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Statistics

Academic achievement by pupil characteristics

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  • Release date: 27 March 2014
  • Period covered: 2013
A report with information by gender, ethnicity, English as an additional language, special educational needs, absenteeism and month of birth.

As a result of our consultation, in future data will be published on StatsWales annually and a report will be published every two years.

This report uses pupil-level data that links data on attainment and examination information at Foundation Phase and Key Stages 2 to 4 to pupil characteristics from the Pupil Level Annual School Census (PLASC), Educated Other Than at School (EOTAS) pupil level collection and Pupils’ Attendance Record. This enables us to analyse the attainment of pupils by gender, ethnicity, acquisition of English as an additional language (EAL), different special educational need (SEN) requirements, primary SEN type, absenteeism, and month of birth.

Key points

Gender

  • With regard to FPI/CSI/L2EWM, girls continued to outperform boys at Foundation Phase and each Key Stage, with the widest gap in 2013 at Key Stage 3, and the narrowest gap at Key Stage 2.

Ethnicity

  • When comparing the main ethnic groups, a higher percentage of pupils from a Chinese or Chinese British ethnic background achieved the FPI/CSI/L2EWM than any other ethnic group at Foundation Phase and each Key Stage.

English as an additional language (EAL)

  • With regard to CSI/L2EWM, pupils classified as “competent” or “fluent” did better than those where an EAL stage of development was not applicable at each Key Stage. At Foundation Phase, pupils classified as “developing competence” or “competent” did better than those classified as “fluent” and those where an EAL stage of development was not applicable.

Special Educational Needs (SEN)

  • The percentage of pupils with SEN achieving the FPI/CSI/L2EWM ranged from 53.1 per cent at Key Stage 2 to 16.8 per cent at Key Stage 4 in 2013.

Absenteeism

  • As the overall absence rate increased the percentage of pupils achieving the FPI/CSI/L2EWM decreased at Foundation Phase and each Key Stage in 2013.

Month of Birth

  • Generally, those born earlier in the academic year had higher percentages achieving the FPI/CSI/L2EWM than those born later at Foundation Phase and each Key Stage.

Contact

Tel: 029 2082 5968
Email: school.stats@wales.gsi.gov.uk

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