Secondary School Performance Tables 2002

HOW TO READ THE TABLES

KEY STAGE 3 RESULTS

The results

This part of the tables shows:

• The number of pupils who were at the end of KS3 and therefore eligible to be assessed in May 2002. All pupils - including those with special needs - are eligible for assessment under the National Curriculum when they reach the end of KS3. Most will be aged 14 by the end of the school year. But some will be older or younger.
   
• The number and percentage of eligible pupils with special educational needs;
• The percentage of eligible pupils in each subject who achieved Level 5 or above in English, mathematics and science tests. Level 5 or 6 is the level of achievement expected of pupils at the end of Key Stage 3.

Percentage of pupils absent or disapplied

Each school's results at Level 5 or above, as set out in the tables, are based on the results of all pupils at the end of Key Stage 3, including those who were absent on the day of the test or disapplied from the National Curriculum. A school's results may have been affected by eligible pupils who were absent or disapplied, because such pupils are included in the calculations even though they did not achieve a test level. To help you take this into account, the percentage of eligible pupils who were absent or disapplied is shown alongside the percentage achieving Level 5 or above. The higher the percentage of pupils absent or disapplied, the more a school's results may have been affected by pupils with no test results.

Average point score

The average point score provides a fuller picture of the KS3 achievements of pupils of all abilities. It allows for easier discrimination between schools with similar percentages, showing those schools whose pupils mostly fall below Level 5, or those who exceed that level. For example, a score of 35 tells you that on average, pupils who took Key Stage 3 tests at the school achieved mostly Level 5, but several achieved Level 6.

It is calculated by dividing the total number of points achieved by all pupils eligible for KS3 assessment in each subject by the number of eligible pupils in each subject. If you want more information about how the point score has been calculated, please refer to the Value Added Technical Information.

KEY STAGE 2 TO KEY STAGE 3 VALUE ADDED MEASURE

What do we mean by value added?

Some children will always find it difficult to do well in assessment tests. It may be, for example, that they have significant special educational needs. But all children are capable of making progress and it is important that schools are given recognition for the work that they do with these children.

We have now developed a way of measuring the progress that individual pupils have made between taking assessment tests when they are aged 11 and generally in Year 6 (Key Stage 2) and assessment tests when they are aged 14 and generally in Year 9 (Key Stage 3). We call this the value added measure. Value added measures are intended to allow comparisons between schools with different pupil intakes.

For example, school A might show high percentages of pupils achieving Level 5 and above, while school B shows lower percentages.But in value added terms, the pupils at school B may have made more progress than other pupils who were performing at the same level at Key Stage 2 and therefore have a higher value added 'score' than school A.

Key Stage 2 (KS2) to Key Stage 3 (KS3) measure and coverage

Each pupil's value added score is based on comparing their KS3 performance with the median - or middle - performance of other pupils with the same or similar results at KS2. The individual scores are averaged to give a score for the school that is represented as a number based around 100. This indicates the value the school has added on average for their pupils.

The coverage column shows the percentage of pupils eligible for KS3 assessment that are included in the value added calculation and gives some indication of schools where the value added measures may be unrepresentative. A low coverage indicator means that information was not available to calculate the value added scores of many of the school's pupils, and so these pupils could not be included in the school value added calculation. The availability of better quality prior attainment data in future years will mean that more pupils will be included in the calculation. Where coverage is less than 50%, the value added measure has not been published.

More detailed information about how the value added measure and coverage indicator have been calculated can be found in the Value Added Technical Information.

Interpretation of a school's value added measure

The value added scores are shown as a measure based around 100. Scores above 100 represent schools where pupils on average made more progress than similar pupils nationally, while scores below 100 represent schools where pupils made less progress.

For the KS2 to KS3 value added, a measure of 101 means that on average each of the school's pupils made one term's more progress between KS2 and KS3 than the median for pupils with similar KS2 attainment. Conversely, a score of 99 means that the school's pupils made a term's less progress.

The degree of significance that can be attached to any particular school's value added measure depends, among other factors, on the number of pupils included in the value added calculation. The smaller the number of pupils, the less confidence can be placed on the value added measure as an indicator of whether the effectiveness of a school is significantly above or below average. As a guide:

• at KS2 to KS3, schools with 50 or more pupils in the value added measure, scores of 99.1 to 100.9 are broadly average while for schools with 100+ pupils, scores of 99.3 to 100.7 are broadly average.

When comparing the measures for two schools a similar effect holds:

• at KS2 to KS3, when comparing schools with cohorts of about 50 pupils, differences of up to 1.3 should not be regarded as statistically significant, while for schools with about 100 pupils, differences up to 0.9 should not be regarded as significant.

