Apprenticeship Attainment in London

Ruth Moxon, Senior Economist Skills and Employment Unit November 2026

Executive Summary

This report explores the characteristics of apprentices in London, focusing on individuals whose highest qualification by age 24 is either a Level 2 or Level 3 apprenticeship, around 8% of school leavers. In England, a Level 2 apprenticeship is equivalent to 5 passes at GCSE grades A*-C or 9-5, a Level 3 apprenticeship is equivalent to 2 A levels.

Using the Longitudinal Education Outcomes (LEO) dataset, it compares the level of apprenticeship attainment in London to the rest of England focusing on demographics, prior attainment and subject studied across two groups of KS4 school leavers (cohorts). We focus on those who leave year 11 in academic year 2007/08 and 2010/11. This approach provides a detailed understanding of who undertakes apprenticeships and how patterns differ between London and the Rest of England over time.

Key Findings:

For individuals by the age of 24 in both London and the rest of England, the data shows the following key findings.

Compared to a Level 3 apprenticeship, those with Level 2 as their highest qualification have very different characteristics. Individuals whose highest qualification is a Level 2 apprenticeship are more likely to:
- Have had special educational needs (SEN) in secondary school.
- Come from economically disadvantaged backgrounds (e.g. eligible for free school meals, from a more disadvantaged area).
- Have lower academic attainment at both primary (KS2, age 10/11) and secondary (KS4, age 15/16) stages.
Level 2 apprentices tend to complete their qualifications earlier (age 18/19 as most common) than Level 3 learners (age 19/20).
Level 2 apprenticeships are concentrated in sectors like Retail and Commercial Enterprise, while Level 3 apprenticeships see greater participation in Health, Engineering, and ICT. This may reflect qualification requirements in certain sectors, but may also point to supply limitations in higher-level pathways.

The data shows a disparity around the individuals doing a Level 2 rather than Level 3 apprenticeship. Previous studies at the England level show that there is additional economic benefit of doing a Level 3 apprenticeship compared to Level 2.¹ Hence, understanding these trends and potential barriers to education progression is key for ensuring social mobility. Further analysis is needed as to whether this is also true in London, and if the disparity in apprenticeship access has wider implications for social mobility in the capital.

Introduction

Apprenticeships are often promoted as a vital alternative pathway into quality employment for young people. Yet, recent evidence suggests they are falling short of their potential to promote social mobility in England. Higher-level apprenticeships are disproportionately pursued by those from more advantaged backgrounds.²

However, the picture in London may be different. The city’s skills landscape differs markedly from the rest of England, with a significantly higher proportion of young Londoners attending higher education institutions. This release explores apprenticeship attainment in London and investigates whether the data reveals any barriers to advancement. This is important because research at an England level shows the economic benefit (as measured by earnings and employment) of individuals achieving a Level 3 apprenticeship over a Level 2.³

This analysis focuses on Londoners whose highest qualification by age 24 is a Level 2 or 3 apprenticeship, around 8% of school-leavers. This analysis is particularly timely in the context of the Milburn Review, which is focused on the experiences, opportunities and outcomes of the 16-24 population. This analysis examines the demographic profiles of those whose highest qualification is a Level 2 or 3 apprenticeship, highlighting the differences between Level 2 and Level 3 attainment. By identifying who is and isn’t accessing these qualifications, the findings can inform targeted apprenticeship initiatives, such as the apprenticeship brokerage programme.

Many factors influence why individuals pursue different apprenticeship levels, including motivation and access to opportunities (both within education and in the job market). Therefore, these statistics, offer only a partial view of the complex dynamics behind attainment and progression.

The LEO dataset has only been recently available for outside organisations to analyse, and this is the first publication GLA is producing based on our own analysis of the data. More information on this dataset is included at the end of this publication, and in the methodological note.

Future releases will examine how apprenticeship attainment impacts economic outcomes, including employment rates, benefit claims, industry sector, and earnings.

How does this differ from other apprenticeship data?

On the London datastore there are other data publications on apprenticeships. Here is how they all fit together:

Publication	Data Source	Use Case
Apprenticeship attainment in London (this publication)	LEO	This data looks at individual’s highest qualification level, so shows the demographics of those entering the labour market with an apprenticeship as their highest qualification. It also allows comparison of Level 2 and Level 3 learners, by showing only Level 2 learners who do not progress onto Level 3. Longitudinal analysis is useful for understanding participation patterns and long-term trends. Although it relies on historical cohorts, it provides robust evidence on learner trajectories and can be refreshed with more recent data over time.
London apprenticeship update (mid-year and full-year)	DfE and DWP Apprenticeships	Timely data on apprenticeships in London. Trends in starts, demographics of learners and sectors. However, it does not account for other qualifications individual’s have done to look at highest qualification level.
London apprenticeship industry update	DfE and DWP Apprenticeships in England by industry characteristics (based on LEO)	Shows employer size and sector of apprenticeships in London. Can be used for looking at apprenticeship delivery in key growth sectors identified in the London Growth Plan.

