Data includes information by sex, ethnicity, English as an additional language, special educational needs, absenteeism and month of birth for 2019.
In 2019, 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 higher than pupils from other ethnic backgrounds
- pupils studying English as an Additional Language generally 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 is published on StatsWales and presents a selection of indicators. For full definitions of these indicators please refer to the Key Quality Information document.
Academic achievement by pupil characteristics, 2019: key quality information , file type: PDF, file size: 359 KB
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