Schools, Education and Qualifications

This topic area covers statistics and information relating to schools, education attainment and qualifications in Hull including local strategic need and service provision. Further information relating to early years including good child development is given in Early Years and Good Child Development under Pregnancy, Infants and Early Years and information relating to Children with Special Educational Needs or Disabilities is under Health Factors both under the main menu item of Children and Young Children. Further information is also available on Young People Not in Education, Employment or Training under Health and Wellbeing Influences.

This page contains information from the Office for Health Improvement & Disparities’ Fingertips. Information is taken ‘live’ from the site so uses the latest available data from Fingertips and displays it on this page. As a result, some comments on this page may relate to an earlier period of time until this page is next updated (see review dates at the end of this page).

Headlines

• The overall number of school aged children with an Education, Health and Care Plan (EHCP) is steadily increasing, whilst the percentage of children attending either a special school or a mainstream school with an EHCP is either remaining the same or even decreasing slightly.
• Over a quarter (28.9%) of pupils in Hull are eligible for free school meals, which has been increasing. This has increased significantly since the beginning of the COVID-19 pandemic (23% for 2018/19 school year).
• The percentage of pupils that speak English as an additional language and the numbers from Black, Asian and Minority Ethnic background has increased quite sharply in the last decade. Overall, 17% of primary schools and 14% of secondary school pupils speak English as an additional language, and 22% of pupils are from non-White British backgrounds with a big impact on Eastern European migration in Hull in recent years.
• Overall Hull had a higher percentage of schools with either an outstanding or good rating than compared with the region or England as a whole, although this is primarily driven by primary schools, with secondary school performance being less impressive.
• In 2020/21, one in twenty half-day school sessions are missed by pupils in Hull, and one in ten primary school pupils and one in five secondary school pupils are persistently absent from school missing 10% or more half-day sessions. School absence rates in Hull are statistically significantly higher than England and increased between 2018/19 and 2020/21 following the COVID-19 pandemic.
• Outcomes in primary school in Hull are comparable or better than England, although outcomes have deteriorated since the beginning of the pandemic for Hull and the region and for England. Outcomes at the end of secondary school are significantly lower in Hull compared to England and the region.
• One in nine adults in Hull had no qualifications (11.0%) and the percentage of Hull’s population at each level of NVQ is consistently lower than that in the region and as Great Britain as a whole.
• There were large differences in the percentage of people aged 16+ years without qualifications or with qualifications at degree level or higher. Based on the 2021 Census, one-third or more residents in areas of North Carr, Orchard Park, St Andrew’s & Docklands, Newington & Gipsyville and Marfleet had no qualifications.

The Population Affected – Why Is It Important?

Good education improves career prospects, raises aspirations, and gives people more financial control over their lives. Poor education and training, and low educational attainment can affect confidence, aspirations, and increase the risk of lifelong unemployment, benefit dependency or low paid employment. These factors have a strong influence on health and wellbeing. Children (and adults) with low confidence and aspirations, and with low educational attainment are more likely to make poor choices in their lives, are less likely to achieve well-paid satisfying regular employment, have poor resilience, and increase the likelihood of poor health and wellbeing. Children living in more deprived areas are more likely to grow up thinking that poverty, poor housing, and unemployment are the norm, which could result in cyclic behaviours with these children behaving as their parents do as they reach adulthood. Early intervention in childhood can help reduce physical and mental health problems and prevent social dysfunction being passed from one generation to the next.

Following the Children and Families Act 2014, children and young people (under the age of 25 years) who have Special Educational Needs may have an Education, Health and Care (EHC) plan, developed by all professionals and the family working together, to address all needs that a child or young person has within education, health and care.  Prior to the Act, children were on School Action, School Action Plus or have SEN statements (three classifications in order of severity of additional need requirements).  Within the Act, SEN Support replaces School Action and School Action Plus (in schools) and Early Years Action and Early Years Action Plus (in early years).