Highest Qualification Achieved

At age 16, following KS4, young people can pursue various routes: academic (e.g. A-levels, university⁴), vocational (e.g. BTEC), or apprenticeships. Understanding what individuals have achieved by age 24 is important, as this qualification often marks the qualification used to enter into the workforce.

This analysis focuses on cohorts of school leavers. It tracks those who left KS4 (Year 11) at the same point and follows them through various education routes to the age of 24. The final data includes almost all individuals in England who were in state-funded education at the end of KS4. We focus on two cohorts of school leavers: those who completed KS4 in 2007/08 and those who completed it in 2010/11. By looking at two cohorts, this allows us to see if demographic trends are persisting over time.

By age 24, almost half of Londoners in the two cohorts held a higher level (Level 4+) qualification from a university (47% of KS4 leavers in 2010/11 and 44% in 2007/08). Additionally the data shows:

School leavers are increasingly going to university, with a 3 percentage point gap between the two cohorts.
Compared to the rest of England, London school leavers are more likely to go to university.

Whereas, the data shows that for those whose highest qualification is a Level 2 or 3 apprenticeship:

These qualifications represent a smaller share of the cohorts (8% of Londoners leaving KS4 in 2010/11 and 2007/08). However, these still account for a small but significant number of individuals (around 6,000 Londoners in both cohorts).
The share of individuals whose highest qualification is an apprenticeship is lower in London compared to the rest of England (14% in the rest of England in both cohorts).

London

Source: Longitudinal Education Outcomes

Rest of England

Source: Longitudinal Education Outcomes

Demographics of apprentices

We will now focus solely on those whose highest qualification is a Level 2 or Level 3 apprenticeship and seek to understand how these learners differ. As comparison, we have included the demographics of all individuals who left school at the same time (all the cohort).

There are large differences in the demographic profile of learners based on the route they take. Students identified with special educational needs (SEN) in Year 11 are significantly more likely to stop at Level 2. There is a 13 percentage point drop in SEN representation from Level 2 to Level 3. Additionally, there is a 6 percentage point fall in the share of individuals whose first language is not English.

However, gender does not appear to be a barrier to apprenticeship attainment in London; males and females are similarly represented across Level 2 and 3 apprenticeships. Likewise, the proportion of learners from a Black, Asian or Minority Ethnic background remains similar at Level 2 and Level 3.

Compared to the rest of England, London apprenticeships attract more individuals from groups typically underrepresented in higher education - particularly SEN students and those with English as an Additional Language. However, this is partially due to the demographic make up of students in London. In fact, individuals from Black, Asian or Minority Ethnic backgrounds and those whose first language is not English are underrepresented from both Level 2 and Level 3 apprenticeships in London.

By demographic, we see that the trends remain stable across the two cohorts (2010/11 and 2007/08).

SEN

Source: Longitudinal Education Outcomes
Demographics are based on the Spring Census in Year 11 Academic Age 15
Note: Some breakdowns which have low percentages have been removed to avoid disclosure, most commonly due to the characteristic being unknown for an individual. This means that not all totals will sum to 100%

First Language

Gender

Ethnicity

Socioeconomic background

Two indicators approximate socioeconomic background in the LEO data: free school meal (FSM) eligibility at age 16⁵, and home area deprivation based on the Income Deprivation Affecting Children Index (IDACI), which measures the proportion of children in an area who are deprived.⁶

Although both are imperfect measures, together they provide a useful picture of disadvantage.

The data reveals that individuals whose highest qualification is a Level 2 apprenticeship are more likely to come from disadvantaged backgrounds - according to both FSM and IDACI - than those who reach Level 3. Notably, the gap in disadvantage status between London and the rest of England is large, with more disadvantaged Londoners accessing apprenticeships. This appears to be due to the disadvantage status of all students in London, with Level 2 attracting a higher proportion of learners from a disadvantaged socioeconomic background and Level 3 a lower proportion compared to all school leavers in London.

Similarly to individual’s demographics the pattern remains stable across the cohorts, making it more likely that these patterns are persisting over time.

FSM Eligibility

IDACI

Source: Longitudinal Education Outcomes
Demographics are based on the Spring Census in Year 11 Academic Age 15
Note: Bottom 20% is the most deprived area

Prior Attainment

Prior academic achievement is the most significant differentiator between Level 2 and Level 3 apprenticeship holders. In 2010/11, there was a 30 percentage point difference in KS4 attainment (five A*-C GCSEs including English and maths) between those whose highest qualification is a Level 2 and Level 3 apprenticeship. The gap has widened since 2007/08. The attainment for those whose highest qualification is a Level 3 is in line with the average attainment of all school leavers.

