Our school data explained

We have information relating to every school in the UK. However, varying quantities of data are available depending on the type of school and its location. Age phase, state or private, and whether it is in England, Scotland, Wales or Northern Ireland are all key factors in how much data is available. 

Education is a devolved matter – the home nations, England (under the UK government), Scotland, Wales and Northern Ireland operate as separate jurisdictions – so for state school data we are reliant upon four different governments. This is not just for academic performance data (eg. a school’s average A level points score) but also data on figures such as a school’s pupil numbers or pupil:teacher ratio. The most thorough set of data available to us relates to schools in England and comes from the UK government.

The Good Schools Guide also conducts an annual census of reviewed schools and our team gathers information when they visit schools. This helps us present accurate figures relating to pupils, staff, fees, academic performance and which schools pupils come from and move on to. We find that getting information straight from the horse’s mouth, particularly with private schools, is the best method to gather up to date data. We are also happy to receive and publish this kind of information from schools we do not currently review.

Regardless of source, all data takes time to collect and prepare, so what we publish won’t relate to the current academic year but it will always be the most up to date information available. 

All schools in England, Scotland, Wales and Northern Ireland take part in their respective country’s schools census. These are conducted by the governments and the results are freely available online. These reports are our source for pupil numbers and other key statistics relating to pupils and staff. Much of the English information comes to us from the UK government’s Get Information about Schools (GIAS) database. Private schools are not required to submit as much data as state schools and so you will find that some statistics published by The Good Schools Guide, particular those from private schools and schools we review, are provided exclusively to us by the school as a result of our own information gathering: 

• Pupil numbers – This can give you a basic understanding of a school’s size. In England, the average size of a primary school is around 280 pupils. At secondary level, that figure is more like 1,080.

• Pupil numbers boy/girl split – You should expect to find a fairly even split in most coeducational schools providing girls and boys are both admitted at the main entry points. You may find a significant asymmetry to this figure in coeducational schools when their area is also home to an imbalance of single-sex schools for girls (or vice versa). 

• Number of boarders – This statistic can help you judge how big boarding is as a part of school life in schools that offer it, but you’ll need to read our review or ask the school directly to find out the mix of full, weekly or flexi boarders. 

• Percentage of pupils eligible for Free School Meals (FSM) – In England, FSMs are available to state school pupils from households with low income or with a parent who receives certain state benefits. The average for FSM in England is 25 per cent. A school’s FSM percentage can be used as an indicator of the social and economic mix of children attending the school. (data only available in England)

• Percentage of pupils for whom English is an additional language (EAL) – This is the proportion of children in a state school for whom English is not their first language. The average EAL in England is 21 per cent. A school’s EAL percentage can indicate the mix of cultural, ethnic and linguistic backgrounds of families at the school. (data only available in England)

• Pupil to teacher ratio (PTR) – The number of pupils for every teacher in a school. This statistic provides some indication as to a school’s class sizes and teacher supervision. Typically the average PTR at state secondary schools is lower than at primary schools (currently 17:1 and 21:1 respectively) and private schools have lower PTR than state schools. (data is available for all state schools in England as well as all UK private schools which have provided us with the information). 

• Number of teachers – The number of teachers working at a school. Every class in a UK school should have a class or form teacher and all lessons should be led by a teacher.

• Number of teaching assistants – The number of teaching assistants (TAs) working at a school. TAs play an important role in schools,assisting teachers during lessons and providing extra support and supervision for pupils who have need additional help. 

• Average class sizes – This figure can give you an idea as to whether the reality comes close to much-vaunted private school small class sizes and your expectations. (data is available for schools which have provided us with the information) 

• Mobile phone policy – Most schools now have judiciously drawn-up policies dictating when and how devices can be used in school. The Good Schools Guide asks all schools we review to give us a concise explanation of their mobile phone policy. 

The Good Schools Guide uses data from the National Pupil Database to track the movement of pupils in state schools throughout their education journey. We are able to report on the schools pupils have come from and where they go to. For example, on a state primary school page we publish a list of secondary schools and the percentages of pupils who have moved to them after year 6. On a state secondary school page, we list the primary schools from where most pupils have arrived. We also provide statistics showing a secondary school’s performance with its pupils entering higher education.

We have similar statistics, albeit less comprehensive, for the movement of pupils through the private sector. These are dependent on individual schools providing The Good Schools Guide with the information. 

• Recent feeder schools – Provided to The Good Schools Guide by private schools, this information shows where new pupils have come from in recent years. 

• Recent leavers’ destinations – Provided to The Good Schools Guide by private schools, this information shows where pupils have moved to in recent years. 

• Year 7 and Year 12 entry – Using data from the National Pupil Database (data only available for state schools in England) these statistics show the schools from which the most pupils (as a three-year aggregated percentage) have joined. This table can help parents see common pathways taken by pupils during their school career. 

• Year 6 and Year 11 exit – Using data from the National Pupil Database (data only available for state schools in England) these statistics show the schools which the most pupils (as a three-year aggregated percentage) have departed for. This table can help parents see common pathways taken by pupils during their school career. 