Particular care should be taken with the results for special schools and other schools where cohort sizes are small. For example, for special schools with 10 pupils, only scores of below 98.1 or above 101.9 are likely to be significantly different from the average.

In the 2002 tables, the top 5% of schools nationally on the KS2-3 VA measure achieved scores of 103.4 or above. The bottom 5% of schools on this measure achieved scores of 97.4 and below. The table below also shows the scores of schools in the top and bottom quarters.

Independent schools

Independent, normally fee-paying, schools are not obliged to follow the National Curriculum. Those schools that did take part in National Curriculum tests had the option to request that Key Stage 3 results, the Key Stage 2 to Key Stage 3 value added measure and/or the Key Stage 3 to GCSE/GNVQ measure were not published for the school. Where an independent school opted out of the publication of this information, 'NP', meaning 'not published', appears in the relevant columns.

GCSE AND GNVQ RESULTS FOR PUPILS AGED 15

The results

This part of the tables shows:

• the total number of pupils aged 15 (i.e. in their final year of compulsory schooling). This includes pupils who did not attempt or pass any GCSEs or GNVQs;
   
• the number and percentage of pupils aged 15, with special educational needs. Some of these pupils may not take any examinations at all or may take them when they are older. This will affect the school's overall results;
   
• the percentage of pupils aged 15 who gained five or more grades A*-C - the standard normally needed to prepare them for advanced study;
   
• the percentage of pupils aged 15 who gained five or more passes at grades A*-G;
   
• the percentage of pupils aged 15 who reached school leaving age with no GCSE or GNVQ passes; and
   
• an average capped point score based on pupils' best eight results. A more detailed explanation of how this is calculated can be found in the Value Added Technical Information

Average point score

The average point score has been capped this year to reflect the method used in calculating the KS3 - GCSE/GNVQ value added measure and is based on a pupil's best eight results. It is important not to compare it to uncapped scores from previous years.

GCSE and GNVQ results for pupils in Year 11

Some schools have information on the GCSE and GNVQ results for all pupils in Year 11, regardless of their age. This is the year group in which pupils normally take their GCSEs. Most pupils in Year 11 are aged 15 at the start of the school year, but in some schools there are younger and older pupils in this year group. This additional information provides a fuller picture of GCSE and GNVQ results in the school.

The tables show:

• the number of pupils in Year 11 in the 2001/2002 school year, regardless of their age; and
   
• the percentage of those pupils who gained five or more grades A*- C.

KEY STAGE 3 to GCSE/GNVQ VALUE ADDED MEASURE

What do we mean by value added?

Some children will always find it difficult to do well in tests and examinations. It may be, for example, that they have significant special educational needs. But all children are capable of making progress and it is important that schools are given recognition for the work that they do with these children.

We have now developed a way of measuring the progress that individual pupils have made between taking assessment tests when they are aged 14 and generally in Year 9 (Key Stage 3) and GCSEs/GNVQs taken when they are aged 15 . We call this the value added measure. Value added measures are intended to allow comparisons between schools with different pupil intakes.

For example, school A might show high percentages of pupils achieving five or more GCSEs/GNVQs at grades A*-C, while school B shows lower percentages. But in value added terms, the pupils at school B may have made more progress than other pupils who were performing at the same level at Key Stage 3, and therefore have a higher value added 'score' than school A.

Key Stage 3 - GCSE/GNVQ value added measure

The value added measure for each school is based on the progress made by individual pupils between KS3 and GCSE/GNVQ. Each pupil's value added score is calculated by comparing their GCSE/GNVQ performance with the median - or middle - performance of other pupils with the same or similar prior attainment at KS3. The individual scores are averaged to give a score for the school which is represented as a number based around 100. This indicates the value the school has added on average for their pupils.

A pupil's best eight GCSE/GNVQ results have been used to calculate the GCSE/GNVQ point score. A more detailed explananation of how to calculate a pupil's best eight results can be found in the Value Added Technical Information.

The coverage column shows the percentage of 15-year old pupils that are included in the value added calculation. This gives some indication of schools where the value added measures may be unrepresentative. A low coverage indicator means that information was not available to calculate the value added scores of many of the school's pupils, and so these pupils could not be included in the school value added calculation. The availability of better quality prior attainment data in future years will mean that more pupils can be included in the measure. Where coverage is less than 50%, the value added measure has not been published.

Average number of GCSEs/GNVQs taken by pupils in VA calculation

This column shows the average number of GCSE/GNVQs taken by each pupil in the value added calculation. This gives an indication of the average number of GCSEs/GNVQs pupils take at the school.

