What is the single most important measure to look at?

For English secondary schools, Progress 8 is the most useful single measure because it accounts for pupil starting points. A positive Progress 8 means the school is adding value regardless of its intake. For primary schools, look at the % achieving expected standard in reading, writing, and maths combined, plus how it compares to schools with a similar intake. For Scotland, the virtual comparator is most useful. For NI, compare within FSM bands.

Why do grammar schools sometimes have average or low Progress 8 scores?

Progress 8 measures progress from KS2 to KS4. Grammar school pupils enter with very high KS2 scores, so they are compared against other high-attaining pupils nationally. To score well on Progress 8, these pupils need to achieve grades 8–9 across all subjects. Many grammar schools cluster around 0 (average progress) because their pupils were expected to do well and did exactly that. A Progress 8 of 0 at a grammar school is not bad — it means results matched expectations.

How do Ofsted grades relate to exam results?

Ofsted’s "Quality of Education" judgement looks at curriculum, teaching, and outcomes — but outcomes include progress, not just raw results. A school with below-average raw results can still be rated Outstanding if it demonstrates strong progress from pupils’ starting points. However, a school with persistently declining results is unlikely to maintain a high Ofsted grade.

Can I compare schools across the four UK nations?

Not easily. England, Wales, Scotland, and NI use completely different metrics, exam systems, and reporting frameworks. A school rated Outstanding in England cannot be compared to a school rated Excellent in Scotland — the inspection frameworks assess different things. Our school search tools let you filter within each nation, but cross-nation league tables are impossible and misleading.

What does "value-added" actually mean?

Value-added measures how much progress a school adds to its pupils relative to their starting points. In England this is Progress 8. In Scotland it’s the virtual comparator. The idea is simple: if a child enters Year 7 with average ability and leaves Year 11 with above-average results, the school has "added value". This is the fairest way to judge a school because it strips out the advantage of selective or affluent intakes.

Why does Wales not have league tables?

The Welsh Government abolished school league tables in 2019 under its "School Improvement" policy. The rationale was that ranking schools by raw results encouraged gaming (focusing on borderline pupils, narrowing the curriculum) and demoralised schools in deprived areas. Data is still published on My Local School for parents to access, but the Welsh Government does not rank or league-table schools.

How often is school performance data updated?

In England, provisional results are published each October/November (about 4 months after exams). Revised data follows in January/February. Destination data runs 2 years behind. In Wales, data is updated annually on My Local School. In Scotland, SQA results are published each August with school-level detail following later. In NI, results are published each December.

Are there school performance measures for primary schools?

Yes, but fewer. In England: KS2 SATs results (% expected standard, % higher standard, progress scores in reading, writing, and maths), plus phonics screening and multiplication tables check. In Wales: teacher assessments against Curriculum for Wales. In Scotland: ACEL data (teacher-assessed CfE levels). NI does not publish primary school performance data separately.

What is the "disadvantage gap" and how does it affect school data?

The disadvantage gap measures the difference in attainment between pupils eligible for free school meals (FSM, also known as disadvantaged or Pupil Premium pupils) and all other pupils. Nationally, disadvantaged pupils score about 1.5 grades lower per GCSE subject. Schools that close this gap effectively are doing something right — look for the "disadvantaged vs all" comparison in performance data.

Should I worry if a school’s results dropped this year?

Not necessarily. Single-year drops happen for many reasons: a weaker cohort, a key teacher leaving, small cohort volatility, or the post-COVID grading adjustment. Look at the 3-year trend. If results are consistently declining, that’s a concern. If it’s one year, it’s probably noise — especially in small schools where each pupil represents a large percentage of the cohort.

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Parent Guide

Understanding School Performance Data

Progress 8, Attainment 8, SATs, Highers, Capped 9 — the numbers schools are judged on, what they actually mean, and the six mistakes almost every parent makes when reading them.

25–30 min readAll 4 UK nationsUpdated April 2026

Key facts

Progress 8 measures value added, not raw results — a non-selective school at +0.5 is outperforming a grammar at 0
KS2 SATs set the baseline for secondary progress measures — inflated primary results harm pupils’ Progress 8 later
High Attainment 8 scores may just reflect an affluent intake — always check Progress 8 alongside it
Each UK nation uses completely different metrics — cross-nation comparisons do not work
Disadvantaged pupils score roughly 1.5 grades lower per GCSE on average, making context essential when reading data

Nations, 4 completely different systems

20+

Performance metrics across the UK

1.5

Grades lower per GCSE for disadvantaged pupils

Cross-nation comparisons that actually work

6 Mistakes Parents Make With School Data

Before diving into the metrics, here's what to unlearn. These are the traps that mislead thousands of parents every year.

League tables tell you which school is best

League tables rank by raw results, which mostly reflect intake. A school in a wealthy area with high-attaining pupils will top the table even if it adds little value. Progress measures (like Progress 8) are far more useful.

