Guidance

School inspection data summary report (IDSR) guide

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.

From:
Ofsted
Published
8 October 2019
Last updated
187 OctoberJune 2023 — See all updates

Applies to England

Overview of the Ofsted IDSR

This guide is for primary and secondary schools,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 informidentify inspection conversations.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.

ForPerformance phonics,data keyfor stage2022 1should not be directly compared with 2019 and keyearlier. stageComparisons 2should data,not thebe standardsmade between schools. This is because schools may have been keptaffected consistentdifferently betweenby 2022COVID-19. Historical performance data from 2019 and 2023earlier data;indicates therefore,the itschool iscontext possiblebefore the pandemic. For 2022, the IDSR quintiles have been removed.

Responding to comparefeedback, datawe acrosshave thesenow years.introduced However,a button at the top of the IDSR willthat notallows directlyusers compareto dataremove acrossgrey years.sentence Forcontent keyfrom stagethe 4report. andThese 16grey sentences show that the area has been reviewed, but there is nothing significant to 18,highlight.

The duebox to ahide differentgrey gradingtext approachis inlocated 2022,at itthe isvery nottop possibleof the report with the following text: ‘Select to makeshow directonly comparisonssentences betweenfor 2022areas andwhich 2023.are Assignificant withor primaryexceptional’. data,Underneath thethis IDSRtext doesis nota makeuser directdefined comparisonsbox acrossthat years.you Instead,can theselect IDSRor containsdeselect.

Once arrows thatthe indicatebox whetheris ticked, the schoolreport valuewill comparedonly withdisplay thethose nationalsentences valuewhere eachsomething yearsignificant has changed.been Therehighlighted, arefor furtherexample, detailsprogress aboutwas howsignificantly below national and in bottom 20%. You can deselect the arrowsbox areto calculatedbring laterthe ingrey thissentences document.back.

Anonymised IDSRs

These anonymised IDSRs are examples for a primary school and a secondary school with a sixth form:school:

IDSR reports are dynamically generated based on varying school data and can differ from school to school.

Access your school’s Ofsted IDSR

As a web page throughvia our new website

You can access it directly through our new Ofsted IDSR service or from the Department for Education (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,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. You do not need an 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’.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-dateup to date software. Older versions may not support this functionality.)

Ofsted IDSR 20232022

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

ODS, 164 KB

This file is in an OpenDocument format

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 then this is the highest rank. If the score is in percentile 100 then this is the lowest rank. These ranks are then 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.

Master list of IDSR sentences - 2023

ODS, 22 KB

This file is in an OpenDocument format

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 IDSR.

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:

  • SchoolAreas characteristicsof interest

  • Subject attainment and progress at key stage 4 and 5 – based on 2023,2022, 20222019, 2018 and 20212017 data

  • EthnicityProgress at key stage 4 – based on 20232022, 2019, 2018 and 2017 data

  • PriorAttainment attainmentat key stage 4 – based on 20232022, prior2019, 2018 and 2017 data

  • SENDEnglish characteristics& mathematics resits – based on 20232019 data

  • StaffingReading attainment and progress at key stage 2 – based on 2022, 20212019, 2018 and 20202017 data

  • LinksWriting toattainment alternativeand provisionprogress andat otherkey providersstage 2 – based on 20232022, 2019, 2018 and 2017 data

  • AbsenceMathematics attainment and progress at key stage 2 – based on 2021/222022, 2019, 2018 and 2017 data

  • SuspensionsOther andattainment permanentmeasures exclusionsat key stage 2 – based on 2021/22,2022, 2020/212019, 2018 and 2019/202017 data

  • Pupil movement – based on movement between Jan 20212020 and Jan 20222021 census, Jan 2019 and Jan 2020 census and Jan 20212018 and Jan 2019 census

  • ProgressAbsence and– attainmentbased aton key2021/22, stagessummer 12021, autumn 2020 and 2earlier –data based(up onto 2023key datastage 4)

  • SubjectSuspensions entriesand atpermanent keyexclusions stage 4 – based on 20222020/21, 2019/20 and 20212018/19 data (all key stages)

  • ProgressKey andstage attainment5 atqualification keytypes stageand 4retention – based on 20222022, 2019 and 2018 data

  • Destinations at key stage 4 – based on 2019/20, 2018/19 and 2017/18 data

  • 16Pupil togroups 18 qualification types and retention – based on 2022 (all key stages) and 20192021/22 (absence) data

  • SubjectSchool entriesand atlocal 16context to 18 – based on 20222022, 2021, 2020 and 20212019 data

