School Data Glossary

The Office for Standards in Education, Children's Services and Skills. Ofsted is the government body responsible for inspecting and rating schools in England. An Ofsted inspection typically involves 2 days of observation, interviews with staff and pupils, and a review of the school's data.

Outstanding schools were previously exempt from routine inspection, but since 2023 all schools are inspected regularly regardless of rating. Good schools are typically inspected every 4–5 years. Schools rated Requires Improvement or Inadequate are re-inspected much sooner, usually within 12–30 months.

The stage of education covering Years 3 to 6, for pupils aged 7–11. National tests (commonly called SATs) are taken at the end of Year 6, when pupils are 10–11 years old. The results measure how well pupils have achieved against national expectations in Reading, Writing, Maths and Grammar.

The combined headline measure for KS2 attainment. A pupil is counted in the RWM figure only if they meet the expected standard in all three subjects — Reading, Writing AND Maths. This makes it a stricter measure than any individual subject score. The national average is approximately 65%.

The benchmark level pupils are expected to reach by the end of KS2. A pupil "meeting the expected standard" has achieved a scaled score of 100 or above in the tests. Approximately 65–70% of pupils nationally meet this standard across Reading, Writing and Maths combined.

Pupils who significantly exceeded the expected standard — achieving a scaled score of 110 or above in Reading and Maths. Broadly equivalent to the old Level 5. Nationally around 8–12% of pupils achieve the higher standard in all three subjects.

A separate KS2 test covering grammar, punctuation, vocabulary and spelling. Results are reported as a percentage of pupils meeting the expected standard. GPS scores tend to be higher than the combined RWM figure.

A measure of how much pupils improved relative to other pupils with similar starting points (KS1 scores). A progress score of 0 means the school's pupils made exactly average progress compared to similar pupils nationally. Positive scores mean above-average progress; negative scores mean below-average. This is often a better measure of a school's teaching quality than raw attainment, because it accounts for the pupils' starting points.

KS2 results can vary significantly year to year, especially in smaller schools where one class of 20 pupils sits the tests. The 3-year rolling average smooths out these fluctuations and gives a more reliable picture of a school's typical performance. Where available, we show both the single-year and 3-year figures.

Pupils are eligible for Free School Meals if their household receives certain benefits (including Universal Credit below an earnings threshold). FSM eligibility is widely used as a proxy measure of socioeconomic deprivation. A higher FSM percentage generally indicates a school serving a more disadvantaged community.

A more stable version of the FSM measure, used in the KS2 performance tables. Rather than a snapshot of who is claiming FSM right now, this counts whether a pupil has claimed FSM at any point in the last 6 years. It captures pupils whose family circumstances have improved but who may still carry the effects of earlier deprivation.

Pupils whose first or home language is not English. EAL pupils are not necessarily struggling with English — many are highly proficient — but the figure gives context about the linguistic diversity of the school. London schools have significantly higher EAL proportions than the national average, with boroughs like Newham, Tower Hamlets and Brent often exceeding 60%.

The difference in attainment between pupils who have claimed Free School Meals (disadvantaged) and those who have not. A gap of -20pp means disadvantaged pupils scored 20 percentage points below their peers. Schools that successfully close this gap — strong attainment for disadvantaged pupils relative to their non-disadvantaged peers — are often considered to be doing exceptional work. A smaller gap is better.

Children with SEN have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. SEN is split into two categories: those with an Education, Health and Care Plan (EHCP), and those receiving SEN support without a formal plan.

A legal document for children and young people with more significant SEN needs. It describes their needs, the support they must receive, and their outcomes. EHCPs are issued by the local authority and are legally binding on schools. Approximately 4–5% of pupils nationally have an EHCP.

Pupils who have identified SEN needs but do not have a formal EHC Plan. They receive additional support within the school, arranged by the school itself. This is a broader category — nationally around 13% of pupils receive SEN support.

A state school run directly by the local authority (LA). The LA employs staff, owns the land and buildings, and sets the admissions criteria. The most traditional type of state school.

A school that was previously a maintained school and chose to convert to academy status. Academies are funded directly by the government rather than through the local authority and have more freedom over curriculum, term dates and staff pay. Many academy converters were already Good or Outstanding schools.

An academy that was taken over by a sponsor (often a multi-academy trust) typically because it was underperforming. The sponsor takes responsibility for improving the school.

Usually a faith school (Church of England, Roman Catholic, Jewish etc.) where the governing body — often the church — owns the buildings and employs the staff. The LA part-funds the school. VA schools set their own admissions criteria, which often include faith-based conditions.

Similar to a voluntary aided school but the local authority employs the staff and controls admissions. The church or foundation owns the buildings. Generally less faith-selective than VA schools.

A type of academy set up by parents, teachers, charities or businesses rather than converted from an existing school. Free schools are funded directly by the government. They can be set up in response to demand for school places or to provide a particular educational approach.

A state school where the governing body employs the staff and owns the land and buildings. The governing body sets the admissions criteria. Foundation schools have more independence than community schools but less than academies.

A school specifically for pupils who cannot attend a mainstream school, often due to exclusion, illness or other circumstances. PRUs are counted in the school data but are not directly comparable to mainstream schools.

The geographic area within which children are prioritised for admission. Most community schools use distance from home to school as an admissions criterion, creating a de facto catchment area. This boundary shifts each year depending on how many children apply. Use our commute planner to see which schools are within reach of your home and workplace.

When more children apply for a school than there are places available, the school uses its published admissions criteria (such as distance, sibling priority, or faith) to decide who gets a place. Popular schools in London are frequently oversubscribed, with catchment distances sometimes under 400 metres.

Additional government funding given to schools for each pupil who is eligible for Free School Meals, has been in care, or has parents in the armed forces. Schools can spend it as they choose but must report on how they use it and its impact.