The school with the best GCSE results is the best school

A grammar school with 99% A*–C might have a Progress 8 of 0 (average progress). A comprehensive with 65% A*–C and a Progress 8 of +0.8 is adding far more value per pupil.

Ofsted Outstanding means excellent results

Ofsted judges quality of education, behaviour, leadership, and personal development — not just exam results. A school can be Outstanding with below-average results if it serves a deprived community and adds significant value.

Small cohort results are reliable

In a school with 30 pupils in Year 11, each pupil represents ~3% of results. One pupil with a bad exam day can shift Progress 8 by 0.1 points. Small schools’ data is inherently volatile — look at 3-year trends, not single years.

Post-COVID grades can be compared to pre-COVID

Teacher-assessed grades in 2020 and 2021 were significantly higher than normal. The 2022 and 2023 exams used a "return to normal" approach but with safety nets. True comparison only works from 2024 onward.

Absence rates don’t matter for academic performance

DfE data shows a direct link: pupils missing 10%+ of school score an average of one grade lower in every GCSE subject. At 20% absence, the gap widens to nearly two grades. Attendance is the single strongest predictor of GCSE outcomes after prior attainment.

The COVID Caveat: Which Data Can You Trust?

COVID disrupted school performance data for five years. Here's what happened and when the numbers became reliable again.

2019

Last "normal" exam year. Baseline for comparison.

2020

Exams cancelled. Centre-Assessed Grades (CAGs). Significant grade inflation.

2021

Exams cancelled again. Teacher-Assessed Grades (TAGs). Even higher grades than 2020.

2022

Exams return with "generous" grading. Grades set between 2019 and 2021 levels.

2023

Return to pre-pandemic grading standards. First "normal" year since 2019.

2024

Fully normal grading. First reliable comparison year for post-COVID data.

2025

Current data. Progress 8 baselines fully reset. Data is now reliable.

Bottom line: use 2024 onward

For any school-to-school comparison, use 2024 or 2025 data. Anything from 2020–2022 is unreliable. If a school’s website boasts about 2021 results, they’re showing inflated numbers.

England: Every Key Metric Explained

England has the most complex set of school performance measures in the UK. Here's what each one means in plain English.

Progress 8

Secondary (KS4)

What it measures

Measures how much progress pupils make from the end of primary school (KS2) to the end of Year 11 (GCSEs). It compares each pupil against others with similar starting points.

How it works

Takes 8 GCSE subjects (English, maths, 3 EBacc, 3 open slots) and compares actual grades against the national average for pupils with the same KS2 scores. A positive number means pupils did better than average; negative means worse.

What's good?

A score of 0 is average. Above +0.5 is "well above average" (Ofsted). Below -0.5 is "well below average". Top schools score +1.0 or higher.

Watch out for

Grammar schools and selective schools often have a Progress 8 of around 0 — because their pupils were already high-attaining. A non-selective school with +0.5 is adding more value than a grammar at 0.

Attainment 8

Secondary (KS4)

What it measures

The raw total points score across 8 GCSE subjects. Measures absolute results, not progress.

How it works

Each grade gets a number (9 = 9 points, 8 = 8, down to 1 = 1). English and maths are double-weighted. The 8 slots mirror Progress 8.

What's good?

National average is roughly 46–48 points. Top comprehensives score 55–65. Grammar schools often hit 70+.

Watch out for

A high Attainment 8 might just reflect an affluent intake. Always check Progress 8 alongside it to see what the school actually added.

EBacc Entry & Achievement

Secondary (KS4)

What it measures

Whether pupils are entered for the English Baccalaureate — a set of GCSEs the government considers "academic": English, maths, science, a language, and history or geography.

How it works

Entry rate = % of pupils taking all 5 EBacc pillars. Achievement rate = % achieving grade 5+ in all pillars.

What's good?

Government target is 90% entry by 2025 (not yet met — currently around 40%). Achievement rate is roughly 25% nationally.

Watch out for

A low EBacc entry rate does not mean a school is bad — many excellent schools offer strong vocational or creative options instead. But it may limit university choices.

KS2 SATs (Primary)

Primary (KS2)

What it measures

End-of-primary tests in reading, maths, and grammar/punctuation/spelling (GPS), plus teacher-assessed writing. Taken in Year 6.

How it works

Scores of 100+ in reading and maths = expected standard. A scaled score of 110+ = higher standard. Writing is teacher-assessed against frameworks.

What's good?

National target: ~65% reaching expected standard in reading, writing, and maths combined. Schools achieving 75%+ are strong performers.

Watch out for

KS2 results feed directly into Progress 8 calculations at secondary. A primary school that inflates KS2 results actually harms its pupils’ Progress 8 later.

Phonics Screening (Year 1)

Primary (Year 1)

What it measures

A short check to confirm children can decode words using phonics. All Year 1 pupils take it in June.