  • AttainmentYear atgroup 16context to 18 – based on 2022 data

  • DestinationsProgress 16and toattainment 18charts – based on 2019/20,2022, 2018/192019, 2018 and 2017/182017 data

  • PupilSubject groupsentries dataat key stage 4 and 5 – based on 20232022, (primary),2021 2022 (secondary) and 2021/222019 (absence)data

The sixth-form sections of the IDSR includes 2022 provisional DfE school and college attainment data. The destinations measures show revised data for destinations of students in the academic year 2020 to 2021, which was released by the DfE in October 2022. Value added data was not available for 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 weit was decided not 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 20232022 Phonics, Provisional 20232022 KS1, Provisional-Provisional 20232022 KS2, Revised 20232019 KS4, Revised 20232019 16 to 18KS5

Release date: 20 October 20232022

Trust

Areas information

of interest

ThisThe expandableareas sectionof providesinterest informationin about the trustIDSR are sentences providing inspectors with interpretation of a school’s historical data. Due to whichCOVID-19 and the schoolimpact belongs.it Onlyhas schoolshad thaton areschools, partthe ofway awe multi-academypresent trustthe (MAT)latest willperformance getdata this(2022) sectionhas ofchanged. theThe report.

It2022 data will havebe informationpresented aboutin theisolation numberand ofshould not be directly compared to previous years. This is because schools inmay thehave trustbeen affected differently by COVID-19.

Historical performance data from 2019 and earlier indicates the latestschool overallcontext effectivenessbefore gradesthe ofpandemic. For 2022, the IDSR will only highlight if schools withinwere in the trusts.highest or lowest 20% of all schools.

TheFor gradethe profilehistorical ofperformance schoolsdata within a MATsentence willmay displaybe thetriggered judgementsby ahigh schoolor haslow receivedperformance, undereither itsacross current3 URN.years, Itthe willlast display2 years or in the latest inspectionyear. outcome,Similarly, whichwe couldgenerate besentences eitherfor gradedabsences orand ungraded.exclusions Ifwhen adata schoolis receivedparticularly ahigh gradeor beforelow. joiningSome sentences describe the MAT,data, thensuch as those relating to the schoolreasons willfor bepermanent countedexclusions.

Please note: areas of interest sentences are shown in grey and italicised (not triggered) when there is not something significant to note, the ‘notcriteria yethave inspected’not sectionbeen untilmet itfor a minimum of the latest year, or data relates to a small cohort. For progress and attainment, this is inspectedconfirmed ason partthe ‘Progress and attainment trend’ section of the MATIDSR.

School andThe localschool’s context

Schooldata characteristics

Theis charteither showsin school-levelthe information,highest based20% onand significantly above national or the annuallowest January20% schooland census,significantly forbelow 2021,national 2022(for andat 2023.least Ifthe alatest schoolyear) hasto trigger a sixthsentence form,which ais separatenot rowgrey. willThese appeargrey sentences are included to show inspectors that showsthe data has been analysed, but is not an area of interest. At the contexttop of the report you can select to show only sentences for Yearsareas 12,which 13are andsignificant 14,or whereexceptional.

Example applicable.sentence

TheFor chartthe containswhole theschool, followingthere measures:is nothing significant or exceptional to highlight for total suspensions compared to either all schools or schools with a similar level of deprivation in 2020/21, therefore no conclusions can be drawn from this data.

  • As mentioned, sentences are not produced when the numbercohorts are very small, namely cohorts of pupils10 onor rollfewer. Sentences about permanent exclusions will appear for every school, regardless of cohort size.

  • theSchools percentageare ofranked pupilsagainst inother receiptstate offunded freeschools (excluding special schools) with a valid school mealslevel (FSM)value. atFor thesome timemeasures, ofranking thehas Januarynot census;been thesepossible pupilsbecause there are thosenot whoenough are/havedistinct beenvalues eligibleacross forall FSMschools andto haveproduce claimedadequate themranks (1–100). For example, this may happen when looking at low prior attainment because there may be fewer values to rank for some timemeasures.

    Subjects

    Subject inentries theat lastkey 6stage years4 (Reception– 2022

    These subject sentences relate to Yearthe 11);entry FSMinto subjects in 2022. There may be some differences between 2022 entries and earlier years. For example, in 2022 early entries are not included in attainment data isbut are included in entries. In 2021, early entries were not collectedincluded forin sixththe formsentries data either.

