Longer term destinations
Academic year 2023/24

Description

This document describes the data included in the ‘Longer term destination measures: 2023/24’ Official Statistics release’s underlying data files. This data is released under the terms of the  Open Government License (opens in a new tab) (opens in new tab) (http://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/) and is intended to meet at least 3 stars for  Open Data (opens in a new tab) (opens in new tab) (https://www.gov.uk/government/publications/2010-to-2015-government-policy-government-transparency-and-accountability/2010-to-2015-government-policy-government-transparency-and-accountability#appendix-3-releasing-data-in-open-and-anonymised-formats).

The publication methodology, available on the publication report, should be referenced alongside this data. It provides information on the data sources, their coverage and quality as well as explaining methodology used in producing the data.

Coverage

This release provides information on destinations from:

- state-funded mainstream schools
- state-funded special schools (including non-maintained special schools)
- alternative provision

This information is based on data from the National Pupil Database and the Longitudinal Education Outcomes dataset.

File formats and conventions

The Code of Practice for Statistics requires us to take reasonable steps to ensure that our published or disseminated statistics protect confidentiality. Where appropriate we apply disclosure control to protect confidentiality.

The following symbols have been used in this publication:

( 0 ) zero

( c ) small number suppressed to preserve confidentiality or for accountability reasons

( z ) not applicable

(x) not available

( low ) positive % less than 0.5

Small cohorts

At institutional level, where cohorts are less than 6, all data are suppressed. This is to ensure that schools are not held to account for small cohorts of pupils rather than for confidentiality reasons.

This does not apply to levels of data other than institutional level.

Data files

National longer term destinations

Filename: ees_ltd_nat_202021.csv
Geographic levels: National
Time period: 2012/13 to 2020/21
Content summary: National level destinations data 1, 3 and 5 years after students leave key stage 4 for different characteristic groups and provider types.

Variable names and descriptions for this file are provided below:

Variable name            |  Variable description
-----------------------  |  ---------------------------------------------
breakdown                |  Student characteristics
cohort_count             |  Number of pupils completing key stage 4
destination_description  |  Destination measure
destination_year         |  Year following key stage 4 study
disadvantage_status      |  Disadvantage Status
establishment_type       |  Establishment type
ethnicity_minor          |  Ethnicity Minor
pupil_count              |  Number of pupils
pupil_percent            |  Percentage of pupils sustaining a destination
sex                      |  Sex

Footnotes:

1. Activity not being captured means the student was not found to have any participation in education, apprenticeship or employment nor recorded as receiving out-of-work benefits at any point in the year. Possible reasons for this could be that the pupil was living, working or studying abroad or was attending a Scottish or Welsh college or school.
2. Alternative provision includes state place funded alternative provision (Pupil Referral Units, AP academies, AP free schools, and hospital schools) and other alternative provision (education funded by the local authority outside of state place funded schools, including independent schools, non-maintained special schools, and providers that do not meet the criteria for registration as a school).
3. 'State-funded (inc. non-maintained) special schools' includes all state-funded special schools (including community special schools, foundation special schools, special sponsored academies, special converter academies and special free schools) and non-maintained special schools.
4. At the end of key stage 4 pupils are expected to achieve 'good passes' at grade 5 or above in both English and maths GCSEs or selected equivalents. The figures for student achievement of grade 4 or above in both English and maths are shown alongside this measure for transparency and comparability. This measure is chosen because passes in English and maths will continue to be assessed in future years and because passes in these subjects tie closely to conditions for post-16 funding and accountability. Prior to the introduction of the reformed 9 to 1 GCSEs in English and maths in 2016/17, a 'good pass' was classed as an A*-C grade.
5. The following symbols have been used in this publication: (0) zero, ( c ) small number suppressed to preserve confidentiality or for accountability reasons, ( z ) not applicable, (x) not available, ( low ) positive % less than 0.5
6. 'Not recorded as a sustained destination' includes pupils who were captured in the source data and had some participation in the academic year but did not complete the required six months sustained participation. It also includes pupils who had no participation in education or employment but had claimed out-of-work benefits.
7. Disadvantage status is presented as reported in year 11. Disadvantaged pupils are defined as those who were eligible for free school meals at any point in the previous six years or having been looked after by their local authority. These are the pupils who would have attracted the pupil premium when in year 11. Pupils with no key stage 4 record were not known to be disadvantaged in year 11 and are included in all other pupils.
8. Note that employment figures showed an increase between 2013/14 and 2014/15 destination years due to the introduction of the Longitudinal Educational Outcomes data, and so Year 1 employment figures between the 2012/13 and 2013/14 cohorts are not directly comparable.
9. State-funded mainstream schools include community schools, voluntary aided schools, voluntary controlled schools, foundation schools, academies, free schools, city technology colleges and further education colleges with provision for 14- to 16-year-olds.
10. Social, Emotional and Mental Health (SEMH) was added as a new type of need in 2014/15; the previous type of need Behaviour, Emotional and Social Difficulties has been removed although it is not expected that SEMH will be a direct replacement.
11. Other education destinations include independent schools, specialist post-16 institutions, special schools and education combination destination.
12. Following special educational needs and disability (SEND) reforms in 2014/15, SEN pupils are categorised as 'SEN with a statement or Education, health and care (EHC) plan' and 'SEN support'. SEN support replaces school action and school action plus (grouped as SEN without a statement up to and including 2013/14). It was expected that all transfers to this category take place during the 2014/15 academic year but some legacy categories remain in subsequent cohorts. More detailed information on the reforms can be found here: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25.
13. Local authority maintained mainstream schools include community schools, voluntary aided schools, voluntary controlled schools and foundation schools.
14. State place funded alternative provision includes pupil referral units, AP academies, AP free schools and hospital schools.
15. Other alternative provision includes education funded by the local authority outside of state place funded schools, including independent schools, non-maintained special schools, and providers who do not meet the criteria for registration as a school.
16. Changes to the data have been implemented from the 2016/17 cohort onwards, so comparisons to earlier years (2012/13 - 2015/16) should be treated with caution