How it works

Children read 40 words aloud (a mix of real words and "alien" pseudo-words). They need 32/40 to pass.

What's good?

National pass rate is about 79–81%. Schools achieving 90%+ are doing well. Those below 70% may need support.

Watch out for

It tests decoding only, not comprehension. A child who passes may still struggle with understanding text. It’s a floor check, not a ceiling.

Absence Rate

All

What it measures

The percentage of sessions (half-days) missed by pupils. Includes authorised and unauthorised absence.

How it works

Overall absence rate is reported by DfE. A pupil is "persistently absent" if they miss 10%+ of sessions (roughly 19 days per year).

What's good?

The national average is about 7.4% (2023/24). Pre-pandemic it was around 4.7%. Schools below 5% are strong. Persistent absence below 15% is good.

Watch out for

Post-COVID absence has soared and not returned to pre-pandemic levels. Compare against the current national average, not historic figures.

Destination Measures

KS4 & KS5

What it measures

Tracks what pupils do after leaving school — whether they go to education, apprenticeships, or employment.

How it works

DfE links school records to tax, benefit, and education data 6 months after leaving. Reports % in sustained education, employment, or NEET.

What's good?

94–96% in sustained education or employment is typical for a good school. A high Russell Group university rate signals strong sixth-form provision.

Watch out for

Destination data is published 2 years behind. A school with great 2024 destinations reflects its 2022 leavers.

Wales: A Different Approach

Wales deliberately moved away from league tables in 2019. Performance data still exists — it's just published differently.

No league tables in Wales

The Welsh Government abolished school league tables in 2019. You can still access school-level data on My Local School, but schools are not ranked against each other. This is a deliberate policy choice, not a lack of data.

Capped 9 Points Score

Secondary (KS4)

What it measures

The total points score for a pupil’s best 9 GCSE-equivalent qualifications, with caps on how many from each category count.

How it works

Includes English/Welsh language (best of literature or language), maths (numeracy or maths), and best 7 other GCSEs. Points allocated per grade.

What's good?

Typical school averages range from 340–400. Above 380 is strong. Schools in deprived areas scoring 340+ may be adding significant value.

Watch out for

Wales stopped publishing school-level performance tables in 2019. You can see school data through My Local School, but there are no league tables.

Welsh Bacc / Skills Challenge

KS4 & Post-16

What it measures

A qualification unique to Wales combining GCSEs with the Skills Challenge Certificate — a portfolio of real-world projects.

How it works

Has 3 levels: Foundation (KS4), National (KS4), and Advanced (post-16). Incorporates community participation, enterprise, and global citizenship.

What's good?

Completion rate varies widely by school. It’s being reformed under Curriculum for Wales. Universities accept it as equivalent to an A-level.

Watch out for

The Welsh Bacc is changing. From 2027 new qualifications aligned with Curriculum for Wales will replace current GCSEs, known as "Made-for-Wales" GCSEs.

Attendance

All

What it measures

Overall and persistent absence rates, reported by school and local authority.

How it works

Calculated the same way as England — sessions missed as % of total. Persistent absence = 20%+ sessions missed (higher threshold than England’s 10%).

What's good?

Pre-COVID average was ~94% attendance. Post-COVID it dropped to around 89–91%. Schools above 93% are performing well.

Watch out for

Wales uses a 20% threshold for persistent absence vs England’s 10%. This makes Welsh persistent absence figures look lower even if actual attendance is similar.

Scotland: Curriculum for Excellence

Scotland has its own education system, qualifications, and measurement framework. There are no GCSEs or A-levels here.

Achievement of CfE Levels (ACEL)

Primary & S3

What it measures

Teacher assessments of whether pupils have achieved the expected Curriculum for Excellence level for their stage in reading, writing, listening/talking, and numeracy.

How it works

Teachers assess against national benchmarks. P1 = Early level, P4 = First level, P7 = Second level, S3 = Third/Fourth level. Data published annually.

What's good?

National target: ~80% achieving expected level. Strong schools hit 85–90%+ at P1, P4, and P7. Significant variation by deprivation.

Watch out for

ACEL is teacher-assessed, not externally tested. There are no standardised national exams until S4 (National 5s). This makes cross-school comparison harder.

SQA Results (National 5 / Highers)

S4–S6 (age 15–18)

What it measures

Scottish Qualifications Authority exam results. National 5 = roughly equivalent to GCSE. Highers = used for university entry (broadly A-level equivalent). Advanced Highers = A-level equivalent.

How it works

Pupils typically sit National 5s in S4, Highers in S5, and Advanced Highers in S6. Results reported as pass rates and grade distributions.

What's good?

A-C pass rate at Higher is around 77–80% nationally. Schools with 85%+ A-C at Higher are strong performers. National 5 A-C is typically around 80%.

Watch out for

Scottish pupils typically sit fewer exams than English pupils (5–6 Highers vs 8–10 GCSEs). Raw numbers of passes are not comparable across nations.

