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Data includes information by gender, ethnicity, English as an additional language, special educational needs, absenteeism and month of birth for 2018.

Main points

In 2018, for the Foundation Phase and Key Stages 2 to 4.

  • Girls achievement was higher than boys.
  • Chinese or Chinese British ethnic background pupils academic achievement was generally higher than pupils from other ethnic backgrounds. The exception to this was at Foundation Phase, where the achievement of pupils from an Asian or Asian British background was higher.
  • Pupils studying English as an Additional Language had higher academic achievement where they were classified as ‘competent’ or ‘fluent’.
  • Pupils with lower levels of Special Educational Needs (SEN) had a higher level of academic achievement.
  • Pupils with lower absence rates had a higher level of academic achievement.
  • Pupils born earlier in the academic year generally had a higher level of academic achievement than pupils born later in the year.
  • The key messages are generally consistent with analysis from previous years.


This data reports on academic achievement by pupil characteristics. It 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) and Pupils’ Attendance Record.

The data on StatsWales presents a selection of indicators. For full definitions of these indicators please refer to the Key Quality Information document.

Further information

This year the data has been published on StatsWales, without an associated statistical report. All the data previously available has been published. We would welcome any feedback from users on this approach.


Academic achievement by pupil characteristics, 2018: Key quality information , file type: PDF, file size: 476 KB

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Stephen Hughes

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