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<p>There is not a range of non-GCSE qualifications taught at key stage 4 designed
specifically for pupils with special educational needs (SEN). Pupils should have access
to a broad and balanced curriculum. The national curriculum inclusion statement states
that teachers should set high expectations for every pupil, whatever their prior attainment.
Teachers should use appropriate assessment to set targets which are deliberately ambitious.
Potential areas of difficulty should be identified and addressed at the outset. Lessons
should be planned to address potential areas of difficulty and to remove barriers
to pupil achievement. In many cases, such planning will mean that pupils with SEN
and disabilities will be able to study the full national curriculum.</p><p> </p><p>The
department holds information on entries to non-GCSE qualifications included in the
school performance tables, analysis of which is provided below.</p><p> </p><p>The
percentage of schools (mainstream[1]) with at least one pupil at the end of key stage
4[2] entering[3] non-GCSE qualifications[4], in each of the last 5 years, is shown
in the table below:</p><p> </p><table><tbody><tr><td><p> </p></td><td><p>2017/18[5]</p></td><td><p>2016/17</p></td><td><p>2015/16</p></td><td><p>2014/15</p></td><td><p>2013/14</p></td></tr><tr><td><p>Number
of mainstream schools</p></td><td><p>3,175</p></td><td><p>3,153</p></td><td><p>3,113</p></td><td><p>3,069</p></td><td><p>3,037</p></td></tr><tr><td><p>Percentage
of mainstream schools</p></td><td rowspan="3"><p>95</p></td><td rowspan="3"><p>97</p></td><td
rowspan="3"><p>99</p></td><td rowspan="3"><p>99</p></td><td rowspan="3"><p>99</p></td></tr><tr><td><p>with
at least one pupil entering</p></td></tr><tr><td><p>a non-GCSE qualification (%)</p></td></tr></tbody></table><p>
</p><p> </p><p>The percentage of mainstream school pupils entering at least one non-GCSE
qualification, in each of the last 5 years, is shown in the table below:</p><table><tbody><tr><td><p>
</p></td><td><p>2017/18</p></td><td><p>2016/17</p></td><td><p>2015/16</p></td><td><p>2014/15</p></td><td><p>2013/14</p></td></tr><tr><td><p>Pupil
cohort</p></td><td><p>513,356</p></td><td><p>517,756</p></td><td><p>530,580</p></td><td><p>543,314</p></td><td><p>548,290</p></td></tr><tr><td><p>Percentage
of mainstream pupils who sat</p></td><td rowspan="2"><p>40</p></td><td rowspan="2"><p>52</p></td><td
rowspan="2"><p>72</p></td><td rowspan="2"><p>71</p></td><td rowspan="2"><p>68</p></td></tr><tr><td><p>at
least one non-GCSE subject (%)</p></td></tr></tbody></table><p> </p><p>Tables showing
the 10 most entered non-GCSE qualifications in all state-funded mainstream schools
are included in the attached spreadsheet.</p><p> </p><p>[1] State-funded mainstream
schools include academies, free schools, city technology colleges and further education
colleges with provision for 14 to 16 year olds. They exclude state-funded special
schools, independent schools, independent special schools, non-maintained special
schools, hospital schools, pupil referral units and alternative provision (AP) (including
pupil referral units, AP free schools and AP academies as well as state-funded AP
placements in other institutions).</p><p>[2] Pupils are identified as being at the
end of key stage 4 if they were on roll at the school and in year 11 at the time of
the January school census for that year. Age is calculated as at 31 August for that
year, and the majority of pupils at the end of key stage 4 were age 15 at the start
of the academic year. Some pupils may complete this key stage in an earlier or later
year group.</p><p>[3] The department does not collect data on which qualifications
are offered by schools, instead figures based on which qualifications have been entered
by pupils has been used as a proxy. There may be some qualifications offered by a
school that no pupils sat exams in for each year.</p><p>[4] Figures only include qualifications
included in performance tables.</p><p>[5] 2017/18 figures are revised figures. All
other figures are final figures.</p>
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