HOW TO READ THE TABLES

GCSE (AND EQUIVALENT) QUALIFICATIONS

In previous years we have published students' results in GCSEs and GNVQs. Achievements in other approved qualifications have been reported in the Tables but these were shown in a separate column and did not feature in the key indicators upon which a school's overall performance was judged.

All qualifications have value in their own right as part of a fully-rounded educational experience and as a pathway towards further learning and employment. With the reporting of a wider range of qualifications, schools will receive full recognition of their efforts to broaden the curriculum opportunities available to their students in the 14-19 phase of education.

For this reason, we have extended the range of qualifications reported in the Secondary School Tables, by reporting achievements in qualifications approved for use with students of compulsory school age. We have also included GCE/VCE AS level qualifications taken early.

Graded exams such as music, dance, speech and drama are approved qualifications, but there are several issues that need to be fully resolved before they can be included. These qualifications are not, therefore, counted in this year's Tables.

This means that all performance indicators published in the Tables include the wider range of qualifications in the threshold indicators (the 5+ A*-C, the average point score and the value added measures). To enable the wider range of qualifications to be counted in the performance indicators, a new point scoring system has been devised. Extra care should be taken when comparing this year's performance with previous years that do not include the wider range of qualifications and are based on a different point scoring system.

VALUE ADDED MEASURES

What do we mean by value added?

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

Value added measures are intended to allow comparisons between schools with different student intakes. For example, students attending school 'A' may achieve above average results when they take their exams while students at school 'B' may achieve below average. In value added terms, however, the students at school 'B' may have made more progress than other students nationally, relative to their starting point (starting point being either when they took their KS2 or KS3 tests), and therefore have a higher value added 'score' than school 'A'.

 Value added measures the progress students have made from one stage of their education to another.

Value added measures which have been published annually in the Tables since 2002, measure the progress that students have made between taking assessment tests when they are aged 13 or 14 (Key Stage 3) and when they are aged 15.

In 2003, we successfully piloted a Key Stage 2 to Age 15 measure and this year we have published an additional value added measure for each school, showing progress made by students at the end of compulsory school age since taking their Key Stage 2 tests.

Each student's value added score is calculated by comparing their capped point score at GCSE (and equivalent) (output score) with the median - or middle - capped point score of other students with the same or similar prior attainment (input score) at the relevant key stage (either KS2 or KS3). The individual scores are averaged to give a score for the school. This indicates the value the school has added on average for their students.

The value added measures in the current tables take account of prior attainment, which is the biggest single factor affecting pupil results. However, contextual factors which are outside the school's control, such as gender, mobility and levels of deprivation may have a further impact on pupil results, even after allowing for prior attainment. To take these into account requires a more complex model of value added. Such a model is being piloted for value added between Key Stages 2 and 4 in the 2005 Tables. Some initial trialling with schools has taken place in Autumn 2004: for more information see http://www.standards.dcsf.gov.uk/performance/pat/cva_pilot/?version=1

Independent schools may choose not to have their value added measures published as they are not obliged to follow the National Curriculum.

Value added output score

A student's best eight results in GCSE (and equivalent) qualifications have been used to calculate the output point score. A more detailed explanation on how to calculate a student's results capped at the best eight results can be found in the Value Added Technical Information section.

Interpretation of a school's value added measure

The value added scores are shown as measures based on 1000. Scores above 1000 represent schools where students made more progress on average than similar students nationally, while scores below 1000 represent schools where students made less progress.

Statistical significance

The degree of significance that can be attached to any particular school's value added measure depends, among other factors, on the number of students included in the value added calculation. The smaller the number of students, 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.

Key Stage 2 to Age 15 value added measure

As a guide, the tables below show scores that are broadly average based on the size of the cohort for students included in the Key Stage 2 to Age 15 value added measure.

Mainstream Schools

When comparing schools with cohorts of about 50 students, differences of up to 29.1 should not be regarded as statistically significant. For schools with about 100 students, differences of up to 20.6 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 students included in the value added measure, only scores of below 945.0 or above 1037.0 are likely to be significantly different from the average.

Special schools

When comparing special schools with cohorts of about 10 students, differences of up to 40.3 should not be regarded as statistically significant. For schools with about 20 students, differences of up to 28.5 should not be regarded as significant.

Key Stage 3 to Age 15 value added measure

As a guide, the table below show scores that are broadly average based on the size of the cohort for students included in the Key Stage 3 to Age 15 value added measure.