• Year 13 exit – These figures show the percentages of past pupils who have moved on to education or training at level 4 or above, such as undergraduate degrees or degree apprenticeships, and the kind of institution to which they moved. We publish measures showing the percentage of students who have progressed to Oxbridge, Russell Group universities, and top third higher education institutions. Although the UK Government stopped providing data on Oxbridge and Russell Group universities in 2024, we continue to display these measures because they remain relevant. The preferred measure now is 'top third higher education institutions,' which are universities ranked by entrants average UCAS tariff score across their best three A levels (or other level 3 qualifications), representing one third of that year's total higher education entrants. The data we publish on higher education always corresponds to earlier years compared to our other performance data due to the delay required to record students who have studied at university for at least six consecutive months within two years after taking A levels. 

Primary schools

In the final year of primary school (year 6), all mainstream, state-educated pupils in England sit Key Stage 2 SATs – tests in reading, writing and maths. The scores coming from these tests are given to pupils at the end of the summer term. More usefully for the prospective parent however are the SATs scores for the school itself. These are overall scores for the whole year group and make assessing the school’s performance possible. We publish the school’s score alongside both local authority and national averages to provide context.

In a small number of cases, primary schools have no data relating to SATs. This typically happens when a school is new or has recently converted to be an academy school. Once SATs data for these schools is available, we will usually be published early the following year.

Only a small minority of private junior/prep schools offer SATs and so it is unusual to have performance data available at this age for private schools. As there is little data available to assess academic performance of prep schools, we suggest looking at the leavers’ destinations in the Entry & Exit tab to understand the type of senior school for which pupils depart and the track record in achieving academic scholarships. 

• Percentage of pupils meeting expected standard – The government expects all pupils to meet a certain level of attainment at KS2. The ‘expected standard’ is a scaled score of 100 out of 120. 60 per cent of children meet the expected standard. 

• Percentage of pupils achieving at a higher standard – Pupils reaching the higher standard need to score above 110 in their KS2 SATs. Only 8 per cent of children nationally reach the higher standard. 

• Primary progress scores – Progress is a ‘value-added’ measure. Unlike primary attainment scores which look at pupils’ performance at the end of year 6, a school’s progress score shows how much value the school has added by comparing pupils’ performance in year 2 (end of KS1) with their performance in year 6 (end of KS2). In other words, how much pupils have improved.

  Because of the Covid-19 pandemic, pupils did not take part in KS1 assessments in 2020 and 2021 and as a result there will be no primary school progress stats for 2023-24 and 2024-25. 

• Average score – These are mean scores in key skills of reading and maths. They show the average performance of pupils who took KS2 Sats in reading and maths. 

GCSE – secondary schools 

GCSE examinations are generally taken by children in year 11. Grades run from 1 (worst) to 9 (best) and broadly correlate to the former grading system of G to A*. All state-educated children in England, Wales and Northern Ireland sit GCSEs although we currently only have performance data available for schools in England.

Most private schools choose to offer ‘International GCSEs’ (IGCSE) instead of GCSEs. These examinations have equivalence but because the UK government records and publishes the scores from only GCSEs (and not IGCSEs) there is no comprehensive register of private schools’ academic performance at this level.

The Good Schools Guide requests IGCSE results from schools directly but we are reliant on the data schools voluntarily provide. For this reason, some performance data at this level may appear incomplete.

Please note that the GCSE performance statistic given within a school review refers to the percentage of grades, not pupils. Eg ‘70 per cent 9-7 at GCSE’ is the percentage of subjects awarded a 9-7 grade. Typically a student may receive grades in between eight and 10 separate subjects at GCSE.

• Percentage achieving grade 5 or above (A* to C) in English and maths GCSE – English and maths GCSEs are not only considered the bread and butter of school subjects but also a key indicator of a student’s ability to learn information and use it appropriately in an examination setting. For these reasons, the percentage of students achieving higher passes in these subjects is considered a suitable way to assess a school’s academic performance.

• Subjects entered at GCSE level – We breakdown which GCSE subjects were most recently offered by a school, how many students (‘Entries’) took them, and what the average grades (1-9) were. These tables can be used as a rough guide to the GCSE subjects on offer at a school and which it excels at – ideal if you’re looking for a school which specialises in a subject that particularly appeals to your child. However, be sure to check with the school. Certain subjects may come and go according to student uptake and the interests of individual teachers. 

  Only GCSEs are approved for inclusion in these performance measures. Results from IGCSEs, favoured by many private schools for most (but not all) subjects, will not appear on this table. For further information about IGCSE results, read the school’s Good Schools Guide review, or contact the school directly.

• Attainment 8 – This measure is published annually showing the average academic performance of a state secondary school. It is calculated by adding together pupils' highest scores from eight government-approved GCSE subjects and then taking an average from across the year group. Alongside a school’s A8 score, we publish local and national averages to provide you with context. Read more about Attainment 8. 

