Academic achievement by pupil characteristics: 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.

Note

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.