Primary school attainment (KS2), serves as a proxy for early academic potential. As with KS4, those who only reach Level 2 apprenticeships are less likely to have high KS2 scores, though the gap is narrower- suggesting disparities in attainment grow over secondary school.

Point scores, which average grades across subjects, confirm these trends.

5 GCSEs A*-C

Source: Longitudinal Education Outcomes

KS2 Summary Grades

Source: Longitudinal Education Outcomes
KS2 attainment is measured at the end of primary school, academic age 10.
Attainment is based on combining scores across reading, writing and mathematics, and grouping students based on if they meet the expected standard at the end of KS2.

KS4 Point Score

Source: Longitudinal Education Outcomes

KS2 Point Score

Previously many Level 3 apprenticeships required Level 2 in English and maths. This was due to English and maths Level 2 needing to be achieved during the apprenticeship if they had not already been achieved. Recent changes to apprenticeship funding rules have relaxed these requirements for learners over 19⁷, however it is yet to be seen whether the entry requirements will change on courses. This highlights the potential of London’s Adult Skills Fund (ASF), which supports training for those without foundational qualifications. By helping learners attain a full Level 2, including English and maths, ASF could open doors to Level 3 and higher apprenticeships.

Age Achieved Highest Qualification

The age an individual achieves their highest qualification indicates how soon after completing KS4 an individual did their training. A higher age suggests that an individual has either had a period in employment before training or completed lower levels of training.

The data shows an individual’s academic age (an individual’s age on the 31st of August). In practice, the majority of individuals actual age is likely to be one year higher than their academic age when they achieve the qualification.

For the 2010/11 cohort, the most common age for achieving a Level 2 apprenticeship is 18 (23% of individuals) compared to aged 19 for Level 3 (25%).

Between cohorts, there was a shift in the age of achievement for Level 3 apprentices, with the later cohort showing individuals being more likely to achieve their apprenticeship at a younger age. One reason for this could be due to the introduction of the apprenticeship levy and wider reforms in 2017 (when the 2010/11 cohort was age 21), which caused a fall in the number of apprenticeship opportunities across England and London. These reforms alongside other reforms in 2012 and the Richard Review also increased the minimum duration of apprenticeships which could have impacted individual’s choices to do an apprenticeship.

Additionally, the change in university tuition fees in 2012/13 may have impacted the decision for the second cohort who were academic age 17 (in the final year of KS5) when the change was introduced.

Most apprentices at both levels completed their training several years before they turned 24.

Source: Longitudinal Education Outcomes
Note: Some breakdowns which have low percentages have been removed to avoid disclosure

Apprenticeship Subject

The apprenticeship subject differs by level. In both cohorts, Retail and Commercial Enterprise and Business, Administration and Law had the largest share of Level 2 apprentices in London. Whereas those with Level 3 apprenticeships were predominantly in Business, Administration and Law, Health, Engineering and ICT.

Strikingly, there is a large difference in the share of learners achieving an apprenticeship in Retail and Commercial Enterprise at Level 2 (25%) and Level 3 (8%) in the later cohort. Whereas, ICT has a much larger share of learners achieving an apprenticeship in ICT at Level 3 (15%) compared to Level 2 (2%).

These patterns may reflect personal preferences or industry requirements- Level 2 may suffice for retail, while health roles often require Level 3 or above. However, they may also point to systemic supply issues. It could be that there are insufficient Level 3 Retail apprenticeships, or not enough ICT apprenticeships at Level 2. More investigation is needed to understand the cause of the trends.

Source: Longitudinal Education Outcomes
Note: Some breakdowns which have low percentages have been removed to avoid disclosure. By clicking on the legend you can show or hide observations, to show the comparision of interest to you.

Conclusion

The analysis of the 2007/08 and 2010/11 cohorts reveals that individuals, in both London and the rest of England, whose highest qualification is a Level 2 (rather than Level 3) apprenticeship:

Were more likely to have SEN in Year 11.
Were more likely to come from disadvantaged backgrounds (FSM and IDACI).
Had lower KS2 and KS4 attainment.
Achieved their apprenticeship at a younger age.
Were more concentrated in sectors like Retail and less present in key growth areas like ICT.

This report has focused on demographic factors that may influence the apprenticeship attainment. However, understanding the full impact on social mobility requires linking these pathways to economic outcomes- earnings, employment (including sector of employment) and likelihood of claiming unemployment related benefits. This is particularly important for London given the context of a highly skilled and competitive labour market. These questions will be addressed in the next GLA LEO apprenticeship report.

