondary school performance tables to reflect the languages entered by pupils
How many pupils leave schools between Year 7 and Year 11?
Rates of pupil mobility between Year 7 and Year 11 have been largely stable over the last few years. Vulnerable pupils remain the most likely to experience a change of school.
Contextualising Progress 8
As part of our work on a school quality index, we set our approach to measuring academic outcomes using a contextualised Progress 8 measure
Investigating managed moves part two
In this second and final part, we examine the Key Stage 4 outcomes of pupils who we think have probably experienced a managed move
Changes in schools’ Progress 8 scores over time
A look at how the Progress 8 scores of schools have changed since the measure was introduced, including breakdowns by region, school type, and school-level disadvantage
Languages are still harshly graded at GCSE
On average, pupils tend to achieve almost a grade lower in French, German and Spanish compared to English and maths
How has access to creative subjects changed over time?
We look at the proportion of schools where no pupils are entered for qualifications in creative subjects (art, music and performing arts), and see how this varies over time and by school characteristics
Differences in school performance are local not regional (mostly)
The north/south divide in school performance is mostly a distraction. Most of the variation in school performance is very local, between nearby schools.
The widening gap in attainment at Key Stage 4 between London and the rest of the country
Examining the growing attainment gap between London and the rest of the country