Achievement and attainment tables 2008
Small School Suppression
Where schools have 10 or fewer pupils in the indicators, their results will not published and instead will be shown as 'N/A' (not applicable) in this year's Tables.
More information on CVA Calculations
Pupils included
The KS2-KS4 CVA measure is based on the results achieved by pupils:
- who were at the end of KS4 (i.e. Year 11) during the 2007/2008 school year;
- were on the school roll on 17 January 2008; and
- for whom we were able to match prior attainment in their KS2 tests.
Calculation of a school's coverage percentage
This shows the proportion of pupils included in the KS2-KS4 CVA calculations. For example, if a school had 11 pupils at the end of KS4 on roll but only six of them were included in the CVA measure, then the actual number of pupils included in the CVA score would be 11. The coverage in this example would be:
(6 / 11) x 100 = 55%
Average number of qualifications taken by pupils in the CVA calculation
This shows the average number of approved qualifications taken by each pupil included in the CVA calculation. It has been calculated by dividing the total number of examinations taken by each pupil by the number of pupils included in the calculation. The total number of examinations has been determined using the equivalence between a GCSE and other qualifications.
For example, a school has 11 pupils who are included in the calculation and the number of examinations taken by each of the pupils is as follows:
| Pupils | Equivalent number of GCSEs |
| 1 | 8 |
| 2 | 9 |
| 3 | 10 |
| 4 | 6 |
| 5 | 8 |
| 6 | 8.5 |
| 7 | 8 |
| 8 | 10 |
| 9 | 9.5 |
| 10 | 4.5 |
| 11 | 7 |
The calculation in this example for the average number of GCSE (and equivalent) examinations taken by pupils would be:
(8 + 9 + 10 + 6 + 8 + 8.5 + 8 + 10 + 9.5 + 4.5 + 7) / 11 = 8.04545
This would be rounded to 8.0 using normal rounding conventions.
National contextual value added score
For statistical reasons, the average CVA of all schools nationally is not necessarily exactly 1000. Therefore, to avoid misunderstanding by those who are unfamiliar with CVA we have not published a national CVA in the Tables. The national KS2-KS4 CVA score is published separately on the Statistical First Release website www.education.gov.uk/rsgateway/DB/SFR/s000702/index.shtml
Under GCSE and Equivalent Examination Results in England 2007/08 (Revised).
Calculation of capped point score
The KS4 Achievement and Attainment Tables includes all approved qualifications in Entry Level, Level 1 and Level 2 and AS Levels Level 3 Free Standing Mathematics qualifications and Asset Language Ladder Level 3 taken early. A capped point score is calculated, at the best eight GCSEs or equivalent. The following three steps (and examples below) describe this procedure:
Step One (see Example 1.0)
Qualifications are compared to the size of a GCSE to determine a volume indicator (i.e. how many GCSEs is a qualification worth). For example, a GCSE in vocational subjects (Double Award) is twice the size of a GCSE so would have a volume indicator of 2.0, a short course GCSE would be 0.5.
Example 1.0 - Pupil's results
| Qualification | Grade | Volume Indicator | Total Points |
| GCSE | A* | 1.0 | 58 |
| GCSE | E | 1.0 | 28 |
| GCSE | C | 1.0 | 40 |
| GCSE Short Course | A | 0.5 | 26 |
| GCSE in vocational subjects (Double Award) | B | 2.0 | 92 |
| City & Guilds Level 2 Certificate in Vehicle Fitting Operations | Pass | 5.0 | 230 |
| Total | 10.5 | 474 |
Step Two (see Example 1.1)
The total points value for each qualification is divided by the volume indicator to arrive at a standardised points figure. For example, a GCSE in vocational subjects (Double Award) at grade B has 92 points. To arrive at the standardised points figure, we would divide 92 points by the GCSE Double Award volume indicator of 2.0 (i.e. 92 divided by 2.0 = 46). The standardised points are 46.
Qualifications are then sorted in descending order based on their standardised points.
Example 1.1 - Pupil's results in descending order
| Qualification | Grade | Volume Indicator | Total Points | Standardised Points |
| GCSE | A* | 1.0 | 58 | 58 |
| GCSE Short Course | A | 0.5 | 26 | 52 |
| City & Guilds Level 2 Certificate in Vehicle Fitting Operations | Pass | 5.0 | 230 | 46 |
| GCSE in vocational subjects (Double Award) | B | 2.0 | 92 | 46 |
| GCSE | C | 1.0 | 40 | 40 |
| GCSE | E | 1.0 | 28 | 28 |
Step Three (see Example 1.2)
Once qualifications are ranked, the volume indicators should be summed until a cap of 8.0 is reached. The total points for qualifications included in the cap should then be summed to arrive at the capped point score.
