These interactive graphs show the centre variability at grade 4/C and above or grade 7/A and above for selected GCSE subjects.
For further explanation of these graphs, click on the questions and and answers tab, or read the reports on GCSE centre variability in previous years.
For any feedback on these graphs, please contact [email protected].
Return to the Ofqual Analytics home page.
If you need an accessible version of this information to meet specific accessibility requirements, please email [email protected] with details of your request.
1. What do the graphs and tables show?
The graphs and tables show the year-on-year variation seen in centres (schools or colleges) in England for a particular GCSE subject. There are three tabs showing different comparisons:
Current year tab: the graph on the left shows year-on-year variability, that is outcomes in the current year relative to the previous one (ie between summer 2022 and summer 2021); while the graph on the right shows longer-term variability, that is outcomes in the current year relative to three years ago (ie between summer 2022 and summer 2019).
Previous year-on-year tab: outcomes in 2021, 2020, 2019 and 2018 are each shown in comparison to the previous year (eg between summer 2021 and summer 2020).
Previous longer-term tab: outcomes in 2021, 2020, 2019 and 2018 are each shown in comparison to the year three years prior (eg between summer 2021 and summer 2018).
On all tabs, for each graph:
- Each bar represents the number of centres with a particular level of variation, measured in intervals of 2.5 percentage points. For example, the bar immediately to the right of zero on the x-axis represents centres that had an increase of up to 2.5 percentage points (ie centres where up to 2.5% more students received grade 4/C and above or grade 7/A and above, compared to the previous year).
- Bars to the right of zero indicate centres with increases in the percentage of students receiving grade 4/C and above or grade 7/A and above. Bars to the left indicate centres with decreases in the percentage of students receiving grade 4/C and above or grade 7/A and above. The bars further away from zero indicate centres with larger changes in outcomes between years.
- The higher the peaks in the middle and the narrower the distributions, the greater the stability from one year to the next (see Q10. How should we interpret the standard deviation [SD]).
2. How were grades awarded in summer 2022?
The aim of awarding in summer 2022 was to seek a midway point between summer 2019 and summer 2021. As in any year, grade boundaries were set based on a combination of quantitative and qualitative evidence. Further information is available on the Ofqual website, in the student guide to exams and formal assessments in 2021 to 2022, and in our blog.
In 2020 and 2021, when GCSE, AS and A level grades were determined by teachers (see also Q3. How were grades awarded in summer 2021 and summer 2020), national outcomes were higher than prior to the pandemic.
3. How were grades awarded in summer 2021 and summer 2020?
In 2021, the government determined that many exams and assessments could not be held fairly as a result of the disruption students faced due to the pandemic. Teachers were asked instead to submit grades to the exam boards, based on their assessment of what students had shown they know and could do, enabling progression to the next stage of education, training, or employment. The student guide to awarding in summer 2021 gives further information.
The summer 2020 exam series was cancelled due to the measures put in place in response to the coronavirus (COVID-19) pandemic. Students were awarded either the centre assessment grade or the calculated grade, whichever was the higher. Further information about the alternative arrangements for awarding in summer 2020 is available on the Ofqual website.
4. Why are longer-term comparisons included this year?
It is more meaningful to make comparisons with summer 2019 results this year, because that is when exams were last sat. We have therefore included an option to view longer-term (three year) comparisons (eg 2022 compared to 2019).
Further historical longer-term comparisons are also provided for 2021, 2020, 2019 and 2018 to provide additional context to help aid interpretation of the longer-term 2022 to 2019 comparison. Specifically, comparing centres over a longer period is likely to result in more variation, such as a larger standard deviation and a wider distribution.
There may also be a smaller number of centres included in the comparison (see also Q6. Which centres are included in the graphs). These differences in distributions between the one-year and longer-term comparisons are due to changes within centres, such as changing entry patterns, as well as external factors such as qualification reform and other changes due to the pandemic (see also 11. How should we interpret the SD?).
5. Why are 9 to 4 or 9 to 7 reported instead of A* to C or A* to A?
GCSEs in England have been reformed with the process occurring in phases over several years. The reformed GCSEs are graded with a new scale from 9 to 1, with 9 being the highest grade. In the new GCSEs, grades 7 and 4 have been set to align with A and C in the previous specifications. More information on the GCSE reform timetable can be found on the Ofqual website. Grades change over time from letters to a mixture of letters and numbers as a result of these reforms. All grades are now on the 9 to 1 scale.
4. Which subjects have been included?
We have included those subjects at GCSE which have a large enough entry to support the analysis.
5. Which centres are included in the graphs?
We only include centres that have an entry (in both years) of at least 25 students in the subject in question. We do not include centres with smaller entries because just one or two students' grades can make the centre appear to have quite a lot of variability.
Also, each graph shows data for centres which have entries above 25 in both years covered in that graph. Centres which had an entry in only one of the two years shown in a graph are not included.
The graphs represent all types of centre (eg comprehensive, academy, free school, independent etc).
6. What age are the students in the centres included in the graph?
It is possible to see centre variability according to all students in the centres, regardless of age; or to see centre variability just for those students in year 11 (ie aged 16 in the academic year), the target age for GCSEs. This can be done by adjusting the “Age group” settings in the panel at the top of the page.
7. What is meant by centres with 'stable' entry numbers?
In these graphs, it is possible to view data for 'all centres' or 'centres with stable entry numbers'. This can be done by adjusting the “Entry stability” settings in the panel at the top of the page. Centres with stable entry numbers are those centres which entered very similar numbers of students in the subject in both years shown in a graph. By very similar numbers we mean within +/- 15% of the previous year.
These centres typically show less variation in results. This is probably because large changes in entry in a subject within a centre likely means other things have changed such as the overall profile of students or the nature of provision for the teaching of the subject.
8. What does the mean value on graphs represent?
The mean on each graph is the average difference compared to the previous year for all of the centres presented in the graph. For example, a mean of -0.6% indicates that, on average, centres had a 0.6% drop in the number of students attaining a grade 4/C and above or grade 7/A and above at GCSE.
9. What is the standard deviation (SD) shown on graphs?
The standard deviation (SD on the graphs) is a measure of the spread of the variation - a lower SD means there is less variation overall whereas a higher standard deviation means there is more variation. A small SD means that most centres had low levels of variability.
10. How should we interpret the standard deviation (SD)?
We include multiple graphs which can help to interpret the SD. In general, where specifications and overall cohorts have not changed, we might expect the SDs to be reasonably similar between graphs, although the impacts of the pandemic may affect the SD between years. Some of the subjects at GCSE are newer and have been assessed over fewer years and so we might expect to see increased variability in these subjects as centres become familiar with the new content and assessments.
11. Some graphs dont have many centres in them. Does that matter?
Where graphs have a small number of centres presented (ie less than 50), the graphs need to be interpreted with additional caution. Where the combinations selected (of subject, stability, centre size, etc) produce graphs with a relatively small number of centres, these graphs say little about the overall picture, and more about the individual centres. For this reason, only graphs with more than 20 centres are displayed.
12. Where do these data come from?
Data are supplied to Ofqual by examination boards near to results day. At the point in time Ofqual receive the data, all certificates and entries may not have been fully processed. Additionally, the data do not reflect changes to grades that may occur after results.
For any feedback on these graphs, please contact [email protected].
Return to the Ofqual Analytics home page.
If you need an accessible version of this information to meet specific accessibility requirements, please email [email protected] with details of your request.