Reading attainments for children aged 7 to 11 (key stage 2)

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Last updated 11 October 2017 - see all updates

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1. Main facts and figures

  • in 2015/16, there were 586,177 pupils in state-funded mainstream schools in England in key stage 2, of which ethnicity was known for 581,298 (99%)

  • 76% of pupils were White, 11% were Asian, 6% were Black, 5% were Mixed, 2% belonged to the Other ethnic group and 0.4% were Chinese

  • across all ethnic groups, 66% of pupils reached the expected standard for reading and 19% met the higher standard

  • Irish pupils were most likely to reach the expected standard, and Chinese pupils were most likely to reach the higher standard

  • Irish pupils and Chinese pupils shared the highest average scaled score, but Irish pupils made the most progress in reading between key stage 1 and key stage 2

  • Gypsy/Roma children were least likely to meet both the expected and higher standards, and had the lowest average scaled score

  • children from a Traveller of Irish Heritage background made the least progress in reading between key stage 1 and key stage 2

  • across all ethnic groups, girls were more likely to meet the expected and higher standards in reading, had a higher average scale score and made more progress between key stage 1 and key stage 2 than boys

Things you need to know

The Department for Education (DfE) has excluded, or ‘suppressed’, very small numbers (for example, values of 1 or 2, a percentage based on 1 or 2 pupils who achieved, or 0, 1 or 2 pupils who did not achieve a particular standard).

This is because, where the size of the ethnic group population is small enough that an individual’s identity could be revealed, information is suppressed to preserve confidentiality. This is consistent with DfE’s statistical policy statement on confidentiality (PDF opens in a new window or tab).

Pupil numbers for key stage 2 vary between measures of attainment for different subjects. This is because pupils who don't have a valid test result for a particular subject are excluded from the total. For more about valid test results, see Methodology.

What the data measures

This data measures the reading attainment of children in key stage 2 (years 3 to 6, when pupils are aged between 7 and 11).

The data covers the academic year 2015/16 (September 2015 to July 2016).

Key stage 2 test results range from 80 to 120 on a ‘scaled score’. (A ‘scaled score’ allows for variations in test difficulty year on year by standardising each pupil’s test results. This allows a clearer comparison between years.)

Standards in reading are divided into 2 categories:

  • expected standard
  • higher standard

To reach the expected standard, pupils must have achieved a scaled score of 100 or more in their key stage 2 reading tests.

To reach the higher standard, pupils must have achieved a scaled score of 110 or more in their key stage 2 reading tests.

The measure also looks at:

  • average scaled score
  • progress score

The average scaled score measures the average attainment of pupils in key stage 2 reading tests. This data compares the average scaled score for all children in England with the score for particular ethnic groups.

The progress score measures the progress that pupils make from the end of key stage 1 to the end of key stage 2, when they leave primary school.

The pupils’ results are compared to the actual achievements of other pupils nationally with similar key stage 1 attainment. This data measures the average progress score of all children in England with the score for particular ethnic groups.

A progress score of 0 (the national average) means pupils are making the expected amount of progress. A positive score (0.1 and above) means they are making more progress than expected, and a negative score (-0.1 and below) less progress than expected.

The data is published in the Department for Education’s statistical publication, National curriculum assessments: key stage 2, 2016 (revised).

The ethnic categories used in this data

This data uses categories from the Department of Education’s school census, which is broadly based on the 2001 national census, with three exceptions:

  • Travellers of Irish Heritage and Gypsy/Roma children have been separated into two categories
  • Sri Lankan has been added to the Asian/Asian British group but is not reported separately
  • Chinese pupils have been assigned a separate category

These changes were made after consultations with local authorities and lobby groups.

The categories in the school census are as follows:

White:

  • White British
  • White Irish
  • Traveller of Irish Heritage
  • Gypsy/Roma
  • Other White

Mixed/Multiple ethnic groups:

  • White and Black Caribbean
  • White and Black African
  • White and Asian
  • Other Mixed background

Asian/Asian British:

  • Indian
  • Pakistani
  • Bangladeshi
  • Sri Lankan
  • Other Asian background

Black/African/Caribbean/Black British:

  • Black African
  • Black Caribbean
  • Other Black background

Chinese

Other ethnic group

Information is provided for both detailed and broad ethnic groups categories where possible and when the data is available. The 6 broad categories used are as follows:

  • White
  • Mixed/Multiple ethnic groups
  • Asian/Asian British
  • Black/African/Caribbean/Black British
  • Other ethnic group
  • Chinese

However, local authority data is only provided for 5 broad ethnic groups. Information about the specific ethnic categories is excluded to preserve confidentiality and ensure individuals cannot be identified. Information about the Other ethnic group is not given because DfE does not publish data for this group at these levels.