Local authority longer term destinations

Filename: ees_ltd_la_202021.csv
Geographic levels: Local authority; Regional
Time period: 2012/13 to 2020/21
Content summary: Local authority and regional level destinations data 1, 3 and 5 years after students leave key stage 4 by different geography levels, characteristics groups and provider types.

Variable names and descriptions for this file are provided below:

Variable name             |  Variable description
------------------------  |  ---------------------------------------------
breakdown                 |  Student characteristics
cohort_count              |  Number of pupils completing key stage 4
destination_description   |  Destination measure
destination_year          |  Year following key stage 4 study
disadvantage_status       |  Disadvantage Status
establishment_type_group  |  Establishment type group
ethnicity_major           |  Ethnicity Major
pupil_count               |  Number of pupils
pupil_percent             |  Percentage of pupils sustaining a destination
sex                       |  Sex

Footnotes:

1. Activity not being captured means the student was not found to have any participation in education, apprenticeship or employment nor recorded as receiving out-of-work benefits at any point in the year. Possible reasons for this could be that the pupil was living, working or studying abroad or was attending a Scottish or Welsh college or school.
2. Alternative provision includes state place funded alternative provision (Pupil Referral Units, AP academies, AP free schools, and hospital schools) and other alternative provision (education funded by the local authority outside of state place funded schools, including independent schools, non-maintained special schools, and providers that do not meet the criteria for registration as a school).
3. 'State-funded (inc. non-maintained) special schools' includes all state-funded special schools (including community special schools, foundation special schools, special sponsored academies, special converter academies and special free schools) and non-maintained special schools.
4. At the end of key stage 4 pupils are expected to achieve 'good passes' at grade 5 or above in both English and maths GCSEs or selected equivalents. The figures for student achievement of grade 4 or above in both English and maths are shown alongside this measure for transparency and comparability. This measure is chosen because passes in English and maths will continue to be assessed in future years and because passes in these subjects tie closely to conditions for post-16 funding and accountability. Prior to the introduction of the reformed 9 to 1 GCSEs in English and maths in 2016/17, a 'good pass' was classed as an A*-C grade.
5. The following symbols have been used in this publication: (0) zero, ( c ) small number suppressed to preserve confidentiality or for accountability reasons, ( z ) not applicable, (x) not available, ( low ) positive % less than 0.5
6. 'Not recorded as a sustained destination' includes pupils who were captured in the source data and had some participation in the academic year but did not complete the required six months sustained participation. It also includes pupils who had no participation in education or employment but had claimed out-of-work benefits.
7. Disadvantage status is presented as reported in year 11. Disadvantaged pupils are defined as those who were eligible for free school meals at any point in the previous six years or having been looked after by their local authority. These are the pupils who would have attracted the pupil premium when in year 11. Pupils with no key stage 4 record were not known to be disadvantaged in year 11 and are included in all other pupils.
8. Note that employment figures showed an increase between 2013/14 and 2014/15 destination years due to the introduction of the Longitudinal Educational Outcomes data, and so Year 1 employment figures between the 2012/13 and 2013/14 cohorts are not directly comparable.
9. State-funded mainstream schools include community schools, voluntary aided schools, voluntary controlled schools, foundation schools, academies, free schools, city technology colleges and further education colleges with provision for 14- to 16-year-olds.
10. Numbers of pupils in the Disadvantage Status and special educational needs (SEN) breakdowns have been rounded to the nearest 5 to preserve confidentiality. Values of 1 and 2 are represented by the "low" symbol.
