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The achievement and progress made from Key Stage 1 to GCSE by the classes of 2003 and 2004
Paper presented at the British Educational Research Association Annual Conference, University of Glamorgan, 14-17 September 2005
Danny DurantTeacher AdviserWorcestershire LEAP.O. Box 73WorcesterWR5 2YA
Abstract
This is a retrospective longitudinal preliminary assessment of the achievement and progress made by two cohorts of students in an English Local Education Authority. The students who took Key Stage One (KS1) tests in 1994 and 1995 completed their GCSEs in 2003 and 2004 respectively. These are the first cohorts of students who have completed their statutory education and for whom this tracking from KS1 to GCSE could be done.
A matching exercise produced a matched dataset of 8035 students (approximately 67% of the total) for whom KS1 and GCSE records were available. All students in the dataset had both KS1 and GCSE results and most students also had the interim Key Stage Two (KS2) and Key Stage Three (KS3) results. Of the students in the matched dataset, 55.6% achieved 5 or more A*-C GCSE grades and 93.4% achieved 5 or more A*-G GCSE grades. These figures are similar to those for the whole cohorts.
Along with test records, the school where each test was taken was also recorded. The month of birth and gender was recorded for each student. Further contextual student data were not used in the study, in part because of lack of historical data, but also because of the nature of the variables.
The paper reports on the methodology and some of the interesting findings from the study.
The annex contains a series of charts and tables that provide a summary of the performance at KS2, KS3 and GCSE of the students within each KS1 average point score (APS) band.
1
Introduction
The students who took GCSEs in 2003 had taken Key Stage One tests in 1994. This was the first cohort of students for whom tracking of their progress from KS1 through to GCSE was possible. Matching of the results of the following cohort who took GCSEs in 2004 was also undertaken to produce a matched dataset of 8035 students from mainstream schools covering both cohorts. The cohorts are labelled by the year in which they took GCSE. This paper looks back at the results achieved by those two cohorts of students.
The assessment data comes from statutory National Curriculum assessments. KS1 tests are taken in Year 2 (children are typically 7 years of age), KS2 tests are taken in Year 6 (children are 11) and KS3 tests are taken in Year 9 (children are 14). GCSE is usually taken in Year 11 (children are 15).
Methodology
Unique pupil numbers (UPNs) were available to assist the matching process for the 2004 cohort, but not for the 2003 cohort. Having UPNs greatly helped the process by matching a higher number of students from the 2004 cohort (4482 students) than the 2003 cohort (3553 students).
All students had both KS1 and GCSE results. For each student there was a KS1 Reading, Writing and Maths test result and a teacher assessed Science result. These four results were used to calculate an average points score (APS). The details of their interim Key Stage Two (KS2) and Key Stage Three (KS3) English, Maths and Science results were available for most students.
The decision to include the KS1 science assessment in the APS calculation was made on the basis that KS2, KS3 and GCSE science results would be available for analysis and that the correlations between the KS1 and GCSE with and without science were very similar. The 1994 Key Stage One results were converted to a points score using the normal convention (Level 1 = 9 points, Level 2 = 15 points, Level 3 = 21 points). In 1995 Key Stage One levels were broken down into sub-levels where Level 2C = 13 points, 2B = 15 points and 2A = 17 points.
The Key Stage Two and Three data comprised the Test levels for English, Maths and Science and the APS calculated on the following basis.
Level 2 3 4 5 6 7 8Points 15 21 27 33 39 45 51
The GCSE result data comprises;
Old total points Old capped points (the total of the best eight results) Old average points (from which an average grade was calculated)
GCSE grade A* A B C D E F GOld points 8 7 6 5 4 3 2 1
Number of A* and A grades achieved Number of A*-C grades achieved Number of A*-G grades achieved
2
English grade Maths grade Science grade Modern Foreign Language grade
The school where each test was taken was also recorded which will enable further analyses to be undertaken.
The month of birth and gender was recorded for each student. Further contextual student data were not used in the study, in part because of lack of historical data, but also because of the nature of the variables;
Free school meal eligibility can be a transient feature depending upon the family circumstances. Over a period of 9 years, a student could move in and out of this category several times.