The 5 broad categories are as follows:

  • White
  • Mixed/Multiple ethnic groups
  • Asian/Asian British
  • Black/African/Caribbean/Black British
  • Chinese

2. Reading attainments for children aged 7 to 11 by ethnicity

Percentage of pupils reaching the expected and higher standard in reading and average scaled score and progress score by ethnicity
Ethnicity Expected standard Higher standard Average scaled score Progress score
All 66 19 103 0.0
Asian 63 16 102 -0.1
Bangladeshi 64 14 102 0.3
Indian 71 22 104 0.1
Pakistani 56 11 100 -0.6
Asian other 67 20 103 0.4
Black 62 13 102 0.1
Black African 64 14 102 0.3
Black Caribbean 58 10 101 -0.5
Black other 60 12 101 0.1
Chinese 75 33 105 1.4
Mixed 69 21 103 0.4
Mixed White/Asian 74 27 104 0.8
Mixed White/Black African 67 18 103 0.5
Mixed White/Black Caribbean 63 15 102 -0.3
Mixed other 70 23 104 0.8
White 67 19 103 0.0
White British 68 20 103 -0.1
White Irish 77 31 105 2.1
White Irish Traveller 28 5 96 -1.8
White Gypsy/Roma 21 2 94 -1.5
White other 57 16 101 1.3
Other 58 13 101 0.5
Unknown 55 16 102 0.2

Download table data for ‘Reading attainments for children aged 7 to 11 by ethnicity’ (CSV) Source data for ‘Reading attainments for children aged 7 to 11 by ethnicity’ (CSV)

Summary of Reading attainments for children aged 7 to 11 (key stage 2) Reading attainments for children aged 7 to 11 by ethnicity Summary

The data shows that:

  • Irish children were most likely, and Gypsy/Roma children were least likely, to meet the expected standard in reading, with 77% and 21% doing so respectively

  • Chinese children were most likely, and Gypsy/Roma children were least likely, to meet the higher standard in reading, with 33% and 2% doing so respectively

  • Irish and Chinese pupils shared the highest average scaled score (105), and Gypsy/Roma children had the lowest average scaled score (94), compared to the national average of 103

  • between key stage 1 and key stage 2, Irish children made the most progress (scoring 2.1), and children from a Traveller of Irish Heritage background made the least progress (scoring -1.8) against a national average score of 0