Literacy is the combination of reading, writing, speaking and listening skills we all need to fulfil our potential. These life skills are essential to the happiness, health and wealth of individuals and society. It is quite an old research survey now, but in 2011, levels of literacy and numeracy were assessed (and also examined in relation to the Index of Multiple Deprivation 2010). In England, 15% of working-age adults struggled with literacy with their literacy below levels expected of an eleven year old, but this was 26% among people living in most deprived 25% of areas nationally (and only 5% among those living in least deprived 25% of areas). Concerns over staff literacy were widespread. Of employers who rated the competency of their low-skilled staff as poor or satisfactory, over half reported problems with literacy. Men and women with poor literacy were less likely to be in full-time employment at the age of thirty, and poor literacy skills can also be a serious barrier to progressing once in employment with 63% of men and 75% of women with very low literacy skills having never received a promotion. There are too many adults who lack basic literacy skills. Whilst 92% of the British public say literacy is vital to the economy, and essential for getting a good job, a quarter of children and young people do not recognise a link between reading and success. Fourteen percent of children and young people in lower income homes rarely or never read their books for pleasure. One in five parents easily find the opportunity to read to their children, with the rest struggling to read to their children due to fatigue and busy lifestyles. Marmot in his strategic review of health inequalities in England post-2010 stated that “Parental involvement in their child’s reading has been found to be the most important determinant of language and emergent literacy”.

In the 2011 study, a high percentage of the working-age population in England had poor numeracy. Overall, 49% had numeracy skills below the expected levels of an eleven year old, but this was 35% among those with an Index of Multiple Deprivation (IMD) of 0-9 (least deprived 25% of areas of England) but 62% and 72% among those with an IMD score 30-39 and 40+ (combined most deprived 25%). 

Among working-age adults who lived in areas with an IMD score of 50+ (most deprived 7% of areas of England), 64%, 53% and 62% were at Level 2 or below in relation to word processing, email and spreadsheets respectively (28%, 20% and 28% among those with an IMD score of 1-9). Level 2 refers to being able to use Information and Communications Technology to communicate, as well as enter and edit small amounts of information in ways that are fit for purpose and audience.

The transition between education and employment can be difficult for many young people, but especially so for young people who lack good working role models, have poor literacy and/or numeracy skills, do not feel confident about themselves and lack resilience to cope with changing circumstances. It is even more difficult for vulnerable groups such as those with learning disabilities or young people who have been in care and/or young people who do not have family support networks. Young people with poor educational attainment are more likely to be not in education, employment or training (NEET) and more likely to become teenage parents. The teenage years are generally the time when young people experiment with unhealthy lifestyle behaviours such as smoking, alcohol consumption and using drugs, and this behaviour is more likely to be tried or sustained among vulnerable young people and those finding the transition into adulthood difficult.

The Hull Picture

Educational Provision in the City

As at January 2022, there were 42,807 children and young people attending the city’s educational provision. This notional community of school pupils was split across the following types of provision:

• Nursery schools – 1
• Primary schools – 71
• Secondary schools – 13
• Special schools – 6
• Pupil referral units – 7

In addition, there are around 1,000 pupils attending independent schools in the city.

Special Educational Needs

From 2014, Education, Health and Care Plans (EHCPs) were introduced to replace the existing system of Statement of Educational Needs (SEN – often referred to as “Statements”). It was hoped that the new system would be all encompassing and would detail in a single document the needs of the child rather than having the need for multiple plans. Although SEN and EHCPs were/are reviewed annually, the switch over to the new system took a number of years, so for some time a dual system was in place with some children having a SEN and others an EHCP.

Around a third (30.8% in 2022) of pupils with an EHCP in the city attend specialist provision (special schools) and slightly more (39.4% in 2022) a mainstream school. The number of pupils attending a special school with a SEN/EHCP has been steadily increasing, more so from 2018 and in 2022 there were 740 pupils with an EHCP in Hull special schools. The number of pupils attending a Hull mainstream school with a SEN/EHCP was relatively stable up until the changeover and number began to increase from 2018 also. In 2022 there were 946 pupils in Hull attending a mainstream school with an EHCP.

The Office for Health Improvement & Disparities’ Fingertips presents information on the percentages of school children who have Education, Health and Care Plans or are on SEN Support.

The rates in Hull have decreased between 2014 and 2018.

Furthermore, there is increasing evidence to suggest that the demand for assessment towards EHC Plans is increasing both locally and nationally. Hull has been inconsistent in producing plans within the statutory time frame of 20 weeks.