Similarly the stage on the Special Educational Needs Code could, for the majority of students, fluctuate over time.
Correlation analysis
A series of correlation analyses were undertaken to examine the relationship between the Key Stage results and GCSE results.
Correlations
K1 APS K2 APS K3 APS
Old Total GCSE Points
Old Average GCSE Points
K1 APS Pearson Correlation 1 .710(**) .709(**) .603(**) .615(**)
Sig. (2-tailed) . .000 .000 .000 .000N 8035 7942 7910 8035 8035
K2 APS Pearson Correlation .710(**) 1 .856(**) .720(**) .737(**)
Sig. (2-tailed) .000 . .000 .000 .000N 7942 7942 7824 7942 7942
K3 APS Pearson Correlation .709(**) .856(**) 1 .836(**) .852(**)
Sig. (2-tailed) .000 .000 . .000 .000N 7910 7824 7910 7910 7910
Old Total GCSE Points
Pearson Correlation .603(**) .720(**) .836(**) 1 .937(**)
Sig. (2-tailed) .000 .000 .000 . .000N 8035 7942 7910 8035 8035
Old Average GCSE Points
Pearson Correlation.615(**) .737(**) .852(**) .937(**) 1
Sig. (2-tailed) .000 .000 .000 .000 .N 8035 7942 7910 8035 8035
** Correlation is significant at the 0.01 level (2-tailed).
Not unsurprisingly given there are only two years between the events, the higher correlation factors were found between KS3 and GCSE (above 0.8), with a slightly lower correlation between KS2 and GCSE (above 0.7) and a slightly lower still correlation between KS1 and GCSE (above 0.6).
Nevertheless correlation figures of 0.6 between KS1 and GCSE suggest that it is worthy of further investigation.
3
In each case, there were higher correlation figures with GCSE average points rather than GCSE total points.
Correlation analysis between the separate Key Stage One results and the separate GCSE subjects showed figures lower than 0.6. For example there is a correlation figure of 0.577 between the Key Stage One Reading result and the GCSE English grade. There are much lower figures for the relationships between the other Key Stage One and GCSE subjects (e.g. KS1 maths – GCSE Maths = .533, KS1 science – GCSE science = .438).
Old Total GCSE Points
Old Average GCSE Points
GCSE English Points
GCSE Maths Points
GCSE Science Points
GCSE MFL
PointsKs1reading Pearson Correlation .571(**) .578(**) .577(**) .541(**) .538(**) .535(**)
Sig. (2-tailed) .000 .000 .000 .000 .000 .000N 8024 8024 7866 7929 7804 6557
Ks1writing Pearson Correlation .426(**) .450(**) .451(**) .413(**) .396(**) .388(**)
Sig. (2-tailed) .000 .000 .000 .000 .000 .000N 8033 8033 7874 7938 7813 6562
Ks1maths Pearson Correlation .506(**) .506(**) .474(**) .533(**) .490(**) .417(**)
Sig. (2-tailed) .000 .000 .000 .000 .000 .000N 8023 8023 7865 7928 7809 6556
Ks1science Pearson Correlation .464(**) .478(**) .480(**) .448(**) .438(**) .453(**)
Sig. (2-tailed) .000 .000 .000 .000 .000 .000N 8028 8028 7869 7933 7811 6561
** Correlation is significant at the 0.01 level (2-tailed).
The lower number of records for the separate GCSE subjects (e.g. English 7869) indicates that these records were not available for a small proportion of students. The much smaller number (6561) for Modern Foreign Language (MFL) reflects the lower proportion of students taking a GCSE in one of the modern foreign languages.
As can be seen from the following scattergraph, for any given KS1 APS ‘starting point’ there are a wide range of GCSE outcomes.
4
0.00
2.00
4.00
6.00
8.00
Old
Ave
rage
Poi
nts
7.5 10.0 12.5 15.0 17.5 20.0 22.5
K1 APS
So how did the students perform ?
To analyse the results more closely, the students were grouped according to their KS1 APS band.
