Reading attainment for children aged 10 to 11 (key stage 2)
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1. Main facts and figures
- in 2017/18, 75% of pupils met the expected standard in reading by the end of key stage 2 (when they are 10 or 11 years old)
- 28% of pupils met the higher standard
- out of all ethnic groups, pupils from the Chinese group were the most likely to meet both the expected and higher standards
- White Irish pupils made the most progress between key stage 1 and key stage 2
- White Gypsy/Roma pupils were the least likely to meet both the expected and higher standards, and they also made the least progress
- girls were more likely than boys to meet both the expected and higher standards in most ethnic groups
- girls made more progress than boys in all ethnic groups
The ethnic categories used in this data
This data uses categories from the Department for Education’s school census, which is broadly based on the 2001 national Census, with 3 exceptions:
- Traveller of Irish Heritage and Gypsy/Roma children have been separated into 2 categories
- Sri Lankan is included in the Asian/Asian British group but is not reported separately
- Chinese pupils have been assigned a separate category from Asian
These changes were made after consultations with local authorities and lobby groups.
Data is reported for broad and detailed ethnic categories. These are
- Sri Lankan
- Other Asian background
- Black African
- Black Caribbean
- Other Black background
Mixed/Multiple ethnic groups:
- White and Black Caribbean
- White and Black African
- White and Asian
- Other Mixed background
- White British
- White Irish
- Traveller of Irish Heritage
- Other White
Other ethnic group
Information is provided for both detailed and broad ethnic groups where possible and when the data is available. The 6 broad categories used are:
- Asian/Asian British
- Black/African/Caribbean/Black British
- Mixed/Multiple ethnic groups
- Other ethnic group
2. By ethnicity
|Ethnicity||expected standard||higher standard||average scaled score||progress score|
|Mixed White/Black African||77||29||105||-0.1|
|Mixed White/Black Caribbean||72||24||104||-1.3|
Summary of Reading attainment for children aged 10 to 11 (key stage 2) By ethnicity Summary
3. By ethnicity and gender
|Ethnicity||Boys Expected||Boys Higher||Boys Average scaled score||Boys Progress score||Girls Expected||Girls Higher||Girls Average scaled score||Girls Progress score|
|Mixed White/Black African||74||25||105||0.1||82||34||106||1.0|
|Mixed White/Black Caribbean||67||19||103||-0.8||77||28||105||0.2|
Summary of Reading attainment for children aged 10 to 11 (key stage 2) By ethnicity and gender Summary
The key stage 2 datasets combine information from the following two data sources:
- prior attainment records (key stage 1 results)
- school census records
Key stage 2 data received from the Standards and Testing Agency is matched to school census records to identify pupils’ ethnicities.
Pupils with no valid result for a subject are excluded from the calculations for that subject and are not included 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
- not achieved the expected standard
- special consideration
- working below the standard of the test
- unable to access the test
Confidence intervals are available for the ‘progress score’ if you download the data. These confidence intervals are calculated for a school based on a specific group 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, it is best to interpret these school scores alongside their associated confidence intervals.
A 95% confidence interval around progress scores means that if the progress scores of 100 random schools were taken, then 95 times out of 100 their progress score would fall between the upper and lower confidence interval. But 5 times out of 100 it would fall outside this range.
School scores are interpreted alongside their associated confidence intervals in the following manner: If the lower 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 confidence interval is below zero, then the school has made less than average progress. Where the 95% confidence intervals overlap zero, this means that the school’s progress score is not significantly different from the national average.
The Department for Education no longer suppress any of the data published in this page.
Percentages given in charts, tables and downloads are rounded to the nearest whole number. Progress scores are given to 1 decimal place.
5. Data sources
Type of data
Type of statistic
Department for Education
Purpose of data source
The main purpose is to measure schools' and pupils' progress and performance from key stage 1 to key stage 2, in order to monitor and improve standards and inform parental choice when applying to local schools.