Rate by which EHCPs were produced within the 20 weeks statutory deadline	Hull	Yorkshire and the Humber	England
2014	–	62.5	61.5
2015	17.4	61.9	54.6
2016	48.9	57.1	55.7
2017	90.1	60.1	61.3
2018	20.5	59.8	58.0
2019	89.0	71.1	58.7
2020	87.4	68.9	55.6
2021	23.2	64.9	57.9

Much more detailed information is available on Children with Special Educational Needs or Disabilities under Health Factors under Children and Young People.

Free School Meals

The charts below show the levels of free school meal eligibility in primary, secondary and special schools since 2015. The latest data is for the Autumn term of 2020. The overall trend in the percentage of free school meal eligibility is increasing and Hull is consistently above the levels seen in the Yorkshire and Humber region as a whole, as well as England. In the latest data 28.9% of children in Hull state-funded primary schools are eligible for free school meals, compared with 22.1% in the region and 20.2% in England. For secondary schools the latest Hull figure was 26.8%, in Yorkshire and the Humber it was 22.1% and for England it was 20.2%.

The picture in special schools is slightly different. The trend in the percentage of Hull children who are eligible for free school meals and attend special schools is decreasing, albeit slightly. It was 49.7% in 2015/16 and had decreased to 47.0% in 2019/20. During the same period levels in Yorkshire and the Humber and England as a whole have been increasing – in Yorkshire and the Humber from 38.9% in 2015/16 to 41.5% in 2019/20 and in England from 36.6% in 2015/16 to 39.8% in 2019/20. Consequently the difference between levels in Hull and the region and the nation are decreasing, but levels in Hull are consistently higher.

In 2018, take up of free school meals was 22.3% in Hull.

The rate in Hull was highest in the Yorkshire and Humber region for 2018.

The percentage uptake of free school meals has decreased in Hull, although it is possible that percentages will have increased in 2020 with the COVID-19 pandemic and its impact on employment.

Further information relating to child poverty can be found under Deprivation and Poverty and information relating to food insecurity (concerns over being able to provide food for the family) can be found under Financial Resilience both under Health and Wellbeing Influences.

Black, Asian and Minority Ethnic Pupils

The percentage of pupils in the city that are of non-White British ethnic heritage is 22%, nationally the figure is on the region of 35%. The impact of Eastern European migration has impacted massively on the city’s school population in recent years.

Pupils with English as an Additional Language

Over the last 10 years or so the prevalence of pupils in the city’s schools that speak English as an additional language has increased significantly. At January 2020 around seven thousand pupils attending the city’s schools spoke any of a range of 122 languages other than English.

	Hull	Statistical neighbours	Yorkshire & Humber	England
Primary schools (%)	17.2	14.6	18.2	21.3
Secondary schools (%)	14.2	11.9	11.9	17.1

School Absence and Exclusions

The Office for Health Improvement & Disparities’ Fingertips provides information on overall absence from school.

Pupil absence is measured as the percentage of half-day sessions missed by pupils which includes both authorised (due to illness and health issues) and unauthorised absence.

Children who have missed 10% or more of all half-day sessions are deemed to be persistently absent from school.

During 2020/21, pupil absence was statistically significantly higher in Hull compared to England as was the percentage of persistent absentees.

Around one in twenty half-day sessions were missed by pupils during 2020/21, and one in ten primary school pupils and almost one in five secondary school pupils missed 10% or more of the half-day sessions during 2020/21 in Hull.

Pupil absence has decreased in the last decade in Hull.

A total of 663,343 half-day sessions were missed by all pupils in Hull during the 2020/21 school year.

The trends in the percentage of pupils who are persistently absent are more variable, although the percentages have been consistently higher in Hull than England and statistically significantly so.

The percentages increased during the 2020/21 school year, and it is likely that the COVID-19 pandemic was influential. It is possible that some children found it difficult to return to school after schools were closed in March in the last third of the 2019/20 school year, and some of the school year 2020/21.

Quality of Educational Provision

As at 31 August 2022 Ofsted published the percentage of all the city’s establishments judged good or better at the last Ofsted inspection ranged from 76.9% to 100% with an average of 90.7% across the City.

