Special Educational Needs: National Curriculum Tests Michael Gove To ask the Secretary of State for Children, Schools and Families what estimate he has made of the number of pupils (a) in receipt of and (b) not in receipt of free school meals who achieved level five in English, mathematics and science at Key Stage 2 in (a) 1997, (b) 2004 and (c) the latest year for which figures are available. Sarah McCarthy-Fry The requested information is not available for 1997 as prior to 2002 individual pupil characteristic information was not collected. The introduction of the pupil level annual school census (PLASC) in January 2002, which collects such information, meant that from 2002, pupil characteristic data could be matched to attainment data, allowing analyses of different groups of pupils. The 2004 information are shown as follows: --------------------------------------------------------------------------------------------------------------------- | |English|Maths |Science|English|Maths |Science|Number of pupils achieving level 5 in all three subjects| --------------------------------------------------------------------------------------------------------------------- |Non-FSM |483,573|483,842|483,902|143,011|164,078|223,803|92,266 | --------------------------------------------------------------------------------------------------------------------- |FSM |105,452|105,537|105,583|11,864 |15,074 |23,202 |5,871 | --------------------------------------------------------------------------------------------------------------------- |All pupil1|592,159|592,516|592,629|155,356|179,703|247,783|98,398 | --------------------------------------------------------------------------------------------------------------------- The 2007 information are shown as follows: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |English|Maths |Science|English|Maths |Science|Number of pupils achieving level 5 in all three subjects| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Non-FSM |475,767|475,905|475,904|173,009|167,087|237,385|109,277 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |FSM |93,197 |93,218 |93,249 |13,989 |14,295 |24,699 |6,787 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |All pupil1 |571,345|571,501|571,531|187,438|181,761|262,688|116,267 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1 Includes pupils for which information was not sought or for which information was refused.| | | | | | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The above figures are based on ‘final’ KS2 data. The National Curriculum Assessments by Pupil Characteristics, GCSE and Equivalent Attainment and Post-16 Attainment by Pupil Characteristics, in England 2004 can be found in SFR08/2005 at: http://www.dcsf.gov.uk/rsgateway/DB/SFR/s000564/index.shtml The National Curriculum Assessments by Pupil Characteristics, GCSE and Equivalent Attainment and Post-16 Attainment by Pupil Characteristics, in England 2006/07 can be found in SFR38/2007 at: http://www.dcsf.gov.uk/rsgateway/DB/SFR/s000759/index.shtml However, figures in SFR08/2005 and SFR38/2007 are based on provisional data and do not contain figures for pupils achieving level 5 in English, mathematics and science.