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Data includes information by sex, ethnicity, English as an additional language, special educational needs, absenteeism and month of birth for 2019.

Main points

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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Stephen Hughes

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