	Hull	Yorkshire & Humber	England
All Schools	90.7%	84.5%	88.1%
Nursery Schools	100%	100%	97.7%
Primary Schools	91.5%	85.5%	89.4%
Secondary Schools	76.9%	76.1%	79.9%
Special Schools	100%	86.4%	89.2%
Alternative Provision Schools	100%	91.4%	87.1%

Overall Hull had a higher percentage of schools with either an outstanding or good rating (90.7%) than compared with the region (84.5%) or England as a whole (88.1%). However this performance is not across the whole spectrum of education. For instance, whilst 91.5% of primary schools in Hull received either an outstanding or good rating (compared with 85.5% in the region and 89.4% in England), only 76.9% of secondary schools in Hull received the same rating (compared with 76.1% in the region and 79.9% in England).

Educational Standards

Most of the data below relates to 2018/19 outcomes as no statutory end of key stage assessments were completed in 2020 due the national lockdown due to the COVID-19 pandemic and schools being closed. Schools were closed the last week in March 2020 to the end of the school year in July 2020 to most pupils (schools were open to disadvantaged children and the children of key workers).

Outcomes in Early Years Foundation Stage (Reception Year)

There have been recent improvements in outcomes in Early Years Foundation Stage (measured in reception year), although the percentage of children achieving a good level of development – particularly in relation to communication and language skills – is lower in Hull than England for children.

Further information is given above in relation to ‘school readiness’ and under Early Years and Good Child Development within Pregnancy, Infants and Early Years within Children and Young People.

Outcomes in Year 1

The percentage of Year 1 children achieving the expected level in their phonics screening was statistically significantly higher in Hull compared to England in 2021/22.

Further information is given above in relation to Year 1 outcomes are given under Early Years and Good Child Development within Pregnancy, Infants and Early Years within Children and Young People.

Outcomes in Key Stage 1

In 2021/22 the percentage of Key Stage 1 Hull pupils meeting the expected standard in reading, writing and maths exceeds that of England. Only in science do Hull pupils fall below the England figure (75% of Hull pupils and 77% of England pupils).

Outcomes in Key Stage 2

Key Stage 2 continues to be a strength for the city. In 2019/20, the percentage of key stage 2 pupils meeting the expected levels in reading, writing and mathematics was statistically significantly higher in Hull compared to England. In Hull, almost seven our of ten pupils achieved the expected levels in these three measures.

Percentages of pupils meeting the expected standard in reading, writing and maths has been increasing steadily in Hull, as well as the region and England as a whole. Levels in Hull have been higher than both the Yorkshire and the Humber and England between 2016/17 and 2019/20.

However, the percentages meeting the expected standards in reading, writing and mathematics decreased considerably following the COVID-19 pandemic, falling by 11 percentage points from 68% in 2019/20 to 57% in 2021/22, although the sharp fall was not unique to Hull with both England and the region showing decreases. However, the decrease in Hull was slightly greater falling by 16% compared to 13% for the region and 11% for England.

The percentage of Hull pupils meeting the expected standard in each of the three areas decreased during the pandemic, although the largest decrease occurred for mathematics.

Hull: Key stage 2 attainment	2015/16	2016/17	2017/18	2018/19	2019/20	2020/21	2021/22
Percentage of pupils meeting the expected standard in reading, writing and maths (combined)	53%	63%	67%	68%	x	x	57%
Percentage of pupils meeting the expected standard in reading	64%	71%	76%	77%	x	x	72%
Percentage of pupils meeting the expected standard in writing	79%	77%	78%	79%	x	x	71%
Percentage of pupils meeting the expected standard in maths	69%	76%	78%	80%	x	x	67%

Outcomes in Key Stage 4

Attainment 8 is a summary measure of how well pupils have achieved in their GCSE results. It measures achievements of a pupil across eight qualifications including mathematics and English with the latter two subjects double-weighted. Essentially this means that the highest score a pupil can achieve is 90 as the highest score in a single qualification is 9 thus there are 72 points for 8 qualifications but a further 18 points to add for mathematics and English as they are included twice. Only qualifying subjects count so if a pupil achieves eight GCSEs but only six of them are in qualifying subjects then they will score lower as two subjects will not be scored or counted. So comparisons depend on the range of subjects taken by pupils, and some independent schools may have other qualifications which don’t count towards the Attainment 8 score.

The average Attainment 8 score for Hull is given below in relation to local authorities across the Yorkshire and Humber region.

