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Weekly DfE Publications W/C 22.10.2018


How to use destinations data


The guidance explains how to use destinations data, which is internal to the school, and destination measures, which are external as they are published on performance tables.

It refers to the destinations of students after completing:


System leader and teaching schools: review of designation


The Department for Education (DfE) will review the designation of system leaders where they appear to:

This process ensures the credibility of teaching schools, national leaders of education (NLEs), national support schools and national leaders of governance (NLGs).

Review panels are school-led and held 3 times a year in the spring, summer and autumn terms. In certain circumstances, reviews may take place at any time. For example, where there is evidence of professional misconduct.


Careers guidance and access for education and training providers

Statutory guidance

This statutory guidance is for:

Statutory guidance is issued by law; you must follow it unless there is a good reason not to.

It applies to:


Careers guidance for colleges


This guide sets out how to provide careers guidance to students:


A level and other 16 to 18 results: 2017 to 2018 (provisional)

National Statistics

This statistical publication provides provisional information on the overall achievements of 16- to 18-year-olds who were at the end of 16 to 18 study by the end of the 2017 to 2018 academic year, including:


Understanding KS4 attainment and progress: evidence from LSYPE2

Research and analysis

This report looks at how young people’s key stage 4 attainment and progress is linked to their:

It is based on data from several waves of the Longitudinal Study of Young People in England 2 (LSYPE2), which followed the lives of over 10,000 young people in England.


Secondary accountability measures (including Progress 8 and Attainment 8)


A new secondary school accountability system was introduced in 2016. The guidance in this page explains how secondary accountability measures have been calculated in 2017. It also gives more information about recently announced reforms that will apply to accountability measures in 2018 and 2019.

This information is for:

It applies to:


Destination measures for key stage 4: 2018


Guidance on KS4 destination measures data in the school and college performance tables for 2018.

This is for pupils who finished their phase of study in the 2015 to 2016 academic year. It includes:

‘Destination’ means what pupils went on to do after they finished their studies in KS4, for example, staying in education or getting employed.

The destination measures provide clear and comparable information on the success of schools and colleges in helping their pupils take qualifications that offer them the best opportunity to progress.


Secondary school performance tables in England: 2018 (provisional)

National Statistics

The secondary school performance tables show:

There is also data about school:


Destinations of KS4 and KS5 pupils: 2017

Official Statistics

Statistics showing the percentage of students staying in education or going into employment or an apprenticeship for at least 2 terms in the 2016 to 2017 academic year, after finishing study in the 2015 to 2016 academic year at:

Sustained destinations include:

The way apprenticeships are counted has changed in this release.

The percentage of students who do not sustain an education, employment or apprenticeship destination during this year, and those with no activity captured in the data, are also shown.

This release gives breakdowns for specific student characteristics, including:

Additional experimental statistics using the destination measure methodology include:


Alternative provision market analysis

Research and analysis

This research summarises:

The department will use the findings of the report for future policy aimed at improving the outcomes of children that have been excluded or placed in AP.


Investigative research into alternative provision

Research and analysis

Alternative provision (AP) is education for pupils who may not receive suitable education because of exclusion, illness or other reasons.

The main research objectives were to understand:

Findings are based on interviews with teachers in mainstream and special schools and AP settings, as well as in depth case studies in AP settings with teachers, pupils and their parents.


Alternative provision: response to the select committee report

Policy paper

This document is the government response to the recommendations laid out in the Education Select Committee’s report Forgotten children: alternative provision and the scandal of ever increasing exclusions.


Opportunity area programme: research and analysis

Research and analysis

The opportunity area programme aims to help more children and young people achieve their full potential in life, through targeted funding in 12 areas facing the biggest challenges to social mobility.

Each area is working in partnership with local nurseries, schools, businesses and charities to overcome the barriers that hold children and young people back.


Data protection: privacy notice model documents


Suggested privacy notices for schools and local authorities to issue to staff, parents and pupils about the collection of data.


GCSE and equivalent results: 2017 to 2018 (provisional)

National Statistics

Young people’s achievements in:

It typically describes those starting that academic year aged 15.


Pupil absence in schools in England: autumn 2017 and spring 2018

National Statistics

This release provides information on the levels of overall, authorised and unauthorised absence in:

It includes information on:

The information is based on pupil level absence data collected via the school census.



Further education outcome-based success measures: 2015 to 2016

Official Statistics

Outcome-based success measures covering the destinations (into employment and learning) and the progression of learners. The measures also include estimates of the earnings outcomes of learners who achieved an apprenticeship, or adult learners who achieved a skills course at full level 2, full level 3, level 4 or higher.

The data uses the longitudinal education outcomes study, which looks at how learners move through education and into the labour market by bringing together:


Early years foundation stage profile results: 2017 to 2018

National Statistics

This publication covers the:


NEET and participation: local authority figures

Transparency data


Local authorities have a duty to track young people’s activity to identify those not participating and support them to do so.

The data shows the number and proportion of 16- and 17-year-olds recorded as in education or training in each local authority area and an estimate of the proportion and number of 16- and 17-year-olds who are recorded as NEET or whose activity is ‘not known’.


Young people NEET or activity unknown: comparative data scorecard

Transparency data


This scorecard provides information about young people’s participation and attainment in education, employment or training in a single publication.

The scorecard:


Church academies: model documents



There are 3 main draft model articles of association, agreed with the Catholic Education Service and the National Society for the Church of England for use by church schools wishing to become an academy.

While the model articles are broadly similar, there are differences in the way the governance arrangements at membership and governing body level have been reflected.


Participation in education and training: local authority figures

Transparency data

The latest figures are shown by:

Local authorities, schools and colleges can use this information to assess their area’s performance against previous years and neighbouring localities.


NEET data by local authority

Transparency data

These estimated figures are based on information local authorities have sent about young people’s participation in education or training in their area. They are an average for November to January each year.

These figures tend to be lower than those in the official statistical release on young people in England who are NEET because they:

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