GCE/VCE/Applied A/AS and Equivalent Examination Results (Level 3) for Young People by Gender in England (Referenced by Location of Student Residence). The figures presented here provide information on the overall achievements of young people in GCE/VCE/Applied A Levels and VCE/Applied Double Awards and Level 3 qualifications equivalent in size to at least one GCE/VCE/Applied A Level in 2007/2008 and who are resident in England. Unlike Key Stage 4, there is no exclusion of pupils recently arrived from overseas from the local and regional averages. The Qualifications and Curriculum Authority (QCA) points allocated to Level 3 qualifications can be viewed at the National Database of Accredited Qualifications http://www.accreditedqualifications.org.uk/index.aspx Available to Lower Layer Super Output Area (LSOA). Information can only be reproduced if the source is fully acknowledged. See more on the ONS NESS website.

Looked after children in England for the year ending 31 March. Numbers and rates per 10,000 children aged under 18 years. Figures exclude children looked after under an agreed series of short-term placements. Historical data may differ from older publications. This is mainly due to the implementation of amendments and corrections sent by some local authorities after the publication date of previous materials. Further DFE children in care performance tables are available for local authorities. Data relating to the outcomes of looked after children are also available from the DFE link.

These ward level well being scores present a combined measure of well-being indicators of the resident population based on 12 different indicators. Where possible each indicator score is compared with the England and Wales average, which is zero. Scores over 0 indicate a higher probability that the population on average will experience better well-being according to these measures. Users can adjust the weight of each indicator depending on what they consider to be the more or less important, thus generating bespoke scores. This is done either by entering a number between 0 and 10. The scores throughout the spreadsheet will update automatically. The tool combines data across a range of themes for the last five years of available data (2009-2013). Either view the results in the online interactive tool here, Or download the interactive spreadsheet here The well-being scores are then presented in a ranked bar chart for each borough, and a ward map of London. The spreadsheet also highlights wards in the top and bottom 25 per cent in London. Wards that have shown significant improvement or reduction in their scores relative to the average over the five year period are also highlighted. Borough figures are provided to assist with comparisons. Rankings and summary tables are included. The source data that the tool is based on is included in the spreadsheet. The Excel file is 8.1MB. IMPORTANT NOTE, users must enable macros when prompted upon opening the Excel spreadsheet (or reset security to medium/low) for the map to function. The rest of the tool will function without macros. If you cannot download the Excel file directly try this zip file (2.6MB). If you experience any difficulties with downloading this spreadsheet, please contact the London Datastore in the Intelligence Unit. Detailed information about definitions and sources is contained within the spreadsheet. The 12 measures included are: Health - Life Expectancy - Childhood Obesity - Incapacity Benefits claimant rate Economic security - Unemployment rate Safety - Crime rate - Deliberate Fires Education - GCSE point scores Children - Unauthorised Pupil Absence Families - Children in out-of-work households Transport - Public Transport Accessibility Scores (PTALs) Environment - Access to public open space & nature Happiness - Composite Subjective Well-being Score (Life Satisfaction, Worthwhileness, Anxiety, and Happiness) (New data only available since 2011/12) With some measures if the data shows a high figure that indicates better well-being, and with other measures a low figure indicates better well-being. Therefore scores for Life Expectancy, GCSE scores, PTALs, and Access to Public Open Space/Nature have been reversed so that in all measures low scores indicate probable lower well-being. The data has been turned into scores where each indicator in each year has a standard deviation of 10. This means that each indicator will have an equal effect on the final score when the weightings are set to equal. Why should measuring well-being be important to policy makers? Following research by the Cabinet Office and Office for National Statistics, the government is aiming to develop policy that is more focused on ‘all those things that make life worthwhile’ (David Cameron, November 2010). They are interested in developing new and better ways to understand how policy and public services affect well-being. Why measure well-being for local areas? It is important for London policy makers to consider well-being at a local level (smaller than borough level) because of the often huge differences within boroughs. Local authorities rely on small area data in order to target resources, and with local authorities currently gaining more responsibilities from government, this is of increasing importance. But small area data is also of interest to academics, independent analysts and members of the public with an interest in the subject of well-being. How can well-being be measured within small

Key Stage 3 results and associated value added measures by gender (by location of pupil residence). The results refer to the achievements of Key Stage 3 eligible pupils in the English, Mathematics and Science core subjects. These are typically 14-year-old pupils. The average Key Stage 3 point scores per pupil and an overall breakdown by gender is also included. Test results for pupils in maintained schools in England. Available to Lower Layer Super Output Areas (LSOA). Note this dataset was discontinued in 2007. Download from NeSS

The percentage of pupils achieving level 5 or above in the 2009 key stage 3 teacher assessments. The 2009 figures are based on provisional Key Stage 3 teacher assessments (TA) data collected from schools and Local Authorities (LAs) by the Qualifications and Curriculum Development Agency. Pupil age is generally 14 year olds at Key Stage 3.

This dataset will no longer be updated. For the latest figures click here. Percentage of pupils achieving level 2 or above in Key Stage 1 teacher assessments by gender and location of school/educational institution up to the school year 2015. Also includes data by region by ethnic group, language, and free school meal (FSM) eligibility (up to the year 2016).

Daytime population - The estimated number of people in a borough in the daytime during an average day, broken down by component sub-groups. The figures given are an average day during school term-time. No account has been made for seasonal variations, or for people who are usually in London (resident, at school or working), but are away visiting another place. Sources include the Business Register and Employment Survey (BRES) (available under license), Annual Population Survey (APS), 2011 Census, Department for Education (DfE), International Passenger Survey (IPS), GB Tourism Survey (GBTS), Great Britain Day Visit Survey (GBDVS), GLA Population Projections, and GLA Economics estimates (GLAE). The figures published in these sources have been used exactly as they appear - no further adjustments have been made to account for possible sampling errors or questionnaire design flaws. Day trip visitors are defined as those on day trips away from home for three hours or more and not undertaking activities that would regularly constitute part of their work or would be a regular leisure activity. International visitors – people from a country other than the UK visiting the location; Domestic overnight tourists – people from other parts of the UK staying in the location for at least one night. All visitor data is modelled and unrounded. This edition was released on 7 October 2015 and replaces the previous estimates for 2013. GLA resident population, 2011 Census resident population, and 2011 Census workday populations (by sex) included for comparison. See a visualisation of this data using Tableau. For more workday population data by age use the Custom Age-Range Tool for Census 2011 Workday population , or download data for a range of geographical levels from NOMIS.

Percentage of pupils reaching the expected standard in Key Stage 1 teacher assessments by gender and location of school/educational institution from 2016 onwards. Also includes data by region by ethnic group, language, and free school meal (FSM) eligibility. Due to school closures resulting from the coronavirus pandemic, there is no data for 2019/20.

The percentage of pupils achieving level 6 or above in the 2009 key stage 3 teacher assessments. The 2009 figures are based on provisional Key Stage 3 teacher assessments (TA) data collected from schools and Local Authorities (LAs) by the Qualifications and Curriculum Development Agency. Pupil age is generally 14 year olds at Key Stage 3.

This dataset will no longer be updated. For the latest figures click here. Percentage of pupils achieving level 4 or above in their national curriculum assessments at key stage 2 by gender and location of school/educational institution up to the school year 2015. Also includes data by region by ethnic group, language, and free school meal (FSM) eligibility.