In one LEAThe LEA, local education authority, is in charge of delivering education for the council in a borough or county., there were two contrasting schools. School T had one of the highest value addedIf a school adds value, it means that it has managed to support its students in reaching a higher grade than they were originally predicted. Schools can use key stage 2 and 3* levelsAt key stage 2* and key stage 3* students are awarded National Curriculum levels to measure academic progressSchools are measured nationally according to attainment and progress. Progress is how well pupils have done given their starting points. For example, pupils' progress from key stage 2 to key stage 4 is measured.. The levels go from level 1 to level 8. In Year 9*, level 5 is the average nationally.* to measure how much value has been added. For example, a student with a level 5 at key stage 3* is normally predicted a grade ‘C’ at GCSEGCSEs, (General Certificate of Secondary Education) are the key qualification students take at key stage 4* when they are 16.They replaced ‘O’ Levels. Most schools make English, Maths and Science GCSEs obligatory. GCSEs have grades from A*–U. In the eyes of schools, colleges and the government, a ‘C’ grade is in effect a pass, a ‘D’ grade or below is a fail. Many further education* courses demand that students achieve five GCSEs at grades A*–C.*. If that student then goes on to get a ‘B’ at GCSEGCSEs, (General Certificate of Secondary Education) are the key qualification students take at key stage 4* when they are 16.They replaced ‘O’ Levels. Most schools make English, Maths and Science GCSEs obligatory. GCSEs have grades from A*–U. In the eyes of schools, colleges and the government, a ‘C’ grade is in effect a pass, a ‘D’ grade or below is a fail. Many further education* courses demand that students achieve five GCSEs at grades A*–C., then the school has added value. scores in the area. Because it was popular, School T was able to take a large proportion of high achievers in Year 7First year of secondary school, 11 - 12 years old.. It had few students with English as an additional languageEnglish as an additional language students (EALEnglish as an additional language students (EAL) are from ethnic minorities and receive additional support to assist them inaccessing the National Curriculum.) are from ethnic minorities and receive additional support to assist them inaccessing the National CurriculumThe National Curriculum consists of those subjects and programmes of study that schools are legally required to provide. AcademiesAcademies are privately sponsored, but are still state schools. Previously failing schools which have closed have been reAlso known as ‘Religious Studies' (RS). RE, Religious Education, is a compulsory subject in state* schools.-launched as Academies. Some Academies are new build with extensive resources.* and Free SchoolsFree Schools are all-ability state-funded schools set up in response to parental demand. At the time of writing, they are a new government initiative. Charities, universities, businesses, educational groups, teachers and groups of parents can set up free schools. * do are not required to deliver the National Curriculum.. , and a low proportion of special needs students. The majority of its permanent excludees and the majority of students who left before Year 11Fifth year of secondary school, 15 - 16 years old. were SENAll schools have an SEN, Special Educational Needs, department which is dedicated to students with particular behavioural and learning needs, for example, problems with reading. or EALEnglish as an additional language students (EAL) are from ethnic minorities and receive additional support to assist them inaccessing the National Curriculum. students. It had a poor record of keeping these students for the whole of the five years between Years 7 and 11. Consequently, by the time it came to Year 11Fifth year of secondary school, 15 - 16 years old. most of the students who would have negatively skewed the value addedIf a school adds value, it means that it has managed to support its students in reaching a higher grade than they were originally predicted. Schools can use key stage 2 and 3* levelsAt key stage 2* and key stage 3* students are awarded National Curriculum levels to measure academic progressSchools are measured nationally according to attainment and progress. Progress is how well pupils have done given their starting points. For example, pupils' progress from key stage 2 to key stage 4 is measured.. The levels go from level 1 to level 8. In Year 9*, level 5 is the average nationally.* to measure how much value has been added. For example, a student with a level 5 at key stage 3* is normally predicted a grade ‘C’ at GCSEGCSEs, (General Certificate of Secondary Education) are the key qualification students take at key stage 4* when they are 16.They replaced ‘O’ Levels. Most schools make English, Maths and Science GCSEs obligatory. GCSEs have grades from A*–U. In the eyes of schools, colleges and the government, a ‘C’ grade is in effect a pass, a ‘D’ grade or below is a fail. Many further education* courses demand that students achieve five GCSEs at grades A*–C.*. If that student then goes on to get a ‘B’ at GCSEGCSEs, (General Certificate of Secondary Education) are the key qualification students take at key stage 4* when they are 16.They replaced ‘O’ Levels. Most schools make English, Maths and Science GCSEs obligatory. GCSEs have grades from A*–U. In the eyes of schools, colleges and the government, a ‘C’ grade is in effect a pass, a ‘D’ grade or below is a fail. Many further education* courses demand that students achieve five GCSEs at grades A*–C., then the school has added value. score had left. School U had one of the lowest overall value addedIf a school adds value, it means that it has managed to support its students in reaching a higher grade than they were originally predicted. Schools can use key stage 2 and 3* levelsAt key stage 2* and key stage 3* students are awarded National Curriculum levels to measure academic progressSchools are measured nationally according to attainment and progress. Progress is how well pupils have done given their starting points. For example, pupils' progress from key stage 2 to key stage 4 is measured.. The levels go from level 1 to level 8. In Year 9*, level 5 is the average nationally.