Positive Destinations

School leavers

What it measures

The percentage of school leavers in a positive destination (university, college, employment, training, or volunteering) 3 months after leaving.

How it works

Skills Development Scotland tracks every school leaver. Follow-up survey at 3 and 9 months.

What's good?

National average is around 95–96%. Schools below 90% may have challenges. The 9-month sustained figure is more meaningful than the initial rate.

Watch out for

A school with 95% positive destinations but mostly in low-wage employment is very different from 95% going to university. Look at the breakdown.

SIMD & Attainment Gap

All

What it measures

The Scottish Index of Multiple Deprivation (SIMD) divides areas into quintiles. The "attainment gap" measures the difference in achievement between the most and least deprived quintiles.

How it works

Schools are benchmarked against a "virtual comparator" — a group of pupils across Scotland with similar SIMD profiles. This is Scotland’s equivalent of value-added.

What's good?

Closing the gap is a national priority. Schools that match or beat their virtual comparator are adding value regardless of raw results.

Watch out for

A school in SIMD 1 (most deprived) with 60% achieving expected levels may be adding far more value than a school in SIMD 5 with 90%.

Northern Ireland: Selection & Separation

NI retains academic selection at age 11 and a largely divided school system. Performance data must be read in this context.

The selection gap

NI has the widest grammar vs non-grammar attainment gap in the UK. Grammar schools educate ~40% of post-primary pupils but achieve 95%+ 5 A*–C GCSEs. Non-grammar schools average 55–65%. Raw results alone cannot tell you which schools are adding the most value.

GCSE & A-Level Results

Post-primary

What it measures

NI publishes school-level GCSE and A-level results, including % achieving 5+ GCSEs at A*–C (including English and maths) and % achieving 3+ A-levels at A*–C.

How it works

Results are published in the NI School Performance Tables by the Department of Education. Grammar and non-grammar schools are reported separately.

What's good?

Grammar schools typically achieve 95%+ at 5 A*–C GCSEs. Non-grammar schools average around 55–65%. The gap is one of the widest in the UK.

Watch out for

NI grammar school results look spectacular, but pupils were pre-selected at age 11. The non-grammar sector educates 60%+ of pupils and deserves equal attention.

Transfer Test Scores

P7 (age 10–11)

What it measures

Two unofficial transfer tests (AQE and GL) used by grammar schools for selection. Not government-run — administered by school groups.

How it works

AQE: 3 tests in English and maths, scored as a standardised age score. GL: 1 test covering English, maths, and ability. Grammar schools set their own entry score thresholds.

What's good?

Thresholds vary by school. Top grammars require scores in the 120s+ (AQE). Each school publishes its own cut-off annually.

Watch out for

Many families spend significant money on tutoring. The tests are not government-endorsed and were created after the 11+ was officially abolished in 2008. They remain controversial.

Free School Meals Benchmarking

All

What it measures

Schools are contextualised by their percentage of pupils eligible for free school meals (FSM) — the closest NI gets to value-added.

How it works

The DE groups schools into FSM bands and compares results within each band. This lets you see if a school with 50% FSM is outperforming similar schools.

What's good?

A school in a high FSM band matching the achievement of low FSM schools is adding significant value. Look for schools that beat their FSM comparator group.

Watch out for

NI does not have a Progress 8-style measure. FSM benchmarking is the only contextual tool, and it’s relatively crude.

ETI Inspection Outcomes

All

What it measures

The Education and Training Inspectorate (ETI) inspects NI schools and rates them on a 6-point scale from Outstanding to Unsatisfactory.

How it works

ETI inspections cover leadership, learning/teaching, outcomes, and care/guidance. Follow-up inspections for schools rated less than Good.

What's good?

"Outstanding" and "Very Good" are the top ratings. "Good" is satisfactory. "Important areas for improvement" or below triggers follow-up.

Watch out for

ETI inspections are less frequent than Ofsted inspections. Some NI schools haven’t been inspected for 8–10 years.

Where to Find School Performance Data

Each nation has its own official data portal. All are free to use.

England

Find School Performance Data

Official school-level results, Progress 8, Attainment 8, absence, destinations. Free and searchable by school name or postcode.

Also available: Compare School Performance (compare up to 5 schools side by side).

Wales

My Local School

Welsh Government data portal showing school-level results, attendance, pupil numbers, FSM %, and spending per pupil.

Wales abolished league tables in 2019. My Local School provides context without ranking.

Scotland

Parentzone Scotland

Education Scotland portal with school-level data, inspection reports, ACEL data, and school contact details.

Also check: statistics.gov.scot for detailed attainment data by SIMD quintile.

Northern Ireland

School Performance Data (DE)

Department of Education NI publishes school-level GCSE and A-level results with FSM benchmarking.

ETI inspection reports are published separately on the ETI website.

How Inspections Use Performance Data

Inspection bodies use performance data differently — and none rely on it alone.