3. Reading attainments for children aged 7 to 11 by ethnicity and area

Percentage of children meeting the expected standard in reading by ethnicity and local authority
Local Authority All Asian Black Chinese Mixed White
% % % % % %
County Durham 70 80 withheld to protect confidentiality 81 72 70
Darlington 69 73 withheld to protect confidentiality withheld to protect confidentiality 76 68
Gateshead 72 65 80 withheld to protect confidentiality 73 72
Hartlepool 66 62 withheld to protect confidentiality 50 73 66
Middlesbrough 62 56 71 withheld to protect confidentiality 66 63
Newcastle upon Tyne 68 65 53 60 71 69
North Tyneside 70 64 57 100 64 70
Northumberland 67 61 withheld to protect confidentiality withheld to protect confidentiality 63 67
Redcar and Cleveland 72 72 withheld to protect confidentiality withheld to protect confidentiality 82 72
South Tyneside 68 71 withheld to protect confidentiality withheld to protect confidentiality 70 68
Stockton-on-Tees 66 57 78 100 76 65
Sunderland 71 63 77 43 63 71
Blackburn with Darwen 62 60 70 withheld to protect confidentiality 68 64
Blackpool 61 73 withheld to protect confidentiality withheld to protect confidentiality 70 60
Bolton 65 66 56 withheld to protect confidentiality 70 65
Bury 66 56 49 70 66 68
Cheshire East 71 81 withheld to protect confidentiality 58 69 71
Cheshire West and Chester 69 59 69 withheld to protect confidentiality 76 69
Cumbria 68 76 57 71 76 68
Halton 63 withheld to protect confidentiality withheld to protect confidentiality withheld to protect confidentiality 66 64
Knowsley 62 74 50 withheld to protect confidentiality 74 61
Lancashire 65 57 54 82 69 66
Liverpool 61 64 57 73 61 62
Manchester 63 59 64 72 68 64
Oldham 59 50 51 withheld to protect confidentiality 66 65
Rochdale 62 55 55 withheld to protect confidentiality 55 65
Salford 66 73 56 withheld to protect confidentiality 71 67
Sefton 70 65 67 withheld to protect confidentiality 74 70
St. Helens 65 50 withheld to protect confidentiality 43 74 65
Stockport 69 62 37 79 73 70
Tameside 68 63 61 withheld to protect confidentiality 78 68
Trafford 77 73 79 88 78 77
Warrington 71 72 withheld to protect confidentiality withheld to protect confidentiality 80 71
Wigan 69 62 62 withheld to protect confidentiality 68 70
Wirral 64 67 withheld to protect confidentiality 72 67 64
Barnsley 62 73 80 withheld to protect confidentiality 66 62
Bradford 57 54 57 withheld to protect confidentiality 62 59
Calderdale 65 59 58 withheld to protect confidentiality 75 66
Doncaster 56 49 63 58 60 56
East Riding of Yorkshire 66 83 withheld to protect confidentiality withheld to protect confidentiality 58 66
Kingston upon Hull, City of 64 80 59 withheld to protect confidentiality 67 64
Kirklees 62 55 52 70 61 65
Leeds 61 56 50 58 64 63
North East Lincolnshire 59 63 withheld to protect confidentiality withheld to protect confidentiality 69 59
North Lincolnshire 57 58 45 withheld to protect confidentiality 50 58
North Yorkshire 65 70 64 69 76 65
Rotherham 64 61 67 57 68 64
Sheffield 62 56 54 76 61 64
Wakefield 61 49 49 57 60 61
York 66 79 withheld to protect confidentiality 67 76 65
Derby 61 59 58 64 70 60
Derbyshire 66 61 79 71 68 66
Leicester 59 63 58 56 60 56
Leicestershire 65 68 66 76 66 65
Lincolnshire 64 72 58 100 65 64
Northamptonshire 63 58 56 63 61 64
Nottingham 61 62 63 76 60 62
Nottinghamshire 65 66 54 73 65 65
Rutland 71 withheld to protect confidentiality withheld to protect confidentiality withheld to protect confidentiality 75 71
Birmingham 59 58 55 81 62 61
Coventry 61 62 58 56 61 62
Dudley 62 61 57 50 64 62
Herefordshire, County of 68 withheld to protect confidentiality withheld to protect confidentiality withheld to protect confidentiality 68 68
Sandwell 61 63 55 withheld to protect confidentiality 62 61
Shropshire 68 70 withheld to protect confidentiality withheld to protect confidentiality 76 68
Solihull 70 73 60 withheld to protect confidentiality 69 70
Staffordshire 67 61 53 63 64 67
Stoke-on-Trent 59 57 57 withheld to protect confidentiality 53 59
Telford and Wrekin 70 64 59 withheld to protect confidentiality 66 71
Walsall 61 61 61 withheld to protect confidentiality 64 60
Warwickshire 69 73 63 81 69 69
Wolverhampton 65 65 68 63 66 65