Stability indicator

This column shows the percentage of pupils included in the value added calculation that were at the same school for both their Key Stage 3 tests and their GCSE/GNVQ examinations.

More detailed information about how the above information has been calculated can be found in the Value Added Technical Information.

Interpretation of a school's value added measure

For the KS3 to GCSE/GNVQ measure, a score of 101 means that on average each of the school's pupils achieved one extra GCSE/GNVQ point than the median for pupils with similar KS3 attainment. Conversely, a score of 99 means that the school's pupils achieved one fewer GCSE/GNVQ point.

The degree of significance that can be attached to any particular school's value added measure depends, among other factors, on the number of pupils included in the value added calculation. The smaller the number of pupils, the less confidence can be placed on the value added measure as an indicator of whether the effectiveness of a school is significantly above or below average. As a guide:

• at KS3 to GCSE/GNVQ, schools with 50 or more pupils in the value added measure, scores of 95.8 to 100.8 are broadly average, while for schools with 100+ pupils, scores of 96.5 to 100.1 are broadly average.

When comparing the measures for two schools a similar effect holds:

• At KS3 to GCSE/GNVQ, when comparing schools with cohorts of about 50 pupils, differences of up to 3.5 should not be regarded as statistically significant. For schools with about 100 pupils, differences of up to 2.5 should not be regarded as significant.

Particular care should be taken with the results for schools where cohort sizes are small. For example, for mainstream schools with 10 pupils included in either of the value added measures, only scores of below 92.8 or above 103.8 are likely to be significantly different from the average.

For special schools:

• At KS3 to GCSE/GNVQ, for special schools with 10 pupils in the value added measure, scores of 95.8 to 100.8 are broadly average while for schools with 20 pupils scores of 96.5 to 100.1 are broadly average.

When comparing the measures for two schools:

• At KS3 to GCSE/GNVQ, when comparing special schools with cohorts of about 10 pupils, differences of up to 3.5 should not be regarded as statistically significant. For schools with about 20 pupils, differences of up to 2.5 should not be regarded as significant.

In the 2002 tables, the top 5% of schools nationally on the KS3-GCSE VA measure achieved scores of 103.7 or above. The bottom 5% of schools on this measure achieved scores of 94.3 and below. The table below also shows the scores of schools in the top and bottom quarters.

OTHER VOCATIONAL QUALIFICATIONS FOR 15 YEAR OLDS

The tables also provide the achievements of pupils in units of approved GNVQs, and full awards or units of approved NVQs, the City and Guilds Diploma of Vocational Education, RSA Initial Awards and IT Key Skills at levels 1 and 2. They show:

• the number of pupils aged 15 taking the courses; and
   
• the percentage of pupils achieving all the qualifications or units for which they studied in 2001/2002.

GCSE/GNVQ IMPROVEMENT MEASURE

The tables also show how the GCSE and GNVQ achievements of pupils in each school have changed since 1999. The bar charts show the percentage of 15 year olds who achieved:

• five or more grades A*-C; and
   
• no grade A*-G passes.

in each of the years 1999, 2000, 2001 and 2002.

ABSENCE RECORD FOR PUPILS OF COMPULSORY SCHOOL AGE

The tables show the levels of authorised and unauthorised absence for day pupils of compulsory school age (5-16).

Authorised absence is absence with permission from a teacher or other authorised representative of the school. This includes absences for which a satisfactory explanation has been provided (e.g. illness)

Unauthorised absence is absence without permission from a teacher or other authorised representative of the school. This includes all unexplained or unjustified absences.

The information relates to pupil absences in the 2001/2002 school year up to and including Friday 24 May 2002. Boarding pupils are not included. The first column shows the number of day pupils in this age range. The second and third columns show the percentage of half days missed as a result of:

• authorised absence; and
   
• unauthorised absence.

If we have not received complete information from a school, 'NIR', meaning 'no information received', is shown in the relevant columns. 'Not applicable' applies to boarding schools with no day pupils. In the case of schools that are part boarding, the published statistics relate only to the school's day pupils and may not represent the levels of absence in the school as a whole.

There may be inconsistencies for some schools in the figures for the number of pupils on roll on 17 January 2002 and the pupils of compulsory school age for calculating pupil absences. This is because they have been worked out in different ways and serve different purposes.

THE NATIONAL CURRICULUM

Pupils aged 5-16 in state schools must be taught the National Curriculum. This is divided into four 'Key Stages' that depend on children's ages.

Pupils in KS3 must be taught the following subjects: English, mathematics, science, history, geography, design and technology, information and communication technology, modern foreign languages, art and design, music, physical education and citizenship. Pupils must also study religious education.

