School and College Performance Tables

The government publishes national league tables(known as School and College Performance Tables, or School Achievement and AttainmentSchools are measured nationally in terms of 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. and attainment. Attainment is how well pupils do according to national averages, and in national examinations, regardless of how good they were when they started the school. Tables). These tables measure the performance of schools' pupils in national tests, at age 11, 16 and 18. of school performance. These show how well students at each school have done in their exams at ages 11, 16 and 18.

The tables that tell you about achievement at age 16 are the secondary school, 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. or equivalent. They are published in January for the previous academic year. These tables are the most important ones to consider when choosing a school for your child.

The best place to find the tables is on the DfEThe DfE is the government department with responsibility for education. Prior to May 2010 it was known as the DCfS*. website, but they are published in most national and local newspapers when the data is released.

The tables include all schools in England, state and independent. Schools are listed alphabetically for each LEAThe LEA, local education authority, is in charge of delivering education for the council in a borough or county., with special schoolsSpecial schools educate students with a particular learning need, for example, a special school for students with severe physical disabilities. shown separately at the end of each list. However, the DfEThe DfE is the government department with responsibility for education. Prior to May 2010 it was known as the DCfS*. website allows you to search for schools individually, giving you a comprehensiveComprehensives are state schools which admit a cross section of students from the communityCommunity schools are the standard type of maintained, state school. with a range of academic abilities. report on each school.

League tables(known as School and College Performance Tables, or School Achievement and AttainmentSchools are measured nationally in terms of 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. and attainment. Attainment is how well pupils do according to national averages, and in national examinations, regardless of how good they were when they started the school. Tables). These tables measure the performance of schools' pupils in national tests, at age 11, 16 and 18. can provide useful information to help choose the right school for your child. For example, you can compare how well all the schools that you may be interested in, have done. However, it is useful to know how to interpret the information correctly, be familiar with the tricks of the trade, and use the information in conjunction with other key resources, if you are going to get an accurate picture of a school.

If a statistic is not included, then it is currently not a statistic which necessarily gives you key information about how to choose the right school for your child.

 Quick Check

If you want to do a quick check on a school, go to the DfEThe DfE is the government department with responsibility for education. Prior to May 2010 it was known as the DCfS*. website, Performance Tables (School achievement and attainmentSchools are measured nationally in terms of 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. and attainment. Attainment is how well pupils do according to national averages, and in national examinations, regardless of how good they were when they started the school. tables), secondary school 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. and equivalent, KS4Key stage 4 is the learning stage from Year 10* age 15 to Year 11* age 16. At the end of key stage 4 students take GCSEs*, BTECs*, Diplomas*, or other qualifications appropriate to their ability. results and check the following key statistics. The guidance video, which only lasts two minutes and 11 seconds is useful.  Don’t look at one school in isolation. Either, select local authority, or according to postcode.  If you select local authority, you get the advantage of the local authority averages.

For a quick check, just go through ‘Topline’ information.

% achieving 5+ A*-C GCSEs (or equivalent) including English and maths GCSEs

The column has the local authority and national average for this statistic at the top.

This statistic is the percentage of students achieving five or more grades, A*-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. or equivalent, including English and maths GCSEs.

The 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. grade scale runs from A* to G. However, A*–C grades are commonly regarded as 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. passes and a D grade is generally seen as a fail.  ‘Equivalent’ means alternative qualifications, such as BTECA BTEC is a vocational* qualification which is usually completed at Key Stage 4* or 5* and can be equivalent to GCSEs or 'A' 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.. which have equal status to 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.. It is important to note that a BTECA BTEC is a vocational* qualification which is usually completed at Key Stage 4* or 5* and can be equivalent to GCSEs or 'A' 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.. can count for up to four GCSEs. From 2014, the government will tighten up on what qualifications can be counted as ‘equivalent.’

In 2011, the highest ranking comprehensiveComprehensives are state schools which admit a cross section of students from the communityCommunity schools are the standard type of maintained, state school. with a range of academic abilities. school got 87% for this statistic.

This statistic tells you

• how a school performs at GCSEs, including English and Maths, in comparison to the national average and its neighbouring schools

Year on year comparisons.

This table compares schools’ improvement over four years using the 5+ A* – C, including English and maths  percentage. The local authority and national average are at the top of the chart. The LEAThe LEA, local education authority, is in charge of delivering education for the council in a borough or county. schools are in alphabetical order.

This statistic tells you

• if a school has improved year on year. A consistent upward trend is a good sign.
• if a school’s results have declined year on year, it is likely that this downward trend will continue.
• if a school is on the decline because the percentages begin above the national average and end below it.
• if a school’s achievement is generally the same year on year. This is satisfactory, but it might suggest a school which is coasting or struggling to bring about improvement.
• if a school has no clear strategy for improvement. If the school’s percentages are erratic, showing upward and downward swings with no clear improvement or decline, then this is a cause for concern.
• if a school is typical of the area.
•  if a school is improving faster than other schools, which are likely to be in similar circumstances.
• if a school is underperforming compared to schools in similar circumstances.
• if students at a school are generally of higher ability than the national average.
• if a school has the capacity for sustained improvement. If the school’s percentages start off under the national average and end above the national average then this is a very good sign.
•  if a school is on the up, although the students are not necessarily those who are going to  perform well against national comparisons. This is evident when percentages improve but are under the national average.