Worcestershire 64 62 58 withheld to protect confidentiality 69 64
Bedford 59 48 61 withheld to protect confidentiality 61 61
Cambridgeshire 66 72 53 58 74 66
Central Bedfordshire 65 66 59 47 72 65
Essex 67 76 66 78 69 67
Hertfordshire 72 76 69 83 73 72
Luton 56 52 55 withheld to protect confidentiality 63 60
Norfolk 64 75 53 64 67 64
Peterborough 55 54 56 57 55 55
Southend-on-Sea 67 68 58 withheld to protect confidentiality 67 67
Suffolk 63 59 69 withheld to protect confidentiality 64 63
Thurrock 63 63 73 withheld to protect confidentiality 61 60
Camden 72 70 64 withheld to protect confidentiality 71 78
City of London withheld to protect confidentiality withheld to protect confidentiality 100 withheld to protect confidentiality withheld to protect confidentiality 100
Hackney 71 68 66 withheld to protect confidentiality 80 77
Hammersmith and Fulham 74 77 70 withheld to protect confidentiality 77 77
Haringey 64 61 56 57 74 69
Islington 68 66 63 withheld to protect confidentiality 67 72
Kensington and Chelsea 79 81 82 withheld to protect confidentiality 74 83
Lambeth 73 80 69 81 77 76
Lewisham 67 71 61 76 70 73
Newham 69 73 67 64 63 64
Southwark 67 72 65 76 66 73
Tower Hamlets 72 71 68 withheld to protect confidentiality 77 73
Wandsworth 70 68 60 64 71 78
Westminster 66 70 64 withheld to protect confidentiality 71 73
Barking and Dagenham 65 73 68 withheld to protect confidentiality 62 60
Barnet 73 74 65 84 73 76
Bexley 70 75 73 88 71 69
Brent 64 66 61 withheld to protect confidentiality 71 68
Bromley 79 90 77 87 80 78
Croydon 66 71 61 withheld to protect confidentiality 69 67
Ealing 65 62 61 withheld to protect confidentiality 72 71
Enfield 61 73 56 withheld to protect confidentiality 71 60
Greenwich 73 77 76 93 72 70
Harrow 72 75 61 withheld to protect confidentiality 72 73
Havering 73 76 73 82 71 73
Hillingdon 70 69 66 withheld to protect confidentiality 74 70
Hounslow 67 73 63 100 70 66
Kingston upon Thames 75 72 62 83 79 76
Merton 70 74 65 withheld to protect confidentiality 62 72
Redbridge 68 71 59 withheld to protect confidentiality 77 62
Richmond upon Thames 81 80 59 withheld to protect confidentiality 85 82
Sutton 74 81 71 100 76 71
Waltham Forest 65 64 61 71 70 66
Bracknell Forest 65 73 49 withheld to protect confidentiality 76 65
Brighton and Hove 75 64 52 withheld to protect confidentiality 74 76
Buckinghamshire 73 66 65 79 71 75
East Sussex 66 64 61 29 67 66
Hampshire 71 72 73 70 70 71
Isle of Wight 64 33 withheld to protect confidentiality withheld to protect confidentiality 60 64
Kent 70 75 72 90 77 69
Medway 62 69 77 71 58 61
Milton Keynes 69 75 66 82 73 69
Oxfordshire 68 58 52 withheld to protect confidentiality 65 70
Portsmouth 62 71 59 withheld to protect confidentiality 66 62
Reading 67 69 58 withheld to protect confidentiality 66 67
Slough 64 70 59 withheld to protect confidentiality 71 57
Southampton 66 61 76 75 73 66
Surrey 73 72 67 79 76 74
West Berkshire 70 77 68 withheld to protect confidentiality 69 70
West Sussex 65 61 55 63 66 65
Windsor and Maidenhead 72 62 67 withheld to protect confidentiality 75 74
Wokingham 76 78 80 83 76 75
Bath and North East Somerset 71 74 57 withheld to protect confidentiality 76 71
Bournemouth 65 63 64 withheld to protect confidentiality 63 66
Bristol, City of 67 63 52 63 66 70
Cornwall 66 57 57 withheld to protect confidentiality 70 67
Devon 71 73 50 56 77 71
Dorset 67 62 withheld to protect confidentiality withheld to protect confidentiality 71 67
Gloucestershire 70 69 57 71 73 70
Isles of Scilly 65 withheld to protect confidentiality withheld to protect confidentiality withheld to protect confidentiality withheld to protect confidentiality 65
North Somerset 71 77 withheld to protect confidentiality withheld to protect confidentiality 67 71
Plymouth 67 50 80 withheld to protect confidentiality 76 67
Poole 67 75 withheld to protect confidentiality withheld to protect confidentiality 71 66
Somerset 67 74 58 withheld to protect confidentiality 80 67
South Gloucestershire 69 76 69 withheld to protect confidentiality 70 69
Swindon 67 62 75 withheld to protect confidentiality 64 67
Torbay 68 50 withheld to protect confidentiality withheld to protect confidentiality 77 68
Wiltshire 68 61 43 67 74 68