Ofsted (England)

Inspectors review performance data before visiting, including Progress 8, absence, exclusion, and destination data. But the "Quality of Education" judgement is primarily based on what inspectors see in classrooms — curriculum planning, lesson observation, and pupil work. Data is context, not the verdict.

Key point: Ofsted explicitly says schools should not be judged by results alone. A school with strong progress from a low base can be Outstanding.

Estyn (Wales)

Estyn inspects using a "What’s working well / What needs to improve" framework rather than grades. Inspectors consider school performance data alongside the school’s own self-evaluation. Wales’s school improvement model emphasises peer collaboration over competition.

Key point: Estyn moved away from grades in 2022. Schools now receive narrative judgements, not numbered ratings.

Education Scotland

Inspections use the "How Good Is Our School?" (HGIOS) framework. ACEL data, SQA results, and the school’s virtual comparator inform the inspection, but classroom observation and pupil/parent voice carry equal weight.

Key point: Education Scotland publishes ACEL data and inspection letters. There is no single "grade" — schools receive evaluations across 4 quality indicators.

ETI (Northern Ireland)

ETI uses a 6-point scale (Outstanding to Unsatisfactory). Inspectors review GCSE/A-level results with FSM context. The Transfer Test is not used in inspection — it’s unofficial and not government-endorsed.

Key point: ETI inspections are less frequent than in other nations. Many NI schools have not been inspected in over 5 years.

Four Nations at a Glance

A quick comparison of how each nation measures school performance.

	England	Wales	Scotland	N. Ireland
Primary measure	Progress 8	Capped 9	ACEL levels	GCSE results + FSM
Value-added?	Yes (Progress 8)	No	Virtual comparator	FSM benchmarking
League tables?	Yes	No (abolished 2019)	No	Yes
Exams at 16	GCSEs	GCSEs	National 5s	GCSEs
Inspector	Ofsted	Estyn	Education Scotland	ETI
Inspection grades?	4-point scale	Narrative only	4 quality indicators	6-point scale
Selection at 11?	163 grammars	No	No	~69 grammars
Official data site	Find School Performance	My Local School	Parentzone Scotland	DE School Data

England

Primary measure: Progress 8
Value-added: Yes
League tables: Yes
Exams: GCSEs
Inspector: Ofsted (4-point scale)
Selection: 163 grammars

Wales

Primary measure: Capped 9
Value-added: No
League tables: Abolished 2019
Exams: GCSEs
Inspector: Estyn (narrative)
Selection: None

Scotland

Primary measure: ACEL levels
Value-added: Virtual comparator
League tables: No
Exams: National 5s / Highers
Inspector: Education Scotland
Selection: None

N. Ireland

Primary measure: GCSE + FSM
Value-added: FSM benchmarking
League tables: Yes
Exams: GCSEs
Inspector: ETI (6-point scale)
Selection: ~69 grammars

Common Questions

Sources

This guide draws on the Department for Education (Find School Performance Data), the Welsh Government (My Local School), Education Scotland (Parentzone and ACEL publications), the Northern Ireland Department of Education, Ofsted annual reports, the Education Policy Institute, and the National Foundation for Educational Research (NFER). This guide is for general information only. Admissions policies, inspection frameworks, and school structures change regularly — always verify current details with the relevant school, local authority, or official body. Last reviewed April 2026.

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Parent Guide

Understanding School Performance Data

Progress 8, Attainment 8, SATs, Highers, Capped 9 — the numbers schools are judged on, what they actually mean, and the six mistakes almost every parent makes when reading them.

25–30 min readAll 4 UK nationsUpdated April 2026

Key facts

Progress 8 measures value added, not raw results — a non-selective school at +0.5 is outperforming a grammar at 0
KS2 SATs set the baseline for secondary progress measures — inflated primary results harm pupils’ Progress 8 later
High Attainment 8 scores may just reflect an affluent intake — always check Progress 8 alongside it
Each UK nation uses completely different metrics — cross-nation comparisons do not work
Disadvantaged pupils score roughly 1.5 grades lower per GCSE on average, making context essential when reading data

Nations, 4 completely different systems

20+

Performance metrics across the UK

1.5

Grades lower per GCSE for disadvantaged pupils

Cross-nation comparisons that actually work

6 Mistakes Parents Make With School Data

Before diving into the metrics, here's what to unlearn. These are the traps that mislead thousands of parents every year.

League tables tell you which school is best

The school with the best GCSE results is the best school

A grammar school with 99% A*–C might have a Progress 8 of 0 (average progress). A comprehensive with 65% A*–C and a Progress 8 of +0.8 is adding far more value per pupil.

Ofsted Outstanding means excellent results

Small cohort results are reliable

Post-COVID grades can be compared to pre-COVID

Absence rates don’t matter for academic performance

The COVID Caveat: Which Data Can You Trust?