% of pupils making expected 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.

This tells you how much progress students have made from age 11 to age 16. |It is important to take into consideration the national averages for this measurement, before jumping to negative conclusions.

This statistic tells you

• how good the school is at fulfilling a child’s academic potential. In this respect, it is a more reliable indication of a school’s effectiveness, than the overall five or more A*–C percentage. The 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. percentage should be looked at in combination with the A*–C percentage.
• how good a school is at building on what has been achieved at primary school during Key Stage 2Key stage 2 is the learning stage from Year 4* age 8/9 to Year 6* age 10/11, at primary school. At the end of key stage 2, students take national SATsSATs, Standard Assessment Tasks, are national exams students take at the end of key stage 1*. In 2010, some students completed them at the end of key stage *, but they were boycotted by other schools.* exams in English, Maths and Science, although in 2010, some schools boycotted the SATsSATs, Standard Assessment Tasks, are national exams students take at the end of key stage 1*. In 2010, some students completed them at the end of key stage *, but they were boycotted by other schools. exams. .

 % achieving the English BaccalaureateAt the time of writing, the English Baccalaureate is a new measure for schools in the School and College Performance Tables* of how many pupils achieved 5 A* - C 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. grades in English, Maths, 2 Sciences, and History or Geography.. 

The English BaccalaureateAt the time of writing, the English Baccalaureate is a new measure for schools in the School and College Performance Tables* of how many pupils achieved 5 A* - C 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. grades in English, Maths, 2 Sciences, and History or Geography. percentage is a new measure brought in in 2011.  This is a measure of how many pupils have achieved 5 GCSEs grades A* – C in English, Maths, two Sciences, and History or Geography.  Schools have not yet had time to adapt their curriculum in response to this measure, so it does not yet give a reliable, comparative picture of achievement.

% achievingf grades A* – C in English and maths GCSEs

This measure should be broadly similar to the 5+ A* – C measure.  If it is significantly lower or higher, then this is a cause for concern, because it means that pupils do better or worse  in English and maths than in other subjects, and you would want your child to do equally well in all of their subjects.

Detailed Check

KS4Key stage 4 is the learning stage from Year 10* age 15 to Year 11* age 16. At the end of key stage 4 students take GCSEs*, BTECs*, Diplomas*, or other qualifications appropriate to their ability. Results

The key statistics here are:

% achieving 5+ A*-C GCSEs (or equivalent) including English and maths GCSEs

low, middle and high attainers. 

This statistic tells you

• whether a school is serious about all of its students, not just the high achievers. If there are inconsistencies between the three groups of attainers between their match with the national average, then the school may be just focusing on those students who are going to bolster the five or more A*–C percentage.

% achieving 5+ A*-C GCSEs (or equivalent)

This statistic tells you

• how reliant the school is for its results on vocationalNormally found at key stages 4 and 5*, a vocational course has a strong work related focus., (usually BTECA BTEC is a vocational* qualification which is usually completed at Key Stage 4* or 5* and can be equivalent to GCSEs or 'A' 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..) rather than academic qualifications. If this percentage is significantly higher than % achieving 5+ A*-C including English and maths GCSEs, all qualifications  it means pupils who are achieving vocationally, are not achieving their English and maths GCSEs. This is not necessarily a cause for concern. You would have to investigate what the destinations are for the pupils, and whether they are getting suitable employment.
• If this percentage is significantly higher than % achieving 5+ A*-C including English and maths GCSEs, all qualifications the school is likely to be suitable for pupils with a vocationalNormally found at key stages 4 and 5*, a vocational course has a strong work related focus. rather than an academic aptitude.

Average Point ScoreYou can have APSYou can have APS at key stage 2*, 3*, 4* and 5*. Each exam result a pupil gains is given a number of points depending on what grade they get. A calculation is made as to a pupil's APS, a subject's APS or a school's APS. Schools' achievement can therefore be compared. at Key stage 2*, 3*, 4* and 5*. Each exam result a pupilnbsp;gains is given a number of points depending on what grade they get. A calculation is made as to a pupil's APSYou can have APS at key stage 2*, 3*, 4* and 5*. Each exam result a pupil gains is given a number of points depending on what grade they get. A calculation is made as to a pupil's APS, a subject's APS or a school's APS. Schools' achievement can therefore be compared., a subject's APSYou can have APS at key stage 2*, 3*, 4* and 5*. Each exam result a pupil gains is given a number of points depending on what grade they get. A calculation is made as to a pupil's APS, a subject's APS or a school's APS. Schools' achievement can therefore be compared. or a school's APSYou can have APS at key stage 2*, 3*, 4* and 5*. Each exam result a pupil gains is given a number of points depending on what grade they get. A calculation is made as to a pupil's APS, a subject's APS or a school's APS. Schools' achievement can therefore be compared.. Schools' achievement can therefore be compared. (qualifications)

low, middle, high attainers

This statistic tells you

• similar information to % achieving 5+ A*-C GCSEs (or equivalent) including English and maths GCSEs, low, middle and high attainers but in different terms.
• how the school caters for pupils of differing abilities, and whether all abilities do equally well.
• how well the school does in comparison to other schools, rather than the national average.
• a ‘ball park’ grade of what grade your child is likely to get, if you are honest with yourself about what kind of attainer they are.
• the difference between how pupils of various abilities achieve in vocationalNormally found at key stages 4 and 5*, a vocational course has a strong work related focus., per qualification or 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. per 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.. 