* to measure how much value has been added. For example, a student with a level 5 at key stage 3* is normally predicted a grade ‘C’ at GCSEGCSEs, (General Certificate of Secondary Education) are the key qualification students take at key stage 4* when they are 16.They replaced ‘O’ Levels. Most schools make English, Maths and Science GCSEs obligatory. GCSEs have grades from A*–U. In the eyes of schools, colleges and the government, a ‘C’ grade is in effect a pass, a ‘D’ grade or below is a fail. Many further education* courses demand that students achieve five GCSEs at grades A*–C.*. If that student then goes on to get a ‘B’ at GCSEGCSEs, (General Certificate of Secondary Education) are the key qualification students take at key stage 4* when they are 16.They replaced ‘O’ Levels. Most schools make English, Maths and Science GCSEs obligatory. GCSEs have grades from A*–U. In the eyes of schools, colleges and the government, a ‘C’ grade is in effect a pass, a ‘D’ grade or below is a fail. Many further education* courses demand that students achieve five GCSEs at grades A*–C., then the school has added value. scores in the LEAThe LEA, local education authority, is in charge of delivering education for the council in a borough or county.. It had a higher number of SENAll schools have an SEN, Special Educational Needs, department which is dedicated to students with particular behavioural and learning needs, for example, problems with reading. and EALEnglish as an additional language students (EAL) are from ethnic minorities and receive additional support to assist them inaccessing the National Curriculum. students in Year 7First year of secondary school, 11 - 12 years old..There were very few permanent excludees. Students who were most likely to leave before Year 11Fifth year of secondary school, 15 - 16 years old. were high achieving students, who were on the waiting list for School T. School U added value to a much greater degree than School T for its SENAll schools have an SEN, Special Educational Needs, department which is dedicated to students with particular behavioural and learning needs, for example, problems with reading. and EALEnglish as an additional language students (EAL) are from ethnic minorities and receive additional support to assist them inaccessing the National Curriculum. students. Interestingly, if you compared School U’s added value for its very highest achievers with School T’s, School U did significantly better. However, the national tables do not measure these elements of value addedIf a school adds value, it means that it has managed to support its students in reaching a higher grade than they were originally predicted. Schools can use key stage 2 and 3* levelsAt key stage 2* and key stage 3* students are awarded National Curriculum levels to measure academic progressSchools are measured nationally according to attainment and progress. Progress is how well pupils have done given their starting points. For example, pupils' progress from key stage 2 to key stage 4 is measured.. The levels go from level 1 to level 8. In Year 9*, level 5 is the average nationally.* to measure how much value has been added. For example, a student with a level 5 at key stage 3* is normally predicted a grade ‘C’ at GCSEGCSEs, (General Certificate of Secondary Education) are the key qualification students take at key stage 4* when they are 16.They replaced ‘O’ Levels. Most schools make English, Maths and Science GCSEs obligatory. GCSEs have grades from A*–U. In the eyes of schools, colleges and the government, a ‘C’ grade is in effect a pass, a ‘D’ grade or below is a fail. Many further education* courses demand that students achieve five GCSEs at grades A*–C.*. If that student then goes on to get a ‘B’ at GCSEGCSEs, (General Certificate of Secondary Education) are the key qualification students take at key stage 4* when they are 16.They replaced ‘O’ Levels. Most schools make English, Maths and Science GCSEs obligatory. GCSEs have grades from A*–U. In the eyes of schools, colleges and the government, a ‘C’ grade is in effect a pass, a ‘D’ grade or below is a fail. Many further education* courses demand that students achieve five GCSEs at grades A*–C., then the school has added value., so their achievements were not reflected by the national data.
In one LEA, there were two contrasting schools. School T had one of the highest value added scores in the area. Because it was popular, School T was able to take a large proportion of high achievers in Year 7. It had few students with English as an additional language, and a low proportion of special needs students. The majority of its permanent excludees and the majority of students who left before Year 11 were SEN or EAL students. It had a poor record of keeping these students for the whole of the five years between Years 7 and 11. Consequently, by the time it came to Year 11 most of the students who would have negatively skewed the value added score had left. School U had one of the lowest overall value added scores in the LEA. It had a higher number of SEN and EAL students in Year 7.There were very few permanent excludees. Students who were most likely to leave before Year 11 were high achieving students, who were on the waiting list for School T. School U added value to a much greater degree than School T for its SEN and EAL students. Interestingly, if you compared School U’s added value for its very highest achievers with School T’s, School U did significantly better. However, the national tables do not measure these elements of value added, so their achievements were not reflected by the national data.