COVID disrupted school performance data for five years. Here's what happened and when the numbers became reliable again.

2019

Last "normal" exam year. Baseline for comparison.

2020

Exams cancelled. Centre-Assessed Grades (CAGs). Significant grade inflation.

2021

Exams cancelled again. Teacher-Assessed Grades (TAGs). Even higher grades than 2020.

2022

Exams return with "generous" grading. Grades set between 2019 and 2021 levels.

2023

Return to pre-pandemic grading standards. First "normal" year since 2019.

2024

Fully normal grading. First reliable comparison year for post-COVID data.

2025

Current data. Progress 8 baselines fully reset. Data is now reliable.

Bottom line: use 2024 onward

For any school-to-school comparison, use 2024 or 2025 data. Anything from 2020–2022 is unreliable. If a school’s website boasts about 2021 results, they’re showing inflated numbers.

England: Every Key Metric Explained

England has the most complex set of school performance measures in the UK. Here's what each one means in plain English.

Progress 8

Secondary (KS4)

What it measures

Measures how much progress pupils make from the end of primary school (KS2) to the end of Year 11 (GCSEs). It compares each pupil against others with similar starting points.

How it works

What's good?

A score of 0 is average. Above +0.5 is "well above average" (Ofsted). Below -0.5 is "well below average". Top schools score +1.0 or higher.

Watch out for

Attainment 8

Secondary (KS4)

What it measures

The raw total points score across 8 GCSE subjects. Measures absolute results, not progress.

How it works

Each grade gets a number (9 = 9 points, 8 = 8, down to 1 = 1). English and maths are double-weighted. The 8 slots mirror Progress 8.

What's good?

National average is roughly 46–48 points. Top comprehensives score 55–65. Grammar schools often hit 70+.

Watch out for

A high Attainment 8 might just reflect an affluent intake. Always check Progress 8 alongside it to see what the school actually added.

EBacc Entry & Achievement

Secondary (KS4)

What it measures

Whether pupils are entered for the English Baccalaureate — a set of GCSEs the government considers "academic": English, maths, science, a language, and history or geography.

How it works

Entry rate = % of pupils taking all 5 EBacc pillars. Achievement rate = % achieving grade 5+ in all pillars.

What's good?

Government target is 90% entry by 2025 (not yet met — currently around 40%). Achievement rate is roughly 25% nationally.

Watch out for

A low EBacc entry rate does not mean a school is bad — many excellent schools offer strong vocational or creative options instead. But it may limit university choices.

KS2 SATs (Primary)

Primary (KS2)

What it measures

End-of-primary tests in reading, maths, and grammar/punctuation/spelling (GPS), plus teacher-assessed writing. Taken in Year 6.

How it works

Scores of 100+ in reading and maths = expected standard. A scaled score of 110+ = higher standard. Writing is teacher-assessed against frameworks.

What's good?

National target: ~65% reaching expected standard in reading, writing, and maths combined. Schools achieving 75%+ are strong performers.

Watch out for

KS2 results feed directly into Progress 8 calculations at secondary. A primary school that inflates KS2 results actually harms its pupils’ Progress 8 later.

Phonics Screening (Year 1)

Primary (Year 1)

What it measures

A short check to confirm children can decode words using phonics. All Year 1 pupils take it in June.

How it works

Children read 40 words aloud (a mix of real words and "alien" pseudo-words). They need 32/40 to pass.

What's good?

National pass rate is about 79–81%. Schools achieving 90%+ are doing well. Those below 70% may need support.

Watch out for

It tests decoding only, not comprehension. A child who passes may still struggle with understanding text. It’s a floor check, not a ceiling.

Absence Rate

All

What it measures

The percentage of sessions (half-days) missed by pupils. Includes authorised and unauthorised absence.

How it works

Overall absence rate is reported by DfE. A pupil is "persistently absent" if they miss 10%+ of sessions (roughly 19 days per year).

What's good?

The national average is about 7.4% (2023/24). Pre-pandemic it was around 4.7%. Schools below 5% are strong. Persistent absence below 15% is good.

Watch out for

Post-COVID absence has soared and not returned to pre-pandemic levels. Compare against the current national average, not historic figures.

Destination Measures

KS4 & KS5

What it measures

Tracks what pupils do after leaving school — whether they go to education, apprenticeships, or employment.

How it works

DfE links school records to tax, benefit, and education data 6 months after leaving. Reports % in sustained education, employment, or NEET.

What's good?

94–96% in sustained education or employment is typical for a good school. A high Russell Group university rate signals strong sixth-form provision.

Watch out for

Destination data is published 2 years behind. A school with great 2024 destinations reflects its 2022 leavers.

Wales: A Different Approach

Wales deliberately moved away from league tables in 2019. Performance data still exists — it's just published differently.

No league tables in Wales

Capped 9 Points Score

Secondary (KS4)

What it measures

The total points score for a pupil’s best 9 GCSE-equivalent qualifications, with caps on how many from each category count.