• Progress 8 – This is a type of 'value-added' measure that indicates how much a state secondary school has helped pupils improve (or progress) over a five-year period. It takes a pupil's performance in relation to their peers at the end of primary school (KS2 SATs) and compares it with their performance at GCSE (Attainment 8 score). It establishes whether the individual has progressed at, above, or below the government-calculated expected level and then takes an average from the year group for the school’s P8 score. Read more about Progress 8. 

A-Level – sixth form 

A level examinations are generally taken by children in year 13. The results, received the August after leaving school, tend to form the basis of an offer to study at university. Grades run from E (lowest) to A* (highest). It is the most common level 3 qualification taken by school leavers in England, Wales and Northern Ireland although a minority of schools offer the International Baccalaureate Diploma as an alternative. We currently only have performance data relating to these qualifications from schools in England. In addition to A levels, (and unlike IGCSEs) the IB Diploma and Extended Project Qualification are qualifications approved for inclusion in performance measures that we publish.

Please note that the A level performance statistic given within a school review refers to the percentage of grades, not pupils. Eg ‘20 per cent A*/A at A level’ is the percentage of subjects awarded an A* or A grade. Typically a student may receive grades in 3-4 separate subjects at A level.

• Percentage of pupils achieving AAB or higher including at least 2 facilitating subjects – Facilitating subjects, as defined by the Department for Education, are biology, chemistry, physics, mathematics, further mathematics, geography, history, English literature and classical or modern languages. Leading UK universities generally consider these to be the most valuable A level subjects.

  This measure shows the percentage of all students who have taken at least three A levels, including two or more facilitating subjects, AND received grades AAB or higher. The table can aid your understanding as to whether a school is good at helping pupils excel at the most challenging A level subjects. 

• Average points score – Grades given for all level 3 qualifications (such as A levels, IB Diploma, EPQ, BTEC) are assigned points by the Department for Education. For example, an A* at A level is worth 60 points; 45, the highest score in the IB Diploma is worth 300 points. These points allow for ease of comparison across the various qualifications taken by school leavers. 

  As this measure is created using data from multiple level 3 qualifications, not just A levels, it is useful when assessing how a school fares academically against other schools and local and national averages where A levels are not the sole qualification awarded. 

• Subjects entered at 16 to 18 – A levels can be taken in nearly 90 different subjects but most schools offer a small fraction of that. Here we breakdown which A level subjects the school most recently offered, how many students (‘Entries’) took them, and what the average grades (E-A*) were. These tables can be used as a rough guide to the A level subjects on offer at a school and at which it excels. However, be sure to check with the school. Certain subjects may come and go according to student uptake and the personal interests of individual teachers. 

Special schools

The Good Schools Guide does not publish GCSE or A level results for special schools because we do not consider them to be a useful metric to measure successful outcomes for pupils with additional needs.

It may be more appropriate for a child with special needs to take entry level qualifications, follow a different pathway than GCSEs or learn from an adapted curriculum. Individual schools can explain the approach they take.

The Good Schools Guide reviews both mainstream and special schools. Mainstream schools, whether state or private, cater to the majority of children but are often able to support children with some special educational needs. Special schools are designed specifically for children with special educational needs and provide tailored support, specialist staff, and adapted learning environments.

• SEN statement – We ask schools to provide us with a concise description of their SEND provision. This statement includes details of any additional SEN resource bases, specialisms or expertise the school may have and serves as an introduction for parents as to what their child can expect from the school should they get a place.

• Students with EHCPs – Parents whose child has special educational needs may be assessed by their local authority for a legal document called an Education, Health and Care Plan. This plan details the child’s strengths and needs, recommends required support and names their preferred school. It will also enlist support by other agencies, eg health professionals and social care. Read more about the EHCP process.

  This measure shows the percentage of children at the school with EHCPs in comparison with the national average in mainstream schools. It provides some indication as to how familiar a school and its staff are with educating children with EHCPs. 

• Students with SEN support – All children in school should be assessed at regular intervals by teaching staff during normal lesson time. If it is established that a child requires additional help in order to make good progress, the school may decide to provide SEN support. Read more about SEN support. 

  This measure shows the percentage of children in the school receiving SEN support in comparison with the national average in mainstream schools. It provides insight into the school’s ability to identify children with SEN and to provide support. These numbers unfortunately provide no indication as to the type of SEN support provided. 

• SEN Conditions supported –The Good Schools Guide requests information from the schools we review regarding the provision available to pupils with particular special educational needs. For state schools that are not reviewed, this information is provided by the school as part of the government school census. SEN provision fluctuates with need and the information provided to The Good Schools Guide may not represent the full scope of a school’s SEN provision. Parents should contact schools directly to fully understand what is available for their child with special educational needs. 

• All schools in the UK are routinely inspected. In England, all state schools (and a small minority of private schools) are inspected by Ofsted. Private schools are generally inspected by the Independent Schools Inspectorate (ISI). Both bodies make their inspection reports available to read online. We publish the summary findings from schools’ most recent reports and link directly to their inspection reports. 

• Inspection reports are one of the factors you should include when assessing the suitability of a school for your child. However, there are flaws with the inspection process and the resulting reports of which all parents should be aware. Read more about Ofsted and ISI.