Secondary School GCSE (And Equivalent)

Secondary School GCSE (and equivalent)

Performance Tables 2010

orth omerset 02 Introduction

These Tables give information on the achieve- school’s control (such as gender, mobility The Tables also include a new symbol against ment and attainment of pupils in second- and levels of deprivation) that have been those schools where the absence rates were ary schools, and how they compare with oth- observed to impact on pupils results afected by severe weather conditions er schools in their local authority (LA) area and ■ A bar chart which shows how A- E This boolet is one of a set of 1, covering each in England as a whole There are two England (and euivalent) including English and LA area in England All secondary schools in the averages based on all schools and on the maths results for pupils at the end of in area are listed in alphabetical order, including maintained sector only including Ts and each school has changed each year since Academies ■ LA maintained schools ■ verall, persistent and unauthorised ■ Academies n addition to giving bacground information absence rates at ■ ity Technology olleges on each school, the Tables present ■ ndependent schools and ■ Attainment in Es (and euivalent The information in these Tables only pro- ■ pecial schools (for pupils with special ualiications) of pupils who were at the vides part of the picture of each school’s and educational needs reuiring special end of ey tage () in the 1 its pupils’ achievements. Schools change from teaching and facilities) school year year to year and their future results may dif- ■ The percentage of pupils who have met the fer from those achieved by current pupils. The new English accalaureate reuirements Tables should be considered alongside oth- (reported for the irst time this year) er important sources of information such as ■ ercentage of pupils at the end of who Ofsted reports and school prospectuses. Ofsted have made at least epected progress in school inspection reports can be obtained from English and separately in maths www.ofsted.gov.uk or direct from the school ■ ercentage of pupils achieving A- grade on request. Maintained schools cademies Es in both English and maths and ity Technology olleges must provide ■ ontetual alue Added scores including parents with prospectuses on request. English and maths bonuses (A) which or the irst time in the erformance Tables, measure the progress made by pupils from accredited nternational Es (iEs) and the end of ey tage () to the end of their legacy ualiications are included in the using their test and eam results A igures as euivalent to Es and have been taes into account the varying starting counted towards the English and athematics points of each pupil’s test results, and indicators also adusts for factors which are outside a

1 About These Tables

General Choosing a school Expected levels of secondary These Tables provide the eam results for sec- f you are considering local secondary schools school performance ondary school pupils who are at the end of for your child, you will ind helpful information The government assesses mainstream main- n the maority of schools, those pupils in ear in the Tables about the performance of schools tained secondary schools’ performance against 11 in the 1 school year are at the end in your area owever, the Tables provide deined “loor standards” onsidered against of or each local authority (LA), schools only part of the picture of each school’s over- these, a school would be seen as “underper- are listed alphabetically, with special schools all achievements and cannot provide a predic- forming” if its ey tage results are shown separately at the end of each list tion of future performance ou can get a better ■ less than of pupils at the end of ey overall impression of a school by also reading f your child already attends a school listed in tage () achieving or more Es school prospectuses, reports of recent fsted the