11. Other education destinations include independent schools, specialist post-16 institutions, special schools and education combination destination.
12. Following special educational needs and disability (SEND) reforms in 2014/15, SEN pupils are categorised as 'SEN with a statement or Education, health and care (EHC) plan' and 'SEN support'. SEN support replaces school action and school action plus (grouped as SEN without a statement up to and including 2013/14). It was expected that all transfers to this category take place during the 2014/15 academic year but some legacy categories remain in subsequent cohorts. More detailed information on the reforms can be found here: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25.
13. Changes to the data have been implemented from the 2016/17 cohort onwards, so comparisons to earlier years (2012/13 - 2015/16) should be treated with caution


Institution longer term destinations

Filename: ees_ltd_inst_202021.csv
Geographic levels: School
Time period: 2016/17 to 2020/21
Content summary: Institution level Destinations data 1, 3 and 5 years after students leave key stage 4 by different characteristics groups.

Variable names and descriptions for this file are provided below:

Variable name             |  Variable description
------------------------  |  ---------------------------------------------
breakdown                 |  Student characteristics
cohort_count              |  Number of pupils completing key stage 4
destination_description   |  Destination measure
destination_year          |  Destination year
disadvantage_status       |  Disadvantage Status
establishment_type_group  |  Establishment type group
pupil_count               |  Number of pupils
pupil_percent             |  Percentage of pupils sustaining a destination
sex                       |  Sex

Footnotes:

1. Activity not being captured means the student was not found to have any participation in education, apprenticeship or employment nor recorded as receiving out-of-work benefits at any point in the year. Possible reasons for this could be that the pupil was living, working or studying abroad or was attending a Scottish or Welsh college or school.
2. Alternative provision includes state place funded alternative provision (Pupil Referral Units, AP academies, AP free schools, and hospital schools) and other alternative provision (education funded by the local authority outside of state place funded schools, including independent schools, non-maintained special schools, and providers that do not meet the criteria for registration as a school).
3. 'State-funded (inc. non-maintained) special schools' includes all state-funded special schools (including community special schools, foundation special schools, special sponsored academies, special converter academies and special free schools) and non-maintained special schools.
4. 'Not recorded as a sustained destination' includes pupils who were captured in the source data and had some participation in the academic year but did not complete the required six months sustained participation. It also includes pupils who had no participation in education or employment but had claimed out-of-work benefits.
5. Disadvantage status is presented as reported in year 11. Disadvantaged pupils are defined as those who were eligible for free school meals at any point in the previous six years or having been looked after by their local authority. These are the pupils who would have attracted the pupil premium when in year 11. Pupils with no key stage 4 record were not known to be disadvantaged in year 11 and are included in all other pupils.
6. Note that employment figures showed an increase between 2013/14 and 2014/15 destination years due to the introduction of the Longitudinal Educational Outcomes data, and so Year 1 employment figures between the 2012/13 and 2013/14 cohorts are not directly comparable.
7. State-funded mainstream schools include community schools, voluntary aided schools, voluntary controlled schools, foundation schools, academies, free schools, city technology colleges and further education colleges with provision for 14- to 16-year-olds.
8. Other education destinations include independent schools, specialist post-16 institutions, special schools and education combination destination.
