Accounting for Variations in Pupil Attainment at the End of Key Stage 1

Abstract

AbstractThis article analyses pupil national assessment results at Key Stage 1 (KS1) in the three core curriculum areas (English, mathematics and science) and in terms of an overall measure of performance across these areas for a sample of over 2400 pupils drawn from 62 inner London primary schools. It explores the influence of pupil background characteristics and school attended on attainment at KS1 and provides a contextualised analysis of schools’ performance. The findings demonstrate the greater importance of background factors (gender, age, low income, fluency in English) as influences on English attainment in comparison with other subjects and the implications of this for the publication of raw national assessment results are highlighted. The extent to which process information about school and classroom organisation and teaching practices accounts for school‐level variation in pupils’ attainment is also explored. A number of significant relationships are identified and their implications discussed.