Download table data for ‘Reading attainments for children aged 7 to 11 by ethnicity and area’ (CSV) Source data for ‘Reading attainments for children aged 7 to 11 by ethnicity and area’ (CSV)

Summary of Reading attainments for children aged 7 to 11 (key stage 2) Reading attainments for children aged 7 to 11 by ethnicity and area Summary

This data shows that:

  • overall, pupils from Richmond Upon Thames in London were most likely to meet the expected standard for reading, with 81% doing so, and pupils from Peterborough in the East of England were least likely to, with 55% doing so

  • both Black pupils and White pupils were most likely to meet the expected standard in the City of London in the region of London – outside this local authority, which only has one school of 28 pupils, the next best performing area for both Black pupils and White pupils was Kensington and Chelsea in London

  • Black pupils were least likely to meet the expected standard in Stockport in the North West

  • White pupils were least likely to meet the expected standard in Peterborough in the East of England

  • Asian pupils were most likely to meet the expected standard in Bromley in London, and least likely to meet it on the Isle of Wight in the South East

  • the top 5 local authorities for Chinese pupils were North Tyneside and Stockton-on-Tees in the North East, Lincolnshire in the East Midlands, Hounslow and Sutton in London; 100% of Chinese pupils met the expected standard in these areas

  • Chinese pupils were least likely to meet the expected standard in East Sussex in the South East

  • Pupils from a Mixed ethnic background were most likely to meet the expected standard in Richmond upon Thames in London, and least likely to meet it in North Lincolnshire

4. Reading attainments for children aged 7 to 11 by ethnicity and gender

Percentage of pupils meeting the expected and higher standard in reading and average scaled score and progress score by ethnicity and gender
Boys Girls
Ethnicity Boys Expected standard Boys Higher standard Boys Average scaled score Boys Progress score Girls Expected standard Girls Higher standard Girls Average scaled score Girls Progress score
All 62 16 102 -0.3 70 22 103 0.4
Asian 59 14 101 -0.4 67 18 103 0.2
Bangladeshi 61 12 101 0.1 68 17 103 0.5
Indian 67 19 103 -0.2 75 25 105 0.5
Pakistani 52 9 100 -0.9 60 13 101 -0.3
Asian other 64 18 102 0.2 70 22 104 0.6
Black 58 11 101 -0.2 66 15 102 0.4
Black African 60 12 101 0.0 68 17 103 0.6
Black Caribbean 53 8 100 -0.9 63 13 101 -0.2
Black other 56 9 100 -0.1 64 14 102 0.3
Chinese 71 29 104 0.9 79 36 106 1.8
Mixed 64 17 102 -0.1 73 24 104 0.9
Mixed White/Asian 70 23 104 0.4 78 30 105 1.2
Mixed White/Black African 62 15 102 -0.2 72 21 104 1.2
Mixed White/Black Caribbean 58 11 101 -0.9 70 18 103 0.2
Mixed other 65 19 103 0.3 74 27 105 1.3
White 63 17 102 -0.4 71 22 104 0.3
White British 64 17 102 -0.5 72 23 104 0.2
White Irish 72 27 104 1.7 82 36 107 2.6
White Irish Traveller 26 3 95 -2.4 31 6 97 -1.1
White Gypsy/Roma 19 2 94 -1.7 23 3 95 -1.3
White other 54 14 101 0.8 60 19 102 1.7
Any other 54 11 100 0.1 62 15 102 0.9
Unknown 52 14 101 -0.2 58 19 103 0.7

Download table data for ‘Reading attainments for children aged 7 to 11 by ethnicity and gender’ (CSV) Source data for ‘Reading attainments for children aged 7 to 11 by ethnicity and gender’ (CSV)

Summary of Reading attainments for children aged 7 to 11 (key stage 2) Reading attainments for children aged 7 to 11 by ethnicity and gender Summary

The data shows that:

  • overall, girls outperformed boys; 70% of girls met the expected standard, compared to 62% of boys, and 22% of girls met the higher standard, compared to 16% of boys

  • Irish girls were most likely to reach the expected standard (82% did so) and Gypsy/Roma boys least likely to (19% did so)

  • Irish girls and Chinese girls were most likely to reach the higher standard (36% of both groups did so) and Gypsy/Roma boys least likely to (2% did so)

  • overall, girls also made more progress than boys in reading between key stage 1 and key stage 2, with a score of 0.4 compared to -0.3 for boys

  • Irish girls made the most progress in reading, with a score of 2.6 against a national average of 0; boys from a Traveller of Irish Heritage background made the least progress in reading, with a score of -2.4

  • overall, the average scaled score for girls was 103, compared to 102 for boys

  • Irish girls achieved most highly, with an average scaled score of 107; Gypsy/Roma boys did least well, with an average scaled score of 94

5. Methodology

The key stage 2 datasets are compiled using information matched together from three data sources:

  • prior attainment records (key stage 1 results)

  • school census records

  • qualification entries and results collected from awarding bodies

Key stage assessment data received from the Standard Testing Agency (STA) is combined with information on pupil's characteristics from the school census and prior attainment by the department's contractor.

