Schools in England: results, absence and class sizes

Words to know

Attainment 8

A school measure scoring each pupil's best eight GCSE-level results, with English and maths counted twice, out of 90.

Expected standard

The level the government expects most pupils to reach at age 11.

Persistent absence

Missing at least 10% of possible school sessions (half days) in a year.

Key stage

A stage of the national curriculum; key stage 2 ends at age 11 and key stage 4 at 16.

Academic year

September to August. 2024-25 is the school year that began in September 2024.

Class size

The number of pupils taught by one teacher in a lesson.

Charts

GCSE results and absence, year by year

State-funded schools in England. Results for 2020 and 2021 were awarded differently because exams were cancelled.

Questions

1. Calculate[3]

   The share of pupils in England who were persistently absent was 10.9% in 2018-19 and 18.1% in 2024-25. Calculate the percentage change. Give your answer to 1 decimal place.

   GCSE Maths · AQA 8300 · Ratio, proportion and rates of change: percentage change
   Answer. +67.0%

   M1 for 18.1 − 10.9. M1 for ÷ 10.9 × 100. A1 for 67.0 (a decrease if negative).

   Common error: Dividing by the later value.
2. Work out[3]

   In 2024-25, 64.8% of pupils got grade 4 or above in English and maths, and 45.4% got grade 5 or above. Work out what percentage of the pupils who got grade 4 or above also got grade 5 or above. Give your answer to the nearest whole number.

   GCSE Maths · AQA 8300 · Number: percentages of amounts; ratio
   Answer. 70%

   M1 for 45.4 ÷ 64.8. M1 for × 100. A1 for 70.

   Common error: Subtracting the percentages instead of dividing.
3. Calculate[2]

   The share of year 6 pupils meeting the expected standard in reading, writing and maths was 60.6%, 62.2% and 63.3% in the last three years. Calculate the mean.

   GCSE Maths · AQA 8300 · Statistics: averages
   Answer. 62.0%

   M1 for adding and dividing by 3. A1 for 62.0.

   Common error: Dividing by 100.
4. Calculate[2]

   A primary school has 210 pupils. The average primary class in England has 26.1 pupils. Work out how many classes the school would need if every class had the average size. Round up to a whole number.

   GCSE Maths · AQA 8300 · Number: rounding and estimation
   Answer. 9

   M1 for 210 ÷ 26.1 = 8.0. A1 for 9 (rounded up, because a part-class still needs a teacher).

   Common error: Rounding down.
5. Calculate[3]

   Apprenticeship starts in England were 393,380 in 2018-19 and 308,770 in 2025-26 (the latest year can be revised). Calculate the percentage change.

   GCSE Maths · AQA 8300 · Ratio, proportion and rates of change: percentage change
   Answer. -21.5%

   M1 for the difference -84,610. M1 for ÷ 393,380 × 100. A1 for -21.5.

   Common error: Using the later year as the base.
6. Explain[2]

   2.4% of pupils were severely absent (missing half or more of their sessions) in 2024-25. Explain why this figure alone does not show how much school is being missed overall.

   GCSE Citizenship · Understanding data: measures and their limits
   Answer. A small share can still be many pupils; it ignores pupils who miss less than half

   B1 it counts only the most extreme group. B1 many pupils with less absence are left out, so total missed sessions are higher.
7. Explain[6]

   The average primary class in England has 26.1 pupils and the average secondary class 22.6. Explain two reasons why governments provide or subsidise education.

   A-level Economics · AQA 7136, Edexcel 9EC0 · Market failure: merit goods and positive externalities
   Answer. Merit good; positive externalities; information failure

   Each developed reason: 1 mark to identify, up to 2 to develop (cause and effect, with data). e.g. (1) education is a merit good: individuals undervalue it, so it would be under-consumed. (2) positive externalities: educated people raise productivity and tax revenue, and reduce social costs, benefits the market price ignores. (3) credit constraints and imperfect information about returns.
8. Analyse[9]

   308,770 apprenticeships were started in England in 2025-26. Analyse how a government subsidy to employers who take on apprentices could affect the supply of apprenticeships and the labour market.

   A-level Economics · AQA 7136, Edexcel 9EC0 · Government intervention: subsidies; labour market
   Answer. Lower cost shifts supply right; more training; wage and skills effects

   Levels: L1 (1–3) relevant points, little analysis; L2 (4–6) developed chains of reasoning; L3 (7–9) well-developed analysis, supported by the data, with a clear line of argument. Indicative: subsidy lowers firms' marginal cost so supply shifts right and quantity rises; positive externalities (skills) move nearer the social optimum; effects depend on elasticity of demand for apprentices; risks of deadweight loss and displacing unsubsidised hiring.
9. Evaluate[12]

   Persistent absence was 18.1% in 2024-25. Evaluate whether spending more on reducing pupil absence would be a better use of public money than reducing class sizes (primary 26.1, secondary 22.6).

   A-level Economics · AQA 7136, Edexcel 9EC0 · Government intervention: evaluating policies
   Answer. A reasoned judgement using costs, benefits and evidence

   Levels: L1 (1–3) a few relevant points; L2 (4–6) analysis, one-sided or unsupported; L3 (7–9) developed analysis with data and some judgement; L4 (10–12) balanced, evidence-based judgement that answers the question. Indicative: absence costs lost learning for every affected pupil, while smaller classes need many more teachers (high cost, uncertain effect); opportunity cost; evidence on effectiveness; who gains; time lags; a judgement should weigh cost-effectiveness and equity.
10. Explain[4]

    The key stage 2 figures count every pupil in state-funded schools in England, not a sample. (a) State one advantage of using all pupils rather than a sample. [1] (b) State one reason the figures might still not represent all children in England. [1] (c) Explain why the results are not a random sample of ability. [2]

    A-level Mathematics · Statistics: sampling and census data (check your board)
    Answer. Advantage: no sampling error; limitation: private-school and home-educated pupils missing

    (a) B1 no sampling error or bias from selection. (b) B1 children in private schools or educated at home are not included. (c) B1 it is a complete count of one group, not a sample from the whole population. B1 so inference about all children would need care.

Ideas for discussion

• Is it fair to compare schools by their results without knowing about their pupils?
• Should a school be judged by how many pupils reach a standard, or by how much each pupil improves?
• What could be done about absence that a school cannot do on its own?