During 2021/22, the average Attainment 8 score was lower in Hull at 43.8 compared to England (48.7), but the percentage was only marginally lower among children eligible for free school meals (38.6 versus 39.1), and there was little difference in the Attainment 8 scores among children in care between Hull and England for 2021 (23.0 versus 23.2).

Whilst the Attainment 8 score is improving for Hull, in 2021/22 it still remains lower than that for the whole of the Yorkshire and the Humber region, and England as a whole as well (43.8 in Hull; 46.9 in Yorkshire and the Humber; and 48.7 in England). The Attainment 8 score for children in care in Hull is less than half of that for all 15-16 year olds, although this is on a par with the figures seen for Yorkshire and the Humber and England (23.0 in Hull; 23.8 in Yorkshire and the Humber; and 23.2 in England). The Attainment 8 score for children eligible for Free School Meals is also considerably lower than that for all 15-16 years olds, but higher than that for children in care. Again, the Hull figure is on a par for that of Yorkshire and the Humber and England as a whole (23.0 in Hull; 23.8 in Yorkshire and The Humber; and 23.2 in England).

Outcomes in Key Stage 5

Due to the impact of the pandemic it is difficult to assess the trend in A Level results in the city. In 2018 and 2019 Hull pupils in both state funded schools and colleges achieved fewer 3+ A grades and A*/A/B grades than both the Yorkshire and Humber total and the England total overall. However, the average point score (APS) for those pupils who were successful was either on a par or exceeding both the regional and the national values.

The 2019/20 and 2020/21 A Level exam seasons were cancelled with grades being awarded either by a moderated algorithm or later be centres (Schools and colleges were asked to allocate grades based on their best judgement regarding what grade they believed candidates would have achieved if exams had gone ahead. These institutions were referred to as centres). Significant grade inflation took place in those two years. Examinations resumed for the 2021/22 academic year and it was decided that the system for marking and awarding grades would be based on a mid point of the assessed marks and grades of the two preceding pandemic years. Consequently a marked drop has been noted, although grades still remain higher than those recorded before the pandemic.

A levels: 3+ A grades	2017/18	2018/19	2019/20	2020/21	2021/22*
Hull	7.2%	7.0%	15.1%	21.6%	17.2%
Yorkshire and the Humber	9.7%	9.4%	17.9%	23/4%	18.5%
England	12.5%	12.3%	22.5%	28.9%	22.7%

A levels: A*/A/B grades	2017/18	2018/19	2019/20	2020/21	2021/22*
Hull	11.9%	12.8%	26.1%	31.3%	31.0%
Yorkshire and the Humber	16.6%	16.5%	27.8%	35.0%	29.4%
England	20.5%	20.3%	33.5%	41.4%	34.1%

A levels: average points score	2017/18	2018/19	2019/20	2020/21	2021/22*
Hull	32.1	34.0	39.4	40.8	37.8
Yorkshire and the Humber	31.3	32.3	37.9	40.0	37.2
England	33.0	33.8	39.5	41.6	38.8

Highest Educational Qualifications Among Adults

Local authority labour market profiles are available from Official Labour Market Statistics (nomis) and present information on the number of working-age adults by their highest educational attainment from the Office for National Statistics Annual Population Survey.

In 2021, the percentage of adults aged 16-64 years with no qualifications was much higher in Hull at 11.0% compared to the region (7.8%) and across Great Britain (6.6%). Overall, 24.8% of working-age people in Hull had qualifications at National Vocational Qualification (NVQ) 4 or above (degree, full technical certificates and Higher National Certificates) compared to 38.0% across the Yorkshire and Humber, and 43.6% for Great Britain.

More information about the different NVQ levels can be found in the Glossary.

Qualification	Hull (N)	Hull (%)	Y&H (%)	GB (%)
NVQ4 and above	41,800	24.8	38.0	43.6
NVQ3 and above	80,900	48.0	58.2	61.5
NVQ2 and above	116,500	69.2	76.3	78.1
NVQ1 and above	143,400	85.1	86.4	87.5
Other qualifications	6,500	3.8	5.7	5.9
No qualifications	18,600	11.0	7.8	6.6

The 2021 Census also collected information on the qualifications of adults aged 16 years or older who completed the questionnaire, and it is possible to present this at lower layer super output area geographical area for Hull. There are 168 of these geographical areas in Hull following the 2021 Census (see Glossary for more information).