Levels of achievement

The National Curriculum sets standards of achievement in each subject for pupils aged 5-14. For most subjects, these standards range from Levels 1-8. Pupils progress up the levels as they get older and learn more:

• most 7 year olds are expected to achieve Level 2
   
• most 11 year olds are expected to achieve Level 4
   
• most 14 year olds are expected to achieve Levels 5 or 6

Teacher assessments

All teachers check their pupils' progress in each subject as a normal part of their teaching. They must also assess pupils' progress in English, mathematics and science against the National Curriculum standards when pupils reach the end of each key stage. The teacher decides which level best describes a pupil's performance in each area of learning in that subject. Teachers use their knowledge of the work pupils have done throughout the year in class to judge the pupils' progress.

Tests

Pupils must also take national tests at the end of each key stage. These show a pupil's performance in selected parts of a subject on a particular day. At the end of KS3, pupils are tested in English, mathematics and science. These tests give an independent measure of how pupils and schools are doing compared with national standards in these subjects.

Your child compared with his or her age group

KEY STAGE 3 RESULTS

Eligible pupils with special educational needs (SEN)

The tables show how many of the pupils eligible for KS3 assessment had special educational needs. Some of these pupils may not have taken the tests because they were working at a level below that assessed by the tests, or because they were disapplied. This will affect the school's overall results.

Absent pupils

Some pupils were absent from school at the time some or all of the tests were taken in May 2002 (perhaps due to illness) and did not achieve a test level.

Disapplied pupils

The National Curriculum assessments have been designed to make sure that as many children as possible can be assessed. Parents cannot withdraw their children from any part of the National Curriculum. There may, however, be a very small number of pupils who are unable to take part in some or all of the assessment arrangements, even allowing for the full range of special arrangements to be made and are therefore disapplied from the National Curriculum. Usually this only happens if all or part of the National Curriculum is not suitable for a pupil because he or she has certain special educational needs. The assessments are designed to cater for most pupils with special educational needs.

Adjustments to the number of eligible pupils

The results for some schools have been adjusted. Some schools requested that pupils recently admitted from overseas with little or no English be discounted from the figures. This has been agreed where the pupil was admitted to the school in the 2000/2001 or 2001/2002 school year from outside the United Kingdom, and their first language is not English. The Government accepts that these pupils will not do their best in examinations until they have improved their English language skills and are more familiar with the school curriculum in this country.

GCSE AND GNVQ RESULTS

GCSEs

There are eight GCSE pass grades, ranging from A* to G. Pupils may also study for GCSE (Short Courses) in certain subjects. These are of the same academic standards as a full GCSE but have half the content, and are reported in the tables on that basis.

GNVQs

General National Vocational Qualifications (GNVQs) are designed to develop knowledge, skills and understanding in broad vocational areas like art and design and health and social care. GNVQs have been combined with GCSEs on the basis of equivalence between the two sets of qualifications. This equivalence is shown in the tables in the Value Added Technical Information.

There are two levels of GNVQs included in these tables - Foundation level and Intermediate level - and each one is awarded a grade of Pass, Merit or Distinction. Part One GNVQs are aimed at pupils of compulsory school age. They are of the same vocational standards as a full GNVQ but have half the content.

Which pupils are included?

The information is based on all pupils in each school who were aged 15 at the start of the 2001/2002 school year, including pupils of that age who did not obtain GCSEs or GNVQs because they were not entered or did not pass any.

All the results achieved by 15-year-olds in 2002, and in earlier years if they took GCSEs or GNVQs when they were younger than 15 are included. The results of some pupils who took exams early and have since moved to a different school or college have been shown against the school where they took their examinations.

Some pupils take their examinations late, because of illness, because they are from overseas, or for other reasons. The results of these pupils - aged 16 or over at the start of the 2001/2002 school year - are not shown in these columns.

The results for some schools have been adjusted. Some schools requested that pupils recently admitted from overseas with little or no English be discounted from the figures. This has been agreed where the pupil was admitted to the school in the 2000/2001 or 2001/2002 school year from outside the United Kingdom, and their first language is not English. The Government accepts that these pupils will not do their best in examinations until they have improved their English language skills and are more familiar with the school curriculum in this country.

Some schools have had their results adjusted if they admitted a pupil who was permanently excluded from another school in the 2000/2001 or 2001/2002 school year. Pupils admitted to a maintained school following permanent exclusion from another maintained school are discounted from the figures. This is part of the Government's policy to encourage schools to admit pupils permanently excluded from elsewhere so that they can continue their education.