This guide explains how the DfE use data in the school performance tables to compare schools’ and colleges’ performance over time and to national averages.
An assessment of the effect that implementation of the Universal Credit will have on the eligibility criteria for free school meals and the early years pupil premium. This is with regard to the protected characteristics identified in the Equality Act 2010.
This equality analysis sets out our updated assessment of the impact of the proposals for the eligibility criteria for the free early education entitlement for 2-year olds under Universal Credit. This is with regard to the protected characteristics identified in the Equality Act 2010.
Data and analysis on the performance of multi-academy trusts (MATs). It is based on measures of progress for MATs with 3 or more academies that have been with the MAT for at least 3 full academic years and have results in the 2017 school performance tables.
It provides the measures, contextual information (including disadvantage and prior attainment) and underlying data for the 2016 to 2017 academic year for:
This report includes analysis of the characteristics of young people who were not in education, employment or training (NEET) for a year, 3 years after completing key stage 4 in the 2010 to 2011 academic year.
The majority of this group were 18 at the start of the 2013 to 2014 academic year.
This update provides data for the spring 2018 term on the:
Professor David Greatbatch and Sue Tate’s recommendations for teaching, leadership and governance in FE colleges.
Ready reckoners to calculate progress scores for pupils and schools and key stage 2 transition matrices by key stage 1 prior attainment.
This guidance describes how:
This statistical data set provides information on the number of apprenticeship vacancies and traineeship opportunities for 2008/09 to 2016/17 year-to-date through a range of reports.
This statutory guidance applies to most public bodies with 250 or more staff in England.
It outlines how these public bodies should:
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