KS1 APS band % of students Number of studentsup to 12 16.5 128912 to 14 14.7 118014 to 16 29.6 239416 to 18 17.8 143918+ 21.4 1733
Three ‘standard’ measures of performance at GCSE are the percentage achieving 5 or more A*-C grades, the percentage achieving 5 or more A*-G grades and the Average grade. A clear pattern is displayed for each of these three measures by KS1 APS band.
5
There is a similar pattern when looking at the separate performance of males and females.
The messages from these graphs appear to be straightforward;
The achievement at GCSE (as measured by these three GCSE measures) of the low KS1 APS bands were below those of the other KS1 APS bands
The achievement at GCSE improved as you move up through the KS1 APS bands.
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Composition of the KS1 bands
Using the date of birth of each student, the term of birth was calculated (Autumn = Sept-Dec, Spring = Jan-April, Summer = May-Aug). Approximately 33% of the students were born in each term with an even balance between male and female. However as shown in the following table, the composition of each KS1 APS band is very different. There are higher proportions of Summer-born students in the lower KS1 bands (e.g. 47% of the lowest KS1 APS band were born in the Summer and a further 34% born in the Spring).
KS1 APS bandterm of birth Total
Aut Spr SumUp to 12 18.7% 34.2% 47.1% 128912 to 14 25.9% 35.7% 38.4% 118014 to 16 29.8% 34.1% 36.1% 239416 to 18 35.0% 33.0% 32.0% 143918 and above 47.9% 32.3% 19.8% 1733Total 32.3% 33.8% 33.9% 8035
Gender doesn’t appear to be a factor as the following table shows similar distributions for male and female term of birth across each term within each KS1 band.
sex KS1 APS band
term of birth Total Aut Spr Sum
F
Up to 12 19.0% 33.8% 47.2% 52712 to 14 24.7% 35.2% 40.1% 53414 to 16 26.9% 35.6% 37.5% 118416 to 18 32.6% 35.9% 31.5% 76618 and above 47.1% 31.8% 21.1% 959Total 31.5% 34.5% 34.0% 3970
M
Up to 12 18.5% 34.5% 47.0% 76212 to 14 26.9% 36.1% 37.0% 64614 to 16 32.6% 32.6% 34.7% 121016 to 18 37.7% 29.7% 32.5% 67318 and above 48.8% 32.9% 18.2% 774Total 33.0% 33.1% 33.9% 4065
Movement of students between bands
This section examines the proportion of students who were in each of the KS1 APS quartiles and the GCSE average points quartiles (Q1 is the lowest quartile in each case). The table shows that there is movement between all quartile groups. However over the nine years between KS1 and GCSE, as highlighted, 56.1% of the lowest KS1 APS quartile were still in the lowest GCSE quartile and 56.8% of the highest KS1 APS quartile were in the highest GCSE quartile. There is also little movement between top and bottom quartiles. Only 2.8% of the lowest KS1 quartile were in the highest GCSE quartile and 4.2% of the highest KS1 quartile were in the lowest GCSE quartile.
GCSE average pointsQuartile Q1 Q2 Q3 Q4 NumberKS1 Q1 56.1% 28.3% 12.7% 2.8% 2024KS1 Q2 23.8% 34.1% 27.6% 14.5% 2642KS1 Q3 10.8% 22.0% 33.6% 33.5% 1431KS1 Q4 4.2% 11.5% 27.5% 56.8% 1938
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Examination of the performance of each group of students by their KS1 APS band
The annex contains a series of charts and tables that provide a detailed summary of the performance at KS2, KS3 and GCSE of the students within each KS1 APS band. Note that not all students have a complete set of matched records in the tables.
The following table shows the median figures for KS2, KS3 and GCSE (points and grade) for each KS1 APS band.