N.B. The process allows for fractions of qualifications to be included in the cap should a particular qualification extend beyond the cap.
Example 1.2 - Pupil's results capped at 8
| Qualification | Grade | Volume Indicator | Cumulative | Total points |
| GCSE | A* | 1.0 | 1.0 | 58 |
| GCSE Short Course | A | 0.5 | 1.0+0.5 =1.5 | 26 |
| City & Guilds Level 2 Certificate in Vehicle Fitting Operations | Pass | 5.0 | 1.5+5.0=6.5 | 230 |
| GCSE in vocational subjects (Double Award) | B | 2.0 | 6.5+2.0=8.5 | 75% of 92=69** |
| GCSE | C | 1.0 | 8.5+1.0=9.5 | |
| GCSE | E | 1.0 | 9.5+1.0=10.5 | |
| Total (capped) | 8.0 | 383 |
The total capped point score becomes (58 + 26 + 230 + 69 = 383).
** Only an additional 1.5 is needed to reach the cap of 8.0 (i.e. 75% of this qualification is required). Therefore only 75% of the points for that qualification will be included in the capped point score.
THE NATIONAL CURRICULUM
Pupils aged 5 to 18 in state schools must be taught the National Curriculum. This is divided into four 'Key Stages' that generally depend on children's ages.
| Year Group | Reception | 1 2 | 3 4 5 6 | 7 8 9 | 10 11 |
| Age of pupils at end of year | 5 | 6 7 | 8 9 10 11 | 12 13 14 | 15 16 |
| Key Stage | FOUNDATION STAGE | KEY STAGE 1 | KEY STAGE 2 | KEY STAGE 3 | KEY STAGE 4 |
National Qualifications Framework
The National Qualifications Framework (NQF) sets out the levels at which qualifications can be recognised. Only qualifications that have been accredited by the regulatory authority are included in the NQF. These accredited qualifications are subsequently approved by the Secretary of State for use by pupils of compulsory school age. For information on qualifications that have been accredited by QCA and approved by the Secretary of State can be found on: www.ndaq.org.uk
Adjustments to number of students on roll
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 2006/07 or 2007/08 school year from outside the United Kingdom and their first language is not English. The Government accepts that these pupils are unlikely to be able to show what they can do 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 2006/07 or 2007/08 school year. Pupils admitted to a maintained school following permanent exclusion from another maintained school are not counted in the number of pupils at the end of KS4 on roll, but any results achieved by these pupils do contribute towards the school's 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.
Special Educational Needs (SEN)
Children have SEN if they have a learning difficulty which calls for a special educational provision to be made for them. (See paragraph 1.3 of the SEN Code of Practice at www.teachernet.gov.uk/wholeschool/sen).
The Achievement and Attainment Tables will show the following special educational needs (SEN) groups:
- a. Total pupils with SEN on a school's roll; and
- b. Total pupils with SEN in the cohort being reported on (i.e. the examination/test year group).
The information reported for each group of pupils will be split into the following categories:
- c. The number (and percentage) with statements or supported at school action plus; and
- d. The number (and percentage) supported at school action.
Special Educational Codes
School Action
The triggers for intervention through school action could be the teacher's or others' concern, underpinned by evidence, about a child who despite receiving differentiated learning opportunities:
- makes little or no progress even when teaching approaches are targeted particularly in a pupil's identified area of weakness;
- shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas;
- presents persistent emotional or behavioural difficulties which are not ameliorated by the behaviour management techniques usually employed in the school;
- has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment; and
- has communication and/or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum.
School Action Plus
The triggers under school action plus could be that, despite receiving an individualised programme and/or concentrated support under School Action, the pupils:
- continues to make little or no progress in specific areas over a long period;
- continues working at National Curriculum levels substantially below that expected of pupils of a similar age;
- continues to have difficulty in developing literacy and mathematics skills;
- has emotional or behavioural difficulties which substantially and regularly interfere with their own learning or that of the class group, despite having an individualised behaviour management programme;
- has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service; and
- has an ongoing communication or interaction difficulty that impedes the development of social relationships and cause substantial barriers to learning.