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Indicator 4.1.1 Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

Percentage of children and adolescents achieving at least the expected proficiency level in English and Mathematics at ages 7, 11 and 16

Note that while headline data and the breakdown by sex are for all schools, the breakdowns by all other characteristics (such as special educational needs or region) are only for state schools. For age 16 proficiency, ‘achieving grade 4 or above’ is used as it is the expected standard for students in that age group.

Sub-categories

Choose categories from the dropdowns below to see different breakdowns of the data. Some will not be available until a higher level is chosen.

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Headline data

Source: Department for Education (DfE)

Geographical Area: England

Unit of Measurement: Percentage (%)

Footnote: 1.Figures for Poole local authority are not included, as this merged to become Bournemouth, Christchurch and Poole in 2019. 2. Figures for the City of London and the Isles of Scily for attainment at age 7 have been removed due to being suppressed in the source publication, as they were based on data from a single school. 3. From 2017, new reformed GCSEs were introduced into performance tables and are graded using a new 9-1 scale. A time series comparison can only be shown at agreed anchor points (9-7/A*-A, 9-4/A*-C, 9-1/A*-G) as comparisons between other grades are not possible.

This table provides metadata for the actual indicator available from UK statistics closest to the corresponding global SDG indicator. Please note that even when the global SDG indicator is fully available from UK statistics, this table should be consulted for information on national methodology and other UK-specific metadata information.

Indicator available

Percentage of children and adolescents achieving at least the expected proficiency level in English and Mathematics at ages 7, 11 and 16

Indicator description
Geographical coverage

England

Unit of measurement

Percentage (%)

Definitions

At age 7, schools are categorised into infant schools (those with highest statutory pupil age of 7), primary schools (those with highest statutory pupil age between 8 and 11) and other schools (those with highest statutory pupil age greater than 11). At age 11, schools are categorised into primary schools (those with lowest statutory age below 7 and highest statutory age of 11), junior schools (those with lowest statutory age of 7 or above and highest statutory age of 11) and other schools (those with highest statutory age greater than 11 - this category includes middle and all-through schools. For age 16, minimum proficiency is defined for the purpose of this indicator as achieving a grade 4 or above.

Available disaggregations
Calculations

No calculations were performed in the data acquisition of this indicator as appropriate data was readily available in the final format specified by this indicator. For insight into the details of potential calculations please refer to the original source metadata or source contact.

Other information

For ages 7 and 11, figures before 2016 are not comparable to figures from 2016 onwards due to a change in assesments. This indicator is being used as an approximation of the UN SDG Indicator. Where possible, we will work to identify or develop UK data to meet the global indicator specification. This indicator has been identified in collaboration with topic experts.

Data last updated 2020-10-16: see changes on GitHub opens in a new window
Metadata last updated 2020-10-16: see changes on GitHub opens in a new window

This table provides information on metadata for SDG indicators as defined by the UN Statistical Commission. Complete global metadata is provided by the UN Statistics Division.

Indicator name

Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

Target name

By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

Global indicator description
UN designated tier

Tier I

UN custodian agency

UNESCO Institute for Statistics

Link to UN metadata United Nations Sustainable Development Goals Metadata (PDF 4.0 MB) opens in a new window

Source 1

Organisation

Department for Education (DfE)

Periodicity

Annual

Earliest available data

2016

Geographical coverage

England

Link to data source Key Stage 1 Statistics opens in a new window
Release date

20/12/2019

Next release

TBA

Statistical classification

National Statistic

Contact details

primary.attainment@education.gov.uk

Other information

Attainment at age 7 (Key Stage 1) is based on teacher assessments. Judgements made in 2019 are not directly comparable to those made in previous years due to changes made within the 2018/19 teacher assessment frameworks.

Source 2

Organisation

Department for Education (DfE)

Periodicity

Annual

Earliest available data

2016

Geographical coverage

England

Link to data source Key Stage 2 Statistics opens in a new window
Release date

13/12/2019

Next release

TBA

Statistical classification

National Statistic

Contact details

primary.attainment@education.gov.uk

Other information

Source 3

Organisation

Department for Education (DfE)

Periodicity

Annual

Earliest available data

2017

Geographical coverage

England

Link to data source Key Stage 4 performance 2019 Subject Time Series tables opens in a new window
Release date

06/02/2020

Next release

TBA

Statistical classification

National Statistic

Contact details

Attainment.STATISTICS@education.gov.uk

Other information

Prior to the 2018/19 academic year, data is for the ‘English’ subject. For the 2018/19 academic year data is for the subject ‘English Language’. 2019 data for age 7 (KS1) reading and maths are not comparable to 2018 due to changes to the teacher assessment framework.