Records are matched, using fields such as surname, forename, date of birth, UPN (unique pupil number), gender and postcode. This successfully matches around 60% to 70% of pupils.

Additional, more complex, routines are then applied to match as many of the remaining pupils as possible, up to around 98%. The coverage of the local authority (LA) and regional statistics is state-funded schools only in England.

Confidence intervals for progress results are calculated for a school based on a specific cohort of pupils. A school may have been just as effective, but have performed differently with a different set of pupils.

Similarly, some pupils may be more likely to achieve high or low results, independently of which school they attend. To account for this natural uncertainty, 95% confidence intervals around progress scores are provided as a proxy for the range of scores within which each school’s underlying performance can be confidently said to lie.

School scores should be interpreted alongside their associated confidence intervals. If the lower bound of the school’s confidence interval is greater than zero, it can be interpreted as meaning that the school has achieved greater than average progress compared to pupils with similar starting points nationally.

Similarly, if the upper bound is below zero, then the school has made less than average progress. Where a confidence interval overlaps zero, this means that the school’s progress score is not significantly different from the national average.

The system of national curriculum levels is no longer used by the government to report on end of key stage assessment.

For this reason, the previous 'expected progress' measure, based on pupils making at least two levels of progress between key stage 1 and key stage 2, will not appear in the performance tables or Reporting and Analysis for Improvement through school Self-Evaluation (RAISEonline) in 2016.

This measure has been replaced by 'value added' progress measures in reading, writing and mathematics.

There is no 'target' for the amount of progress an individual pupil is expected to make, and any amount of progress a pupil makes contributes towards the school's progress scores.

Because of the changes to the curriculum, figures for 2016 are not comparable to those for earlier years.

Any pupils who do not have a valid result for a subject are excluded from the calculations for that subject and do not appear in the number of eligible pupils or in the outcome percentages for that subject.

Valid results for the national test figures are: achieved the expected standard (AS), not achieved the expected standard (NS), special consideration (CA), absent (A), working below the standard of the test (B), or unable to access the test (T).

Suppression rules and disclosure control

Values of 1 or 2 or a percentage based on 1 or 2 pupils who achieved, or did not achieve, a particular standard are suppressed. Some additional figures may be suppressed to prevent the possibility of a suppressed figure being revealed. This suppression is consistent with DfE’s statistical policy on confidentiality.

Figures for the Isles of Scilly and City of London are suppressed in DfE’s key stage 2 provisional Statistical First Release as these local authorities have a single school and DfE do not publish school level information in the performance tables at the time of the provisional release. These figures become unsuppressed in the revised release as school level figures are already published in the performance tables.

Regional eligible pupil figures are rounded to the nearest 10 so that it is not possible to derive figures for these LAs by summing the figures for the other LAs in the region.

In the school level data, any figures relating to a cohort of 5 pupils or fewer will be suppressed. This applies to sub-groups of pupils as well as the whole cohort, for example, if there were five boys and three girls in a school, DfE would not publish attainment for boys or girls separately but would publish attainment for all pupils as this is based on 8 pupils. The Code of Practice for Official Statistics requires DfE to take reasonable steps to ensure that their published or disseminated statistics protect confidentiality.

For more information about DfE’s disclosure control procedures for its statistical releases please see DfE’s statistical policy statement on confidentiality (PDF opens in a new window or tab)

Rounding

All charts and tables are rounded to the nearest whole number. Progress scores are given to 1 decimal place.

Related publications

Schools, pupils and their characteristics: January 2016

Quality and methodology information

6. Data sources

Source

Type of data

Administrative data

Type of statistic

National Statistics

Publisher

Department for Education

Publication frequency

3 times a year

Purpose of data source

The main purpose is to measure schools' and pupils' progress and performance from key stage 1 to key stage 2 to monitor and improve standards and inform parental choice when applying to local schools.

7. Download the data

Expected standard in reading - Spreadsheet (csv) 172 KB

This file contains the following: ethnicity, year, region, local authority, gender, value and denominator

Higher standard in reading - Spreadsheet (csv) 15 KB

This file contains the following: ethnicity, year, gender, value and denominator

Average scaled score in reading - Spreadsheet (csv) 14 KB

This file contains the following: ethnicity, year, gender, value and denominator

Progress score in reading - Spreadsheet (csv) 11 KB

This file contains the following: ethnicity, year, gender, value and confidence intervals