​Every child, regardless of their background or family circumstances, deserves the opportunity to progress and succeed in school and beyond. Schools are responsible for ensuring that each of their pupils is engaged, challenged and has opportunity to achieve their full academic potential. The government’s ongoing education reforms have given headteachers considerable flexibility over their use of the funding allocated to their schools, as they are best placed to support and address the specific needs of their pupils – including those who are classed as having English as an additional language (EAL).

​We recognise that having a large intake of EAL pupils can present challenges for a school. Through the national funding formula (NFF) for schools, introduced in April 2018, state-funded schools attract funding for pupils with EAL who have been in the school system in England for up to 3 years. This funding equates to an additional £515 per primary school pupil and an additional £1,385 per secondary school pupil by the time the formula is fully implemented. Schools in which more than 10% of pupils joined mid-way through the school year also attract funding through the mobility factor in the NFF if their local authority uses this factor in their local formula. Furthermore, schools are also able to use their pupil premium funding to support pupils with EAL who are classed as disadvantaged, through having been eligible for free school meals at any point in the last 6 years, or through being looked after or previously in local authority care.

The information requested is not held centrally.

The number of students in scope for the 16-18 English and maths progress measures are published as part of official Department for Education statistics. These can be found here: https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2016-to-2017-revised. The main text can be found in SFR03/2018, Section 5.

These statistics feature breakdowns by prior attainment groupings and disadvantage status. As the published data only shows the average progress point score, we have expanded on the published data by adding in the number of students that achieved a grade 4 or above as well as adding the number of students that made positive progress.

The English and maths progress measure is based on achievement of GCSEs and of approved stepping stone qualifications. These stepping stone qualifications include functional skills, free standing maths, English for speakers of other languages and AQA use of maths.

Each student’s exam results are assigned a capped point score. The point scores range from 0 to 8 points, depending on the type of qualification taken and the grade achieved by the student. For example, GCSE points range from 1 point for a grade G up to 8 points for an A* grade. Stepping stone qualifications do not attract as many points as GCSEs and typically fall between GCSE grades on the points scale. For example, a level 1 functional skill qualification is equal to 2.5 points. A fail in any qualification is worth 0 points, and students that do not enter any approved exams during 16-18 study automatically score -1 for the progress measure[1].

1. Information on how grades are assigned point scores can be found in the 16 to 18 technical guidance.
2. There is no data (N/A) for prior attainment scores 0.8 and 1.7 in English because there are currently no qualifications assigned these scores.

The number of students in scope for the 16-18 English and maths progress measures are published as part of official Department for Education statistics. These can be found here: https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2016-to-2017-revised. The main text can be found in SFR03/2018, Section 5.

These statistics feature breakdowns by prior attainment groupings and disadvantage status. As the published data only shows the average progress point score, we have expanded on the published data by adding in the number of students that achieved a grade 4 or above as well as adding the number of students that made positive progress.

The English and maths progress measure is based on achievement of GCSEs and of approved stepping stone qualifications. These stepping stone qualifications include functional skills, free standing maths, English for speakers of other languages and AQA use of maths.

Each student’s exam results are assigned a capped point score. The point scores range from 0 to 8 points, depending on the type of qualification taken and the grade achieved by the student. For example, GCSE points range from 1 point for a grade G up to 8 points for an A* grade. Stepping stone qualifications do not attract as many points as GCSEs and typically fall between GCSE grades on the points scale. For example, a level 1 functional skill qualification is equal to 2.5 points. A fail in any qualification is worth 0 points, and students that do not enter any approved exams during 16-18 study automatically score -1 for the progress measure[1].

1. Information on how grades are assigned point scores can be found in the 16 to 18 technical guidance.
2. There is no data (N/A) for prior attainment scores 0.8 and 1.7 in English because there are currently no qualifications assigned these scores.

The number of students in scope for the 16-18 English and maths progress measures are published as part of official Department for Education statistics. These can be found here: https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2016-to-2017-revised. The main text can be found in SFR03/2018, Section 5.

These statistics feature breakdowns by prior attainment groupings and disadvantage status. As the published data only shows the average progress point score, we have expanded on the published data by adding in the number of students that achieved a grade 4 or above as well as adding the number of students that made positive progress.

The English and maths progress measure is based on achievement of GCSEs and of approved stepping stone qualifications. These stepping stone qualifications include functional skills, free standing maths, English for speakers of other languages and AQA use of maths.