KS1 APS band
K1 APS
K2 APS
K3 APS
K4 English Points
K4 Maths Points
K4 Science Points
K4 MFL Points
No of A* to
ANo of
A* to CNo of
A* to Gup to 12 10.0 21.0 27.0 3.0 (E) 2.0 (F) 3.0 (E) 2.0 (F) .0 .0 8.012-14 13.0 25.0 31.0 4.0 (D) 3.0 (E) 4.0 (D) 3.0 (E) .0 2.0 9.514-16 15.0 27.0 35.0 5.0 (C) 4.0 (D) 5.0 (C) 4.0 (D) .0 5.0 9.516-18 16.5 29.0 37.0 6.0 (B) 5.0 (C) 5.0 (C) 5.0 (C) 1.0 8.5 10.0 18+ 19.0 31.0 41.0 6.0 (B) 6.0 (B) 6.0 (B) 6.0 (B) 2.0 9.5 10.5
The pattern is clear in that the performance (progress and achievement) of the lowest KS1 APS band is less than that of the other KS1 APS bands and performance improves as you move up through the KS1 APS bands.
It is interesting to note that there is a similar pattern when looking at the percentage of students who were absent for every subject at both KS2 and KS3. More children from the lowest KS1 band (up to 12) were absent for their KS2 or KS3 tests. This figure decreases across the bands to the highest (18+).
% absent for KS2 and KS3 tests within each KS1 APS bandKS2 KS3
KS1 APS band English Maths Science English Maths ScienceUp to 12 2.7 5.0 5.7 6.0 5.4 4.312 – 14 2.3 3.3 4.3 4.4 4.2 2.314 – 16 1.6 2.0 2.5 2.8 2.6 0.816 – 18 1.0 1.0 1.4 2.0 2.8 1.318+ 1.1 1.0 1.8 1.4 1.7 1.0
Based on the median figures, the progress made between KS1, KS2 and KS3 also varies between the various KS1 APS bands
KS1 APS band K1 APS median
K1 to K2 progress
K2 APS median
K2 to K3 progress
K3 APS median
K1 to K3 progress
up to 12 10.00 11.0 21.00 6.0 27.00 17.012-14 13.00 12.0 25.00 6.0 31.00 18.014-16 15.00 12.0 27.00 8.0 35.00 20.016-18 16.50 12.5 29.00 8.0 37.00 20.5 18+ 19.00 12.0 31.00 10.0 41.00 22.0
Examination of performance by number of schools
Using the school where each test was taken enables an analysis of performance by the number of schools to be undertaken. There are no all age schools in the LEA, but there are a variety of school age ranges including two-tier (Primary to Secondary with transfer at age 11)
8
and three- tier (First to Middle to High with transfers at ages 9 and 13). The options for the number of schools are as follows
number of schools
% of students
Notes
1 0.0 Not an option as this would only be possible in an all age school or in certain circumstances in Special Schools. Students in Special schools were excluded from this study.
2 25.5 Probably Primary followed by Secondary3 70.9 Probably First followed by Middle then High4 3.6 Students who took KS1, KS2, KS3 and GCSE in different schools
The following table shows the mean points at KS1, 2 and 3. As can be seen the means for the ‘2 school’ and ‘3 school’ groups are similar with the ‘3 school’ group being slightly lower. Noting the much smaller number of students in the ‘4 school’ group, the figures for this group are lower still. These figures suggest that the number of schools attended is an important factor, but analysis of performance may relate to factors outside this study.
Number of schools K1 APS K2 APS K3 APS2
Mean 15.06 26.84 34.98N 2048 2031 2022
3
Mean 14.97 26.15 34.47N 5694 5626 5612
4
Mean 14.42 24.51 31.76N 293 285 276
There is a similar pattern in that the figures for the ‘3 school’ group are again slightly lower than the corresponding figures for the ‘2 school’ group when looking at GCSE performance.
Number of schools
K4 English Points
K4 Maths Points
K4 Science Points
Old Average Points
No of A* to A
No of A* to C
No of A* to G
2
Mean 4.97 4.60 4.73 4.6134 1.621 6.038 9.428N 2016 2021 2018 2048 2047 2047 2048
3
Mean 4.82 4.24 4.54 4.2932 1.367 5.602 9.426N 5585 5638 5539 5694 5694 5694 5694
4
Mean 4.12 3.46 3.77 3.2110 .446 3.826 8.782N 275 281 258 293 287 290 293
The figures for the ‘4 school’ group are much lower than the other groups. However this is for a much smaller number of students. The mean GCSE grade;
for the ‘4 school’ group is just better than an E (3.21), for the ‘3 school’ group it is just better than a D (4.29) and for the ‘2 school’ group it is over a D (4.61).