  • English Baccalaureate entry

    theThe percentageEnglish Baccalaureate (EBacc) is a set of pupilssubjects withat SENDGCSE whothat dokeeps notyoung people’s options open for further study and future careers. The EBacc requires pupils to have anstudied education,English healthlanguage and careliterature, (EHC)mathematics, planscience, (SENDgeography or history, and a language. The DfE support)has published further guidance about the EBacc.

  • theThe percentageEBacc ofentry pupilsdata withis SENDcalculated using early entry and discounting rules. This means that pupils who entered EBacc subjects in 2021 will have athose statemententries ofcounted SENDtowards ortheir EHCEBacc planentry rate in 2022. However, the subject entries data only includes subjects entered in 2021.

  • A sentence is shown for every school where there were at least 11 pupils. This describes the percentageEBacc ofentry pupilsrate whosefor firstthe languageschool isin not2022. EnglishAnother orsentence shows the subject cluster with the lowest rate of EBacc entry (if the entry rate is believedbelow to75%). This could be othereither thanEnglish, Englishmathematics, science, humanities or languages.

  • Example sentence

    The subjects of the stabilityEBacc percentageform a strong academic foundation for the key stage 4 curriculum. The EBacc entry rate in this school

  • in 2022 was 41%. The subject that appears to be the schoolgreatest deprivationbarrier level

  • to more pupils studying the pupilEBacc deprivationis levellanguages (47%).

EBacc subject level average point scores

ForSentences eachdescribe measure,the performance of the school figuresin willrelation showto other schools for each year.of Thethe quintileEBacc boxessubjects. compareSubjects are based on the latestsubject yearfamilies toin ‘Table 1’ above. A sentence will appear if the nationalaverage distributionpoint score for allpupils schools.in Texta andparticular shadingsubject areis displayedin dependingthe onhighest whator quintilelowest the20% school’sof valueall residesschools in:

  • welland aboveonly averageif (blueentry shading)

  • levels were at or above average

  • closenational toentries. Subjects are listed when there are multiples. The average point score is shown in brackets.

  • belowExample averagesentence

  • wellFor belowthe following EBacc subject(s), the average (orangepoint shading)score was in the highest 20% and the proportion of entries was at or above the national average: double science (4.9).

Non-EBacc subject level average point scores

SpecialSentences schoolsdescribe arethe comparedperformance withof secondarythe school nationalcompared values.

Stabilityto isother aschools measurefor each of the percentagesubjects outside of studentsthe whoEBacc. wereSubjects admittedare tobased on the schoolsubject atfamilies in ‘Table 1’ above. A sentence will appear if the standardaverage timepoint score for pupils in a particular subject is in the highest or lowest 20% of admission.all schools and only if entry levels were at or above national entries. Subjects are listed when there are multiples. The stabilityaverage percentagepoint score is calculatedshown byin dividingbrackets.

Example sentence

For the numberfollowing subject(s) outside of pupilsthe whoEBacc, meetthe average point score was in the stabilitylowest criteria20% byand the numberproportion of allentries eligiblewas pupilsat (pupilsor inabove Yearsthe 1national 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 11the progress of other pupils nationally with asimilar singlestarting points. EBacc value added measures are calculated for science, languages and humanities. This sentence will show whether there is high or mainlow dualperformance registrationin atvalue added in the schoollatest atyear. High or low performance is measured using statistical significance tests and percentile rank.

Example sentence

Science value added (0.7) was significantly above national and in the timehighest 20% in 2022.

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 Januarylatest schoolyear. census).High or low performance is measured using statistical significance tests and percentile rank.

Example sentence

The stabilitypercentage measureachieving grade 4+ in science (82%) was significantly above national and in the highest 20% in 2022.

Subject progress at key stage 5 – 2022

There is notno value added data available for schoolall sixthschools forms.in 2022, therefore no measure can be presented in the IDSR.

Subject progress at key stage 5 – 2019 to 2017 (not directly comparable to 2022)

AThere pupilcan isbe countedmultiple assentences stableif your provider fits the criteria of each sentence.

Each sentence outlined below will only appear if they either:have been triggered for your provider.

  • joinedA thesentence schoolwill inbe flagged when there is consistently significantly high or beforelow Septemberprogress in Yearthe 1

  • joinedsame subject for the schoollast in2 years, or beforewhen there is significantly low progress in the monthlatest byyear whichbased aton leaststatistical 5%significance and percentile rank.

    Example sentence

    The value added score for qualifications of A level size and above was significantly above the yearnational groupaverage hadin alsoboth joined2018 and 2019 for the schoolfollowing subjects: mathematics.

joinedThe DfE supplies the schoolsource indata afor month/nationalthis curriculumsection.