Mainstream Schools

When comparing schools with cohorts of about 50 students, differences of up to 24.0 should not be regarded as statistically significant. For schools with about 100 students, differences of up to 17.0 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 students included in the value added measure, only scores of below 951.2 or above 1027.2 are likely to be significantly different from the average.

Special schools

When comparing special schools with cohorts of about 10 students, differences of up to 38.5 should not be regarded as statistically significant. For schools with about 20 students, differences of up to 27.2 should not be regarded as significant.

Remember: when comparing one school's value added measure to another you should also consider the size of the cohort as a school's value added score may not be significantly different from the average, even if it appears to be.

2004 Percentiles

The tables below show the 2004 percentiles for Key Stage 2 to Age 15 value added and the Key Stage 3 to Age 15 value added. These are derived from national results for schools. The profiles are constructed in such a way that for 2004, a value added measure of 1056.6 and above relates to the top 5% of schools nationally, ranked by their Key Stage 2 to Age 15 value added measure; measures of 1017.5-1056.5 relate to the next 20% of schools and so forth.

RESULTS FOR STUDENTS AGED 15

The Tables show:

The value added measures:

• the Key Stage 2 to Age 15 value added measure centred on 1000;
• the coverage indicator showing the percentage of 15 year old students that are included in the Key Stage 2 to Age 15 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 students, and so these students could not be included in the school value added calculation. Where coverage is less than 50%, the value added measure has not been published;
• the average number of GCSE (and equivalent) qualifications taken by students in the Key Stage 2 to Age 15 value added calculation;
• the Key Stage 3 to Age 15 value added measure centred on 1000; and
• the coverage indicator showing the percentage of 15 year old students that are included in the Key Stage 3 to Age 15 value added calculation.

The cohort information:

• the total number of students aged 15 at the beginning of the school year (i.e. in their final year of compulsory schooling). This includes students who did not attempt or pass any GCSE or equivalent qualifications; and
• the number and percentage of students aged 15 with special educational needs, with or without statements. Some of these students may not take any examinations at all or may take them when they are older. This will affect the school's overall results.

The results

• the percentage of students aged 15 who gained Level 2 (the equivalent of five or more GCSE grades A*-C) - the standard normally needed to prepare them for advanced study;
• the percentage of students aged 15 who gained Level 1 (the equivalent of five or more GCSE passes at grades A*-G);
• the percentage of students aged 15 who reached school leaving age with at least an Entry Level qualification; and
• the average total point score.

Average total point score

The average point score provides a fuller picture of the achievements of students of all abilities. The published percentages indicate the percentage of students at the school that have achieved the equivalent of 5 or more GCSE A*-C grades or 5 or more GCSE A*-G grades. The average point score allows easier discrimination between schools, particularly those with similar percentages.

It is calculated by dividing the total number of points achieved by students aged 15 by the number of 15 year olds on roll.

The average point score published here has not been capped at an average of a student's best eight GCSE (and equivalent) qualifications. This has been reported on a total point score allowing recognition of a student's full range of qualifications. We have also used a new scoring system to calculate the total average point score that takes account of the wider range of qualifications reported this year. It is important not to compare it to point scores from previous years, that were based on a different scoring system, were capped at the best eight GCSE/GNVQs, and also did not include the wider range of approved qualifications.

Results for students in Year 11

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

The Tables show:

• the number of students in Year 11 in the 2003/04 school year, regardless of their age; and
• the percentage of those students who gained Level 2 (the equivalent of five or more GCSE grades A*-C).

Bar Chart Showing GCSE (and Equivalent) Results Over Time

The Tables also show how the GCSE and equivalent results of students in each school have changed since 2001. The bar charts show the percentage of 15 year olds who achieved:

• the equivalent of five or more GCSE grades A*-C in each of the years 2001, 2002, 2003, and 2004; and
• at least one pass at GCSE/GNVQ in each of the years 2001, 2002 and 2003 and for 2004, at least an Entry Level Qualification.

Take care when comparing the results of a school in 2004 with those in previous years. The 2004 results will not necessarily be fully comparable with those of previous years, because of the inclusion of a wider range of qualifications in 2004.

Other Vocational Qualifications for 15 Year Olds

The City and Guilds Diploma of Vocational Education and RSA Initial Awards are not approved under Section 96 of the Learning and Skills Act 2000 and as such cannot be counted in the main indicators. Therefore, the Tables also provide the achievements of students in other vocational qualifications and units of approved vocational qualifications not included in the main indicators. They show:

• the number of students aged 15 taking the courses; and
• the percentage of students achieving all the qualifications or units for which they studied in 2003/04.

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 to 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 2003/04 school year up to and including Friday 28 May 2004. 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, '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 15 January 2004 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.