Again looking the ‘4 school’ figures, there is almost a whole GCSE grade difference in English (4.1) against 4.8 / 4.9 for the ‘3 school’ and ‘2 school’ groups. and in Science (3.8 against 4.5 / 4.7). There is more than a whole GCSE grade in Maths (3.5 against 4.2 / 4.6) and over a grade lower in Average points (3.2 against 4.3 / 4.6).
Changing school is a factor in assessing student performance, however this is something that is outside the scope of this study and probably outside the control of the school.
9
Summary and issues
The main findings from this study are;
There is a relationship between prior achievement and attainment even over a nine year period.
The relationship between KS1 and GCSE is lower than the relationship between KS2 and GCSE and that is lower than the relationship between KS3 and GCSE.
The children who perform less well at KS1, are largely the same children who perform less well at GCSE (nine years later).
‘Perform less well’ means both measures of achievement and progress.
The group children who perform less well have the following characteristics; There is a higher proportion of summer-born boys A higher proportion were absent from Key Stage Two and Three tests They are likely to have changed school several times
The findings in this paper confirm findings reported elsewhere.
Many studies have found relationships between tests taken at various stages throughout a child’s education. For example, DfES Research report 665 ‘Investigating data use to identify learning needs’ (DfES (2005) RR665) found that
“the underlying data relationships appeared quite complex ….. interpreting meaning for teaching and learning, need due caution”.
It is good to see the health warning about the need for caution with interpretation.
“For most pupils, assessments undertaken at different times will be broadly ‘in-line’ with one assessment ‘confirming the other.”
The DfES study ‘The characteristics of low attaining pupils’ (DfES (2005) SFR 02/05) contains a discussion on the characteristics of pupils defined as ‘low attaining’. There is no generally accepted definition, but the DfES study focussed on the bottom quartile in terms of APS at each Key Stage. In their study DfES found that;
“69% of KS1 low attainers in 2000 were still low attainers at KS2 in 2004”
“74% of the KS2 low attainers remained low attainers three years later”
The evidence provided in this paper makes a contribution to a number of educational debates. As with many debates, one important issue is not just the statistics and findings themselves, but how those statistics and findings are to be used. Here I pose a number of questions to add to the debate.
1) If the ‘low attainers’ remain as ‘low attainers’ is there a danger of children being labelled as such ?
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2) If the ‘low attainers’ remain as ‘low attainers’ are their ‘life chances’ defined at an early age ?
3) What is the purpose of assessment ?
Assessment for learning, for reporting, for performance management, for accountability ?
4) This paper has looked at Key Stage tests and GCSE as measures of education. Are these appropriate measures ?
