| answer text |
<p>The information requested is not held centrally in the form requested. There is
no official definition for the term “working class” and it is not used by the Department
for Education in formal statistics.</p><p>Young people can leave a school setting
at age 16 or age 18. National statistics are published on the proportion of young
people achieving level 2 qualifications (level 2 is 5 (or more) GCSEs at grades 9-4/A*-C
or equivalent) by ages 16 to 19. Figures are published by pupil characteristics including
free school meal (FSM) eligibility which can be used as an indicative measure for
low income. Information provided is for those not achieving level 2 but that does
not mean they left school with no qualifications.</p><p>In the Sefton local authority,
the total proportion of 16 year olds not achieving level 2 is 37% in the 2019/20 academic
year compared with 30% five years ago. Looking at those who were eligible for FSM,
65% had not achieved level 2 compared with 50% five years ago.</p><p>At age 18 in
Sefton, the total proportion not achieving level 2 was 22% in 2019/20 compared with
15% five years ago. Looking at those who were eligible for FSM, 47% had not achieved
level 2 compared with 30% five years ago.</p><p>The accompanying table shows a five
year time series for both ages and includes gender and those not eligible for FSM.
Comparable figures are not available for Southport or by ethnicity.</p><p>National
estimates which show level 2 attainment by gender, FSM status and ethnicity are available
here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/level-2-and-3-attainment-by-young-people-aged-19/2019-20"
target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/level-2-and-3-attainment-by-young-people-aged-19/2019-20</a>.
These detailed breakdowns are not published by local authority.</p><p>The Department
remains committed to providing world class education, training and care for everyone,
whatever their background, and taking the action needed to address disparities.</p>
|
|