 

Narrowing the Gap

This statistic tells you

• the economic background of the pupils who go to the school.  ‘Disadvantaged’ means pupils who are entitled to Free school mealsFree School meals’ percentages are used to help gauge the number of students from deprived backgrounds who go to a school. Parents have to be in receipt of benefits for their children to qualify for free school meals., or pupils who are in care. You will need to decide what kind of pupil mix you want for your child. You might want your child to mix pupils from a variety of economic backgrounds; you might want your child to mix with pupils who come from a similar economic background to your own. Pupils from more afluent economic backgrounds tend to achieve more highly at school than those from deprived backgrounds.

The key statistics here are

Exam results

Pupil 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.

These statistics tell you

• whether the school provides equality of opportunity for pupils.  If you want a school for your child that does, you would be interested in a school where both the percentage for disadvantaged pupils, and non-disadvantaged pupils compare similarly to national averages at % achieving 5+ A*-C GCSEs (or equivalent) including English and maths GCSEs and to % making expected 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.. 

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. (best 8) measure

Take into consideration the VA score.  Ignore the confidence limits.

This statistic tells you

• whether the school provides equality of opportunity to pupils. If pupils are making expected 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., 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. should be 1000.  You will see that nationally, disadvantaged pupils do not achieve this. If a school is achieving better 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. for disadvantaged pupils than the national, then this is a good sign. It means the school is working to ‘narrow the gap’  between the achievement of disadvantaged pupils as against non-disadvantaged pupils. If the gap between the national figure and the school’s figure is greater for non-disadvantaged than disadvantaged, this does not mean the school is favouring the latter over the former. It could mean that the school priorities reducing inequalities. If the gap between the national figure and the school’s figure is greater for disadvantaged than non- disadvantaged, then the school is not necessarily working hard to tackle inequality.

 

Pupil 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 key statistics here are:

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. (best 8) – Prior AttainmentSchools are measured nationally in terms of 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. and attainment. Attainment is how well pupils do according to national averages, and in national examinations, regardless of how good they were when they started the school.

This statistic tells you

• how much 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. pupils make from their starting points, and whether pupils of different abilities do equally well.  1000 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. is expected 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., but you will notice that nationally, pupils do not necessarily achieve this.  As a parent then, you are looking for as high a number over 1000 as possible compared with other schools.  The better the school, the more able the school is to add value for all pupils, regardless of their different abilities.

 

Pupil Absence

The sign of a healthy school, is a school with high, above average attendance. This means that pupils want to come to school to learn. If a school’s attendance is below average, then this is potentially a cause for concern. the key statistic is overall absence.

This statistic tells you

• whether pupils want to come to school
• whether the school works hard to make sure pupils come to school
• whether pupils are at school, rather than potentially engaging in anti-social behaviour

The key statistics here are:

Unauthorised absence

This statistic tells you

• how effectively parents work with the school and their children to manage attendance.  Unauthorised absence is absence that has not been agreed by the school, or pupil absence that has not been authorised by parents. If this percentage is above the national average, then this is a cause for concern.

Persistent absence (15 or 20%)

The difference between the 15 and 20% statistic is not relevant.

This statistic tells you

• whether the school has a problem with pupils who do not want to come to school over a long period of time. If they have, this is a cause for concern, because the longer a pupil absents themselves from school, the more likely they are to engage in anti-social behaviours.

 

School characteristics

The key statistics here are:

percentage of pupils with 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., with statements or supported at School Action Plus

This statistic focuses on how many special educational needsAll schools have an 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., Special Educational Needs, department which is dedicated to students with particular behavioural and learning needs, for example, problems with reading. (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.) students the school has and what this means to you. 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. students with statements have more serious special educational needsAll schools have an 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., Special Educational Needs, department which is dedicated to students with particular behavioural and learning needs, for example, problems with reading. than those at school action plus.

This statistic tells you

• the more 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. students a school has, the harder it is for the institution to achieve high 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. or equivalent scores. If the school has 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. students than the national average, then this should be taken into consideration. If a school has a percentage 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. students much lower than the national average, then you should have high expectations of their five or more A*–C percentage.
• whether the school is popular with 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. students.
• the make up of the school.

percentage of pupils with English not as a first language

This statistic tells you

• something about the racial mix of the pupils attending the school. You have to decide as a parent what kind of cultural mix you want your child to experience at school.

 

Case Study

Summary