SUCCESSFUL SCHOOL YEARS

A lack of successful school years is one of the major barriers to opportunity.

Successful school years are a crucial part of not only a young person’s academic development but also their wider personal development. The so-called attainment gap between the most and least privileged remains stubbornly high. Even prior to COVID-19, research suggested that by the time disadvantaged young people finish secondary education the difference in learning between them and their peers equated to 19 months by Key Stage 4. COVID19 and the schools shutdown has made this challenge far greater, with disadvantaged young people being far less able to manage to lessen disruption to their learning than their more advantaged counterparts.

Measures:

• Percentage of pupils who achieve good passes in English and Maths by age 16 - Average Attainment 8 score, by admission basis/school type/local authority [Performance Tables]

• Percentage of primary schools rated ‘outstanding’ or ‘good’ (School Years Profile, Social Mobility Index, Social Mobility Commission)

• Percentage of secondary schools rated ‘outstanding’ or ‘good’ (School Years Profile, Social Mobility Index, Social Mobility Commission) 

• Percentage of disadvantaged children achieving at least a level 4 in reading, writing and maths at the end of Key Stage 2 (School Years Profile, Social Mobility Index, Social Mobility Commission) 

• Percentage of disadvantaged pupils achieving 5 good GCSEs including English, and Maths.  (School Years Profile, Social Mobility Index, Social Mobility Commission) 

• Percentage of pupils who do not achieve good passes in English and Maths by age 19, compared to those in disadvantaged backgrounds. (Individual Learner Record, UK Government)

  These measures have been developed by the Purpose Coalition and in consultation with the Office for National Statistics.