School performance summary - Key Stage 3 (Year 9)
Attainment in English, maths and science 2005 at Key Stage 3
This is not the most recent data available for this school.
The tables show the percentage of pupils achieving level 5 or above in the KS3 tests for English, mathematics and science.
| English | Maths | Science | Aggregate | |
|---|---|---|---|---|
| % of pupils achieving level 5 | 82% | 84% | 81% | 247 |
| % of pupils absent or unable to access test | 5% | 2% | 2% |
Year on year comparison
This straightforward system takes into account how the school is performing in the three core subjects: English, maths and science. The percentages of pupils at the school achieving level 5 or above in these subjects are added together; making the maximum score for any school 300. It's a basic way of showing how well a school is doing.
| 2002 | 2003 | 2004 | 2005 |
|---|---|---|---|
| 249 | 253 | 251 | 247 |
School
2002249
2003253
2004251
2005247
Local Authority
2002194
2003198
2004201
2005209
National
2002201
2003208
2004210
2005217
About the school
The tables show how the KS3 results of pupils in each mainstream school have changed over the past four years. A bar chart shows the aggregate of the three percentages of pupils achieving level 5 or above in the English, mathematics and science tests in each of the years 2002, 2003, 2004 and 2005
| Whole school (all key stages) | Key Stage 3 only | |
|---|---|---|
| Number of pupils on school roll | 1405 | 372 |
| Number of eligible pupils for KS3 assessment | - | 374 |
| Pupils with special educational needs: number (and percentage) of students with statements |
43 (3.10%) | 12 (3.20%) |
| number (and percentage) of students without statements | 84 (6.00%) | 42 (11.20%) |
Average point score
| 36.4 |
This gives an overall idea of how a school is performing. The average point score judges the performance of all the pupils in the school, not only those who reach level 5 or above.
Value added
| 100.6 |
The value added measure shows you how well a school helps children to progress by comparing them to similar children's development across the country. It is a good indication of a school's overall effectiveness.
| 98% |
The coverage indicator determines the value of the VA measure by considering the percentage of eligible pupils. If the coverage indicator is low then the results of the value added measure may be unrepresentative.