Understanding the data

This analysis is based on the Longitudinal Education Outcomes (LEO) dataset. This dataset combines administrative data from the Department for Education (DfE), Higher Education Statistics Agency (HESA), Department for Work and Pensions (DWP) and HM Revenue & Customs (HMRC), allowing individuals to be tracked from education into employment.

This work was undertaken in the Office for National Statistics Secure Research Service using data from ONS and other owners and does not imply the endorsement of the ONS or other data owners.

Further information on the data

Complete data is only available for those who attended an English state funded school and was born after 1987. The analysis focuses on two cohorts, students who completed Key Stage 4 (KS4, known as Year 11 where the majority of students complete GCSEs) in 2007/08 and 2010/11, and follows them until academic age 24.

The highest qualification by age 24 is defined by the highest achieved level of learning, and with multiple qualifications at the same level they are ranked where apprenticeships are highest (compared to classroom vocational and academic). Further details on how these qualifications are defined, and determining the highest level can be found in the methodological note.

Immediate destination for KS4 leavers can be found in DfE output: Key Stage 4 Destination Measures.

Glossary

Term	Definition
Academic age	Age at the start of the academic year, for example age 15 in Year 11.
Apprenticeship	The DfE defines apprenticeships as: “paid jobs that incorporate on-the-job and off-the-job training leading to nationally recognised qualifications”.
Ethnicity	Ethnicity is defined in the Spring Census in Year 11 and groupings follow the standard practice utilised by DfE. For further information see Table 2: Ethnicity categories and descriptions.
First Language	Recorded in the Spring Census in Year 11 as defined by DfE: “First Language” is the language to which a child was initially exposed during early development and continues to be exposed to this language in the home or in the community. It does not mean that pupils are necessarily fluent in a language other than English or cannot speak English.
FSM	Free school meals (FSM) is a binary indicator in the Spring Census in Year 11 of whether a pupil’s family have claimed eligibility for free school meals.
Gender	Defined as gender recorded in the Spring Census in Year 11, academic age 15. ‘Male’ and ’ Female’ are the only possible entries in the field.
Geography	An individual’s geography is defined as their home location recorded in the Spring Census in Year 11, academic age 15.
IDACI	IDACI is an index produced by the Ministry for Housing, Communities & Local Government and is a subset of Index of Multiple Deprivation (IMD). The index is based on Lower-Layer Super Output Areas in England defined by 2011 census data. The Index of Multiple Deprivation ranks every small area in England from 1 (most deprived area) to 32,844 (least deprived area).
Level of learning	Level of learning is defined by the DfE’s 9 qualification levels as outlined in What qualification levels mean.
SEN	Recorded in the Spring Census in Year 11, shows if a pupil had learning difficulities or disabilities that impacted learning
Vocational qualifications	Vocational or class-room vocational qualifications are further education training that is not an apprenticeship, it includes BTECs and NVQs.

More information

We are grateful for support from the Department for Education, Office for National Statistics and GLA colleagues in producing this output.

This publication uses iteration 2 of the LEO dataset:

Department for Education; HM Revenue and Customs; Department for Work and Pensions; Higher Education Statistics Agency, released 01 November 2023, ONS SRS Metadata Catalogue, dataset, Longitudinal Education Outcomes SRS Iteration 2 Standard Extract - England, https://doi.org/10.57906/pzfv-d195

For information on apprenticeships in London, see Apprenticeship Statistics for London

All media enquiries should be emailed to the Mayor’s Press Office, and we will respond as quickly as possible.

Other enquiries should be emailed to Ruth Moxon.

If you want to cite this publication we suggest the format:

Greater London Authority (2026) ‘Apprenticeship Attainment in London’.

Hupkau and others. (2017) ‘Post-Compulsory Education in England: Choices and Implications’, National Institute Economic Review, 240, pp. R42–R57.↩︎
Cavaglia and others. (2022) ‘The Recent Evolution in Apprenticeships’, Sutton Trust and Social Mobility Commission. (2024) Apprenticeships: Bridging the Gap for Disadvantaged Learners ↩︎
Hupkau and others. (2017) ‘Post-Compulsory Education in England: Choices and Implications’, National Institute Economic Review, 240, pp. R42–R57.↩︎
Level 4+ qualifications (typically obtained through higher education) include foundation degrees, bachelor’s degrees, master’s degrees, and PhDs.↩︎
Students are eligible for free school meals if their parent is in receipt of certain income related support or allowances. For more information on eligibility: Free School Meals.↩︎
IDACI is an index produced by the Ministry for Housing, Communities & Local Government and is a subset of Index of Multiple Deprivation (IMD). Areas in England are ranked based on an IDACI score, and the data shows the rank of those scores grouped where the bottom 20% is the 20% more deprived households.↩︎
DfE Apprenticeship funding rules, 2025 to 2026 ↩︎