Progress

Progress yearat combinationkey instage which4 at– least2022

There 40%can ofbe themultiple yearsentences groupunder joinedeach theheading if your school (thefits 40%the mustcriteria equateof toeach atsentence. leastThe 10IDSR pupilssentences may not align with how Progress 8 data is presented in primarythe schoolsDfE’s orFind 20School pupilsand College Performance website. For instance, in secondarythe schools)

  • joinedIDSR, the schoolnational inProgress a8 month/nationalscore curriculumdoes yearnot combinationinclude inspecial whichschools and is set at leastzero, 10%whereas ofthe DfE presents the yearnational groupincluding joinedspecial schools, which is -0.03. The DfE has published guidance about the schoolProgress (the8 10%data mustand equateconfidence tointervals.

    Low ator leasthigh 10performance

    This pupilssentence will show when there is high or low performance in primaryProgress schools8 and its elements: English, mathematics, EBacc and open. High or 20low performance is measured using statistical significance tests and percentile rank. Sentences will be triggered if the progress score for all pupils is in secondarythe schools)highest or lowest quintile and the samescore month/nationalis curriculumsignificantly yeardifferent combinationto metthe thesenational criteriascore. inThis atis leastbased oneon otherthe yeardistribution groupof withinscores for all pupils when the schoolcohort was greater than 10.

    • The schoolprogress deprivationscore levelfor the latest year is aboutin thebrackets.

    Example levelsentence

    Overall, ofProgress deprivation8 (0.8) was significantly above national and in the localhighest area20% in which2022.

    Progress theat key stage 4 – 2019 to 2017 (not directly comparable to 2022)

    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 situated.high Theor pupillow deprivationperformance levelin showsProgress aggregated8 informationand aboutits 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 deprivationprogress ofscore for all pupils whois attendin the school.highest Eachor deprivationlowest indicatorquintile and the score is basedsignificantly ondifferent to the incomenational deprivationscore. affectingThe childrensentence indexwill (IDACI).also Theidentify IDACIa trend of high or low performance by checking the latest 3 years, 2 years, or the latest year. This is based on 2019the Englishdistribution Indicesof scores for all pupils when the cohort was greater than 10 for each of Deprivation.the years.

    The IDACIprogress measuresscore for the proportionlatest ofyear allis childrenin agedbrackets.

    Example 0sentence

    Overall toProgress 158 living(0.8) was significantly above national and in income-deprivedthe families.highest It20% isin a2019 subsetas ofwell theas incomein deprivation2018 domain,and which2017.

    Service measureschildren’s education provider IDSRs do not incorporate 2017 data, so sentences are based on the proportionlatest of2 years, or the populationlatest inyear.

    Key anstage area4: experiencingProgress deprivation8 relatingtrend toanalysis

    A lowsentence income.shows Thewhen definitionthere ofhas ‘lowbeen income’a wefall useor includesincrease bothin thoseProgress people8 whoscore. areThis outsentence ofwill workflag andwhen thosethere whowas area indrop workor butincrease whobetween have2017 lowand earnings2018, or 2018 and who2019. satisfyThis will align with arrows shown on the respectiveprogress meanstrend tests.charts.

    InformationProgress aboutis a school’srelative localmeasure, areaand isthe basednational average will always be very close to 0. Progress scores are not directly comparable year on year as they do not compare the 2011cohorts lowerwith layereach superother. outputFor areaexample, (LSOA)if all the pupils in which2019 itgenerally resides.made LSOAsmore areprogress than those in 2018, a geographiccomparison hierarchyof designedprogress toscores improvewould not show this improvement.

    To allow for direct comparisons, every progress score is standardised using the reportingformula ofshown smallin areathe statistics‘Understanding the data in Englandthe andIDSR’ Wales.section. TheyA comprisesentence betweenwill 400appear if the standardised score has changed by more than 0.5 (half a grade) and 1,200the householdsquintile position has changed by more than 1 quintile. This is referred to as markedly higher or lower in the legend of the progress and haveattainment atrend usuallychart. residentNote populationthat this is not based on statistical significance testing.

    Example sentence

    English Progress 8 has improved between 1,0002018 and 3,000 persons.2019.

    YouService canchildren’s readeducation furtherprovider informationIDSRs aboutdo not incorporate 2017 data, so sentences based on only the datalatest used2 foryears, or the locallatest areayear deprivation.are shown.

