Explore our policy recommendations for breaking down language barriers
in schools, adult education, and the criminal justice system.
The heat maps in this section of the website are based on publicly available data from the Department for Education’s Performance data tables. The maps use performance data at the school and local authority level for three years, 2016/17, 2017/18 and 2018/19.
The information available in the performance data include school information such as postcode, total number of pupils on roll, number of EAL pupils, school type, deprivation (% Free School Meals), and attainment and progress data at Key Stage 2 (KS2) and Key Stage 4 (KS4). Key variables mapped include:
Additional data included in the mapping exercise, at the local authority level:
Cloud Chamber collated data sets from three years (using the school’s unique reference number) and took a simple mean average of each of the data points. This averaging of data minimises cohort specific variation from the school data, presenting a more consistent set of data at the school level (given some data might be missing).
Note that the data informing the mapping work only includes maintained schools and academies. Independent schools and FE colleges are not available in the performance data and are therefore not included in the analysis. Data is for English schools only.
The maps use the following types of visualisations:
The main analytical technique is to produce visualisations based on contrasting top and bottom deciles or quartiles of data (top or bottom 10%, or decile, of the distribution). Visualisations are created and hosted in Tableau Public.
The KS2 and KS4 Composite indicator maps combines four factors, equally weighted to indicate where need might be highest among local authority areas. A Z-transformation was used and a simple average of the proportion of pupils who use EAL (%EAL), the attainment of pupils who use EAL, the proportion of pupils who have reached competency or fluency in English, and the proportion of children living in deprived neighbourhoods (IDACI).
Summary data for the measures mapped in visualisations. Data is organised by level of aggregation (school and local authority), and key stage.
|% EAL pupils||18,079||16.1||6.6||21.2||0.66||49.3|
|% EAL achieving the expected standard in reading, writing and maths (A)||11,830||0.400||0.395||0.194||0.14||0.67|
|% achieving the expected standard in reading, writing and maths (B)||13,233||0.647||0.657||0.136||0.473||0.813|
|Relative attainment (A/B)||7,976||0.642||0.286||2.913||0.218||0.959|
|Attainment 8 (EAL) (A)||2,502||47.7||48.1||13.1||37.4||60.4|
|Attainment 8 (B)||3,165||45.2||45.6||11.6||34.9||56.3|
|Progress 8 (EAL)||2,181||0.538||0.550||0.453||0.0||1.097|
|Relative attainment (A/B)||2,410||1.095||1.042||0.282||0.942||1.21|
|% EAL achieving the expected standard in reading, writing and maths (A)||151||0.656||0.650||0.070||0.552||0.740|
|% achieving the expected standard in reading, writing and maths (B)||152||0.653||0.650||0.048||0.600||0.710|
|Relative attainment (A/B)||151||1.006||1.000||0.107||0.874||1.166|
|Reading progress (EAL)||151||0.799||0.700||0.944||-0.200||1.800|
|Writing progress (EAL)||151||1.679||1.600||1.221||0.320||3.180|
|Maths progress (EAL)||151||2.363||2.200||1.197||1.100||3.780|
|Attainment 8 (EAL) (A)||149||48.4||48.4||4.2||43.3||53.7|
|Attainment 8 (B)||150||46.7||46.1||3.9||42.7||51.6|
|Progress 8 (EAL)||149||0.6||0.6||0.2||0.27||0.82|
|Relative attainment (A/B)||149||1.041||1.035||0.067||0.966||1.127|
|% EAL pupils||147||0.230||0.160||0.191||0.04||0.532|