Each student’s exam results are assigned a capped point score. The point scores range from 0 to 8 points, depending on the type of qualification taken and the grade achieved by the student. For example, GCSE points range from 1 point for a grade G up to 8 points for an A* grade. Stepping stone qualifications do not attract as many points as GCSEs and typically fall between GCSE grades on the points scale. For example, a level 1 functional skill qualification is equal to 2.5 points. A fail in any qualification is worth 0 points, and students that do not enter any approved exams during 16-18 study automatically score -1 for the progress measure[1].

1. Information on how grades are assigned point scores can be found in the 16 to 18 technical guidance.
2. There is no data (N/A) for prior attainment scores 0.8 and 1.7 in English because there are currently no qualifications assigned these scores.

The number of students in scope for the 16-18 English and maths progress measures are published as part of official Department for Education statistics. These can be found here: https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2016-to-2017-revised. The main text can be found in SFR03/2018, Section 5.

These statistics feature breakdowns by prior attainment groupings and disadvantage status. As the published data only shows the average progress point score, we have expanded on the published data by adding in the number of students that achieved a grade 4 or above as well as adding the number of students that made positive progress.

The English and maths progress measure is based on achievement of GCSEs and of approved stepping stone qualifications. These stepping stone qualifications include functional skills, free standing maths, English for speakers of other languages and AQA use of maths.

Each student’s exam results are assigned a capped point score. The point scores range from 0 to 8 points, depending on the type of qualification taken and the grade achieved by the student. For example, GCSE points range from 1 point for a grade G up to 8 points for an A* grade. Stepping stone qualifications do not attract as many points as GCSEs and typically fall between GCSE grades on the points scale. For example, a level 1 functional skill qualification is equal to 2.5 points. A fail in any qualification is worth 0 points, and students that do not enter any approved exams during 16-18 study automatically score -1 for the progress measure[1].

1. Information on how grades are assigned point scores can be found in the 16 to 18 technical guidance.
2. There is no data (N/A) for prior attainment scores 0.8 and 1.7 in English because there are currently no qualifications assigned these scores.

The requested information is given in the attached table. The data shows disadvantaged and non-disadvantaged pupils who are in scope for the English or maths progress measure that reports on students who did not achieve A*-C in GCSE qualifications by the end of key stage 4.

The requested information is given in the attached table. The data shows disadvantaged and non-disadvantaged pupils who are in scope for the English or maths progress measure that reports on students who did not achieve A*-C in GCSE qualifications by the end of key stage 4.

The requested information is given in the attached table. The data shows disadvantaged and non-disadvantaged pupils who are in scope for the English or maths progress measure that reports on students who did not achieve A*-C in GCSE qualifications by the end of key stage 4.

The requested information is given in the attached table. The data shows disadvantaged and non-disadvantaged pupils who are in scope for the English or maths progress measure that reports on students who did not achieve A*-C in GCSE qualifications by the end of key stage 4.

Schools take responsibility for ensuring that all of their pupils, regardless of their background, are engaged, challenged and attain to the best of their ability. School funding arrangements give head teachers flexibility over how they use their funding to support their pupils, as they are best placed to decide how to deploy the school’s resources effectively in order to address the specific needs of their pupils.

The national funding formula for schools, which replaced local funding formulae in April 2018, directs funding to schools with pupils on roll who have English as an additional language and have been in the English school system for a maximum of three years. This equates to an additional £515 per primary school pupil and an additional £1,385 per secondary school pupil. In addition, the mobility factor in the national funding formula allocates funding to schools that have a high proportion of pupils joining the school mid-way through the academic year; this totals around £22 million in 2018-19. Where appropriate, schools can also draw on the funding they are allocated to improve the progress and attainment of pupils from financially disadvantaged backgrounds.

Refugee students in 16-19 education settings are considered eligible for funding by the Education and Skills Funding Agency. The inclusion of disadvantage funding as an element of the 16-19 funding formula for school and college places may also benefit refugee students. This funding is allocated to education providers for students with low prior attainment or who live in the most disadvantaged areas, in order to help attract, retain and support disadvantaged young people (and those with lower-level special educational needs and disabilities). Possible uses of this funding include the provision of additional support in English and mathematics; outreach services to attract students; and further learning or pastoral support.

Looking beyond education, the government has set out its vision in the Integrated Communities Strategy green paper to work with civil society to find ways to support the integration of all refugees in the UK, including those granted refugee status after claiming asylum. We will continue to work with civil society to develop solutions and good practice in this area.