Based on the 2021 Census, one-third or more residents in areas of North Carr, Orchard Park, St Andrew’s & Docklands, Newington & Gipsyville and Marfleet had no qualifications.

A similar but reversed pattern was evident when examining the percentage of residents aged 16+ years who had a highest educational attainment of level 4 or higher. Level 4 relates to degree levels, but further information relating to the different levels for qualifications can be found in the Glossary.

In most of Kingswood, Bricknell, Avenue, and Beverley & Newland wards, three in ten or more residents aged 16+ years had degrees or higher qualifications. People living in North Carr, Orchard Park, Marfleet, Longhill & Bilton Grange and West Carr were the least likely to have a degree.

Interestingly, whilst part of St Andrew’s & Docklands and Central wards were among the wards most likely to have a high percentage of the resident population without qualifications, they also had areas that had among the highest percentage of the resident population with degrees. It might be associated with younger population and newer housing developments in part of St Andrew’s & Docklands.

Strategic Need and Service Provision

Children potentially requiring additional support should be assessed as quickly as possible as early help gives rise to better outcomes. Children with an Education, Health and Care plan or in receipt of Special Educational Needs support need to have clear, comprehensive, integrated plans drawn up as soon as possible, with all professionals and the family working together to give the child the best possible care and support.

Hull’s Early Help and Prevention offer is focused on a whole family approach which aims to identify individuals and families with problems and brings together different services and agencies to collectively look at what support is needed and then work together to deliver the required support in an coordinated way. This is essential so that children and families, particularly those most in need, are supported so that children can achieve the best they can in their education to ensure good employment prospects.

There should also be promotion of physical and mental wellbeing across all educational settings. Hull was one of the places awarded funds from the Big Lottery Fund for HeadStart project. HeadStart Hull has been running a number of years in Hull with delivery across the city since a pilot in 2017. This programme aims to enable children and young people to have positive mental health and wellbeing, thrive in their ‘communities’, and be able to ‘bounce back’ from life’s challenges. The programme is running in a number of schools in Hull. There are a range of services offered through HeadStart Hull, and it is an integral part of the Early Help Delivery Model in Hull.

Employment prospects become more limited for people with fewer qualifications, and promotion is less likely. This impacts on their financial resilience, and can impact on mental wellbeing. Among adults with no formal qualifications who might struggle with basic literacy and numeracy as well as affecting their employment prospects, it can impact on many other aspects of everyday life, such as dealing with organisations if writing letters are required, dealing with household finances and bills, as well as ability to help children with homework etc. Everybody should have the opportunity to improve their employment and life choices through increased education, training and knowledge.

Resources

The Office for Health Improvement & Disparities’ Fingertips: https://fingertips.phe.org.uk/

Official Labour Market Statistics (nomis). Labour Market Profile for Hull. https://www.nomisweb.co.uk/reports/lmp/la/1946157109/report.aspx#tabempunemp

Marmot, M., Fair society, healthy lives: the Marmot review: strategic review of health inequalities in England post-2010. University College London Institute of Health: London, 2010.

A Bus, A.G., M.H. van IJzendoorn, and A.D. Pellegrini, Joint book reading makes for success in learning to read: a meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 1995. 65(1): p. 1-21.

Jama, D. and G. Dugdale, Literacy: State of the Nation.  A picture of literacy in the UK today. 2010, National Literacy Trust: London.

Department for Business Innovation and Skills, The 2011 skills for life survey: a survey of literacy, numeracy and ICT levels in England. 2012, Department for Business Innovation and Skills: London.

Simon, N., Emerging stronger: the value of education and skills in turbulent times.  Education and skills survey 2009. 2009, Confederation of British Industry.: London.

Dugdale, G. and C. Clark, Literacy changes live: An advocacy resource. 2008, National Literacy Trust: London.

National Literacy Trust, Manifesto for literacy. 2009, National Literacy Trust: London.

Clark, C., S. Osborne, and G. Dugdale, Reaching out with role models: summary of the study. 2009, National Literacy Trust: London.

Book Trust, Book time and booked up: parents and carer’s research. 2009, Book Trust: London.

Updates

This page was last updated / checked on 6 March 2023.

This page is due to be updated / checked in November 2023.