The tables show the percentage of pupils achieving level 4 or above in the KS2 tests for English, mathematics and science.
| % of pupils achieving at KS2: | English | Maths | Science | Aggregate |
|---|---|---|---|---|
| Level 4 or above | 97% | 97% | 100% | 294 |
| Level 5 or above | 44% | 47% | 68% | |
| Absent or unable to access test | 0 | 0 | 0 |
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 4 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.
| Combined achievement in English, Maths and Science | 2004 | 2005 | 2006 | 2007 |
|---|---|---|---|---|
| Level 4 or above | 281 | 277 | 255 | 294 |
| Level 5 or above | 152 | 130 | 141 | 159 |
The tables show how the KS2 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 4 or above in the English, mathematics and science tests in each of the years 2003, 2004, 2005 and 2006.
| Whole school (all key stages) | Key Stage 2 only | |
|---|---|---|
| Number of pupils on school roll | 197 | 34 |
| Number of pupils on school roll eligible for Key Stage 2 (age 10-11, year 6) assessment | - | 34 |
| Pupils with special educational needs: number (and percentage) of students with statements or on School Action Plus |
6 (3%) | 3 (9%) |
| number (and percentage) of students without statements supported at School Action | 14 (7%) | 3 (9%) |
| Absence record for day pupils of compulsory school age: number of pupils of compuslory school age |
179 | - |
| % authorised absence | - | |
| % unauthorised absence | - |
| 30.1 |
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 4 or above.
| 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.
| 100% |
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.