How it works

Includes English/Welsh language (best of literature or language), maths (numeracy or maths), and best 7 other GCSEs. Points allocated per grade.

What's good?

Typical school averages range from 340–400. Above 380 is strong. Schools in deprived areas scoring 340+ may be adding significant value.

Watch out for

Wales stopped publishing school-level performance tables in 2019. You can see school data through My Local School, but there are no league tables.

Welsh Bacc / Skills Challenge

KS4 & Post-16

What it measures

A qualification unique to Wales combining GCSEs with the Skills Challenge Certificate — a portfolio of real-world projects.

How it works

Has 3 levels: Foundation (KS4), National (KS4), and Advanced (post-16). Incorporates community participation, enterprise, and global citizenship.

What's good?

Completion rate varies widely by school. It’s being reformed under Curriculum for Wales. Universities accept it as equivalent to an A-level.

Watch out for

The Welsh Bacc is changing. From 2027 new qualifications aligned with Curriculum for Wales will replace current GCSEs, known as "Made-for-Wales" GCSEs.

Attendance

All

What it measures

Overall and persistent absence rates, reported by school and local authority.

How it works

Calculated the same way as England — sessions missed as % of total. Persistent absence = 20%+ sessions missed (higher threshold than England’s 10%).

What's good?

Pre-COVID average was ~94% attendance. Post-COVID it dropped to around 89–91%. Schools above 93% are performing well.

Watch out for

Wales uses a 20% threshold for persistent absence vs England’s 10%. This makes Welsh persistent absence figures look lower even if actual attendance is similar.

Scotland: Curriculum for Excellence

Scotland has its own education system, qualifications, and measurement framework. There are no GCSEs or A-levels here.

Achievement of CfE Levels (ACEL)

Primary & S3

What it measures

Teacher assessments of whether pupils have achieved the expected Curriculum for Excellence level for their stage in reading, writing, listening/talking, and numeracy.

How it works

Teachers assess against national benchmarks. P1 = Early level, P4 = First level, P7 = Second level, S3 = Third/Fourth level. Data published annually.

What's good?

National target: ~80% achieving expected level. Strong schools hit 85–90%+ at P1, P4, and P7. Significant variation by deprivation.

Watch out for

ACEL is teacher-assessed, not externally tested. There are no standardised national exams until S4 (National 5s). This makes cross-school comparison harder.

SQA Results (National 5 / Highers)

S4–S6 (age 15–18)

What it measures

Scottish Qualifications Authority exam results. National 5 = roughly equivalent to GCSE. Highers = used for university entry (broadly A-level equivalent). Advanced Highers = A-level equivalent.

How it works

Pupils typically sit National 5s in S4, Highers in S5, and Advanced Highers in S6. Results reported as pass rates and grade distributions.

What's good?

A-C pass rate at Higher is around 77–80% nationally. Schools with 85%+ A-C at Higher are strong performers. National 5 A-C is typically around 80%.

Watch out for

Scottish pupils typically sit fewer exams than English pupils (5–6 Highers vs 8–10 GCSEs). Raw numbers of passes are not comparable across nations.

Positive Destinations

School leavers

What it measures

The percentage of school leavers in a positive destination (university, college, employment, training, or volunteering) 3 months after leaving.

How it works

Skills Development Scotland tracks every school leaver. Follow-up survey at 3 and 9 months.

What's good?

National average is around 95–96%. Schools below 90% may have challenges. The 9-month sustained figure is more meaningful than the initial rate.

Watch out for

A school with 95% positive destinations but mostly in low-wage employment is very different from 95% going to university. Look at the breakdown.

SIMD & Attainment Gap

All

What it measures

The Scottish Index of Multiple Deprivation (SIMD) divides areas into quintiles. The "attainment gap" measures the difference in achievement between the most and least deprived quintiles.

How it works

Schools are benchmarked against a "virtual comparator" — a group of pupils across Scotland with similar SIMD profiles. This is Scotland’s equivalent of value-added.

What's good?

Closing the gap is a national priority. Schools that match or beat their virtual comparator are adding value regardless of raw results.

Watch out for

A school in SIMD 1 (most deprived) with 60% achieving expected levels may be adding far more value than a school in SIMD 5 with 90%.

Northern Ireland: Selection & Separation

NI retains academic selection at age 11 and a largely divided school system. Performance data must be read in this context.

The selection gap

GCSE & A-Level Results

Post-primary

What it measures

NI publishes school-level GCSE and A-level results, including % achieving 5+ GCSEs at A*–C (including English and maths) and % achieving 3+ A-levels at A*–C.

How it works

Results are published in the NI School Performance Tables by the Department of Education. Grammar and non-grammar schools are reported separately.

What's good?

Grammar schools typically achieve 95%+ at 5 A*–C GCSEs. Non-grammar schools average around 55–65%. The gap is one of the widest in the UK.