    Progress at key stage 5 – 2022

    SentencesDue belowto the tableCOVID-19 willpandemic highlightit wherehas anot yearbeen grouppossible isto markedlycalculate differentprogress frommeasures thefor otherskey forstage 5 in 2022.

    Progress at key stage 5 – 2019 to 2017 (not directly comparable to 2022)

    There can be multiple sentences if your provider fits the followingcriteria measures:of each sentence.

    • numberEach onsentence rolloutlined below will only appear if they have ‘triggered’ for your provider.

    • theA percentagesentence ofwill pupilsflag when there is consistently significant high or low progress in receiptA oflevel, FSMAS atlevel theor timeapplied ofgeneral qualifications for the Januarylast census;2 theseyears, pupilsor arewhen thosethere whois aresignificantly higher or havelower beenprogress eligiblein forthe FSMlatest year based on statistical significance and havepercentile claimedrank.

      Example themsentence

      The somevalue timeadded score for AS level was significantly below national and in the lastlowest 620% yearsin (Receptionboth to2018 Yearand 11)2019.

    Example sentence

    In 2019 the percentagevalue ofadded pupilsscore whowas speaksignificantly Englishbelow asnational anand additionalin languagethe lowest 10% in A level and applied general.

    Attainment

    Attainment at key stage 4 – 2022

    InformationA 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 year only, based on percentile rank and significance. The score for each of the 2023measures Januaryflagged schoolwill census.appear in brackets.

    ForExample keysentence

    Overall stageAttainment 58 (where(37) applicable),was theresignificantly arebelow differentnational rulesand thatin the DfElowest uses20% in 2022.

    Attainment at key stage 4 – 2019 to allocate2017 students(not directly comparable to 2022)

    A sentence will flag when there is high or low attainment of overall Attainment 8 and each of the differentAttainment measures.8 elements: English, mathematics, EBacc and open. The yearsentence groupwill characteristicsappear arefor the latest 3 years, 2 years or the latest year, based on percentile rank. The score for each of the censusmeasures data,flagged sowill thereappear mayfor bethe studentslatest thatyear arein nobrackets.

    Example longersentence

    Overall Attainment 8 (37) was in the lowest 20% in 2019 as well as in 2018.

    Service children’s education provider IDSRs do not incorporate 2017 data, so sentences based on rollonly butthe stilllatest allocated2 toyears or the providerlatest foryear accountabilityare purposes.shown.

    EthnicityAttainment at key stage 5 – 2022

    EthnicityThis informationsection comesincludes fromsentences based on average point scores and the Januarypercentage 2023attaining schoolthe census.AAB Thethreshold.

    A chartsentence displayswill thoseflag ethnicfor groupsa withinparticular qualification type when the schoolprovider’s thatattainment representscore 5%is significantly above or morebelow ofnational and in the overallhighest cohort.or lowest 20% in 2022.

    ThereBest 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 17entered possiblefor ethnicless groups:than 3 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 3 A levels to be included.

    • WhiteThe BritishDfE supplies the source data for this section.

    • WhiteExample Irishsentences

    • WhiteThe Travelleraverage ofpoint Irishscore Heritageper entry in A level was significantly above national and in the highest 20% in 2022.

    WhiteExample Gypsy/Romasentences

  • WhiteThe Anypercentage otherof Whitestudents background

  • Mixedachieving Whiteat least AAB in 3 A levels (3%) was significantly below national and Blackin Caribbeanthe lowest 20% in 2022.

    • Attainment at key stage 5 – 2019 to 2017 (not directly comparable to 2022)

    MixedThis Whitesection includes sentences based on average point scores and Blackcompletion Africanand attainment scores.

  • MixedA Whitesentence will flag for a particular qualification type when the provider’s attainment score is in the highest or lowest 20% in both 2018 and Asian

  • Mixed2019. AnyA othersentence Mixedwill background

  • Asianalso flag for a particular qualification type if the attainment score is in the highest or Asianlowest British10% Indianin the current year.

  • AsianBest 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 Asiancritical Britishthinking). Pakistani

  • AsianIf students are entered for less than 3 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 Asianequal Britishto Bangladeshithe size of an A level. Where a student has only been at a school or college for one year, they need to have entered 3 A levels to be included.

  • AsianFor completion and attainment sentences will flag when there is consistently high or Asianlow Britishprogress Anyin othertech Asianlevel background(L3) qualifications or technical certificates (L2).

  • BlackThe orDfE Blacksupplies Britishthe Caribbeansource data for this section.

  • BlackExample orsentences

    The Blackaverage Britishpoint Africanscore per entry in A level was in the highest 20% in both 2018 and 2019.