Bryant (Creative use of data: measuring what we value. National Primary Trust 2003) identified a number of alternative / additional measures;
Children who can swim 25m Children playing a musical instrument Children performing in front of an audience Number of theatre visits Children feeling happy Children feeling confident
As Bryant suggests “It is easier to count the bottles than measure the quality of the wine”
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ANNEX Examination of the performance of each group of students by their KS1 APS band
KS1 APS band up to 12
KS1 APS band (up to 12)
K2 APS
K3 APS
K4 English Points
K4 Maths Points
K4 Science Points
K4 MFL Points
No of A* to A
No of A* to C
No of A* to G
N Valid 1263 1250 1199 1239 1175 707 1289 1289 1289 Missing 26 39 90 50 114 582 0 0 0P’tiles 25 19.00 23.00 2.00 2.00 2.00 1.00 .000 .000 6.000 50 21.00 27.00 3.00 2.00 3.00 2.00 .000 .000 8.000 75 23.00 31.00 4.00 3.00 4.00 3.00 .000 2.000 9.500
2 3 4 5 A B D N
K2 E Level
0
10
20
30
40
50
Perc
ent
K2 E Level
2 3 4 5 A B D N
K2 M Level
0
10
20
30
40
50
60
Perc
ent
K2 M Level
12
2 3 4 5 A B D N
K2 S Level
0
10
20
30
40
50
Perc
ent
K2 S Level
13
2 3 4 5 6 7 8 A L N V Z
K3 M Level
0
10
20
30
40
Perc
ent
K3 M Level
2 3 4 5 6 7 A N V Z
K3 S Level
0
10
20
30
40
Perc
ent
K3 S Level
14
0 1 2 3 4 5 6 7
K4 English Points
0
5
10
15
20
25
30
Perc
ent
K4 English Points
0 1 2 3 4 5 6 7
K4 Maths Points
0
5
10
15
20
25
30
Perc
ent
K4 Maths Points
0 1 2 3 4 5 6 7
K4 Science Points
0
5
10
15
20
25
30
Perc
ent
K4 Science Points
15
KS1 APS band 12 to 14
KS1 APS band (12 to 14)
K2 APS
K3 APS
K4 English Points
K4 Maths Points
K4 Science Points
K4 MFL Points
No of A* to A
No of A* to C
No of A* to G
N Valid 1160 1155 1153 1167 1137 912 1177 1177 1180 Missing 20 25 27 13 43 268 3 3 0P’tiles 25 23.00 27.00 3.00 3.00 3.00 2.00 .000 .000 8.000 50 25.00 31.00 4.00 3.00 4.00 3.00 .000 2.000 9.500 75 27.00 35.00 5.00 5.00 5.00 4.00 .000 6.500 10.000
2 3 4 5 A B N
K2 E Level
0
10
20
30
40
50
60
Perc
ent
K2 E Level
2 3 4 5 A B N
K2 M Level
0
10
20
30
40
50
Perc
ent
K2 M Level
16
2 3 4 5 A B N
K2 S Level
0
10
20
30
40
50
60
Perc
ent
K2 S Level
3 4 5 6 7 A B N Z
K3 E Level
0
10
20
30
40
Perc
ent
K3 E Level
17
2 3 4 5 6 7 8 A N V Z
K3 M Level
0
10
20
30
Perc
ent
K3 M Level
2 3 4 5 6 7 8 A N Z
K3 S Level
0
10
20
30
40
50
Perc
ent
K3 S Level
18
0 1 2 3 4 5 6 7 8
K4 English Points
0
10
20
30
Perc
ent
K4 English Points
0 1 2 3 4 5 6 7 8
K4 Maths Points
0
5
10
15
20
25
30
Perc
ent
K4 Maths Points
0 1 2 3 4 5 6 7 8
K4 Science Points
0
5
10
15
20
25
30
Perc
ent
K4 Science Points
19
KS1 APS band 14 to 16
KS1 APS band (14 to 16)
K2 APS
K3 APS
K4 English Points
K4 Maths Points
K4 Science Points
K4 MFL Points
No of A* to A
No of A* to C
No of A* to G
N Valid 2367 2366 2369 2371 2357 2016 2390 2393 2394 Missing 27 28 25 23 37 378 4 1 0P’tiles 25 25.00 31.00 4.00 3.00 4.00 3.00 .000 1.500 9.000 50 27.00 35.00 5.00 4.00 5.00 4.00 .000 5.000 9.500 75 27.00 37.00 6.00 5.00 5.00 5.00 1.000 9.000 10.500
2 3 4 5 A B N
K2 E Level
0
10
20
30
40
50
60
70
Perc
ent
K2 E Level
2 3 4 5 A B N
K2 M Level
0
10
20
30
40
50
60
Perc
ent
K2 M Level
20
2 3 4 5 A B N
K2 S Level
0
10
20
30
40
50
60
70
Perc
ent
K2 S Level
3 4 5 6 7 8 A B L N
K3 E Level
0
10
20
30
40
50
Perc
ent
K3 E Level
21
0 2 3 4 5 6 7 8 A L N
K3 M Level
0
10
20
30
40
Perc
ent
K3 M Level
2 3 4 5 6 7 8 A E N
K3 S Level
0
10
20
30
40
50
Perc
ent
K3 S Level
22
0 1 2 3 4 5 6 7 8
K4 English Points
0
10
20
30
40
Perc
ent
K4 English Points
0 1 2 3 4 5 6 7 8
K4 Maths Points
0
5
10
15
20
25
30
Perc
ent
K4 Maths Points
0 1 2 3 4 5 6 7 8
K4 Science Points
0
10
20
30
40
Perc
ent
K4 Science Points
23
KS1 APS band 16 to 18
KS1 APS band (16 to 18)
K2 APS
K3 APS
K4 English Points
K4 Maths Points
K4 Science Points
K4 MFL Points
No of A* to A
No of A* to C
No of A* to G
N Valid 1431 1421 1431 1435 1427 1304 1439 1439 1439 Missing 8 18 8 4 12 135 0 0 0P’tiles 25 27.00 35.00 5.00 4.00 4.00 4.00 .000 5.000 9.500 50 29.00 37.00 6.00 5.00 5.00 5.00 1.000 8.500 10.000 75 29.00 41.00 6.00 6.00 6.00 6.00 3.000 10.000 10.750
2 3 4 5 A
K2 E Level
0
10
20
30
40
50
60
Perc
ent
K2 E Level
2 3 4 5 A N
K2 M Level
0
10
20
30
40
50
60
70
Perc
ent
K2 M Level
24
3 4 5 6 A
K2 S Level
0
10
20
30
40
50
60
70
Perc
ent
K2 S Level
3 4 5 6 7 8 A M N X
K3 E Level
0
10
20
30
40
Perc
ent
K3 E Level
25
3 4 5 6 7 8 A N V
K3 M Level
0
10
20
30
40
Perc
ent
K3 M Level
3 4 5 6 7 8 A D M N
K3 S Level
0
10
20
30
40
50
Perc
ent
K3 S Level
26
0 1 2 3 4 5 6 7 8
K4 English Points
0
10
20
30
40
Perc
ent
K4 English Points
0 1 2 3 4 5 6 7 8
K4 Maths Points
0
10
20
30
Perc
ent
K4 Maths Points
0 1 2 3 4 5 6 7 8
K4 Science Points
0
10
20
30
40
Perc
ent
K4 Science Points
27
KS1 APS band 18+
KS1 APS band (18+)
K2 APS
K3 APS
K4 English Points
K4 Maths Points
K4 Science Points
K4 MFL Points
No of A* to A
No of A* to C
No of A* to G
N Valid 1721 1718 1724 1728 1719 1624 1733 1733 1733 Missing 12 15 9 5 14 109 0 0 0P’tiles 25 27.00 37.00 5.00 5.00 5.00 5.00 .000 8.000 9.500 50 31.00 41.00 6.00 6.00 6.00 6.00 2.000 9.500 10.500 75 33.00 43.00 7.00 7.00 7.00 6.00 6.000 10.500 11.000
3 4 5 A
K2 E Level
0
10
20
30
40
50
60
70
Perc
ent
K2 E Level
3 4 5 6 A
K2 M Level
0
10
20
30
40
50
Perc
ent
K2 M Level
28
3 4 5 6 A
K2 S Level
0
10
20
30
40
50
Perc
ent
K2 S Level
0 3 4 5 6 7 8 A L
K3 E Level
0
10
20
30
40
50
Perc
ent
K3 E Level
29
3 4 5 6 7 8 A E L M N
K3 M Level
0
10
20
30
40
50
Perc
ent
K3 M Level
3 4 5 6 7 8 9 A E N
K3 S Level
0
10
20
30
40
50
Perc
ent
K3 S Level
30
0 1 2 3 4 5 6 7 8
K4 English Points
0
10
20
30
40
Perc
ent
K4 English Points
0 1 2 3 4 5 6 7 8
K4 Maths Points
0
10
20
30
Perc
ent
K4 Maths Points
0 1 2 3 4 5 6 7 8
K4 Science Points
0
5
10
15
20
25
30
Perc
ent
K4 Science Points
31