Watch out for

NI grammar school results look spectacular, but pupils were pre-selected at age 11. The non-grammar sector educates 60%+ of pupils and deserves equal attention.

Transfer Test Scores

P7 (age 10–11)

What it measures

Two unofficial transfer tests (AQE and GL) used by grammar schools for selection. Not government-run — administered by school groups.

How it works

AQE: 3 tests in English and maths, scored as a standardised age score. GL: 1 test covering English, maths, and ability. Grammar schools set their own entry score thresholds.

What's good?

Thresholds vary by school. Top grammars require scores in the 120s+ (AQE). Each school publishes its own cut-off annually.

Watch out for

Many families spend significant money on tutoring. The tests are not government-endorsed and were created after the 11+ was officially abolished in 2008. They remain controversial.

Free School Meals Benchmarking

All

What it measures

Schools are contextualised by their percentage of pupils eligible for free school meals (FSM) — the closest NI gets to value-added.

How it works

The DE groups schools into FSM bands and compares results within each band. This lets you see if a school with 50% FSM is outperforming similar schools.

What's good?

A school in a high FSM band matching the achievement of low FSM schools is adding significant value. Look for schools that beat their FSM comparator group.

Watch out for

NI does not have a Progress 8-style measure. FSM benchmarking is the only contextual tool, and it’s relatively crude.

ETI Inspection Outcomes

All

What it measures

The Education and Training Inspectorate (ETI) inspects NI schools and rates them on a 6-point scale from Outstanding to Unsatisfactory.

How it works

ETI inspections cover leadership, learning/teaching, outcomes, and care/guidance. Follow-up inspections for schools rated less than Good.

What's good?

"Outstanding" and "Very Good" are the top ratings. "Good" is satisfactory. "Important areas for improvement" or below triggers follow-up.

Watch out for

ETI inspections are less frequent than Ofsted inspections. Some NI schools haven’t been inspected for 8–10 years.

Where to Find School Performance Data

Each nation has its own official data portal. All are free to use.

England

Find School Performance Data

Official school-level results, Progress 8, Attainment 8, absence, destinations. Free and searchable by school name or postcode.

Also available: Compare School Performance (compare up to 5 schools side by side).

Wales

My Local School

Welsh Government data portal showing school-level results, attendance, pupil numbers, FSM %, and spending per pupil.

Wales abolished league tables in 2019. My Local School provides context without ranking.

Scotland

Parentzone Scotland

Education Scotland portal with school-level data, inspection reports, ACEL data, and school contact details.

Also check: statistics.gov.scot for detailed attainment data by SIMD quintile.

Northern Ireland

School Performance Data (DE)

Department of Education NI publishes school-level GCSE and A-level results with FSM benchmarking.

ETI inspection reports are published separately on the ETI website.

How Inspections Use Performance Data

Inspection bodies use performance data differently — and none rely on it alone.

Ofsted (England)

Key point: Ofsted explicitly says schools should not be judged by results alone. A school with strong progress from a low base can be Outstanding.

Estyn (Wales)

Key point: Estyn moved away from grades in 2022. Schools now receive narrative judgements, not numbered ratings.

Education Scotland

Key point: Education Scotland publishes ACEL data and inspection letters. There is no single "grade" — schools receive evaluations across 4 quality indicators.

ETI (Northern Ireland)

Key point: ETI inspections are less frequent than in other nations. Many NI schools have not been inspected in over 5 years.

Four Nations at a Glance

A quick comparison of how each nation measures school performance.

	England	Wales	Scotland	N. Ireland
Primary measure	Progress 8	Capped 9	ACEL levels	GCSE results + FSM
Value-added?	Yes (Progress 8)	No	Virtual comparator	FSM benchmarking
League tables?	Yes	No (abolished 2019)	No	Yes
Exams at 16	GCSEs	GCSEs	National 5s	GCSEs
Inspector	Ofsted	Estyn	Education Scotland	ETI
Inspection grades?	4-point scale	Narrative only	4 quality indicators	6-point scale
Selection at 11?	163 grammars	No	No	~69 grammars
Official data site	Find School Performance	My Local School	Parentzone Scotland	DE School Data

England

Primary measure: Progress 8
Value-added: Yes
League tables: Yes
Exams: GCSEs
Inspector: Ofsted (4-point scale)
Selection: 163 grammars

Wales

Primary measure: Capped 9
Value-added: No
League tables: Abolished 2019
Exams: GCSEs
Inspector: Estyn (narrative)
Selection: None

Scotland

Primary measure: ACEL levels
Value-added: Virtual comparator
League tables: No
Exams: National 5s / Highers
Inspector: Education Scotland
Selection: None

N. Ireland

Primary measure: GCSE + FSM
Value-added: FSM benchmarking
League tables: Yes
Exams: GCSEs
Inspector: ETI (6-point scale)
Selection: ~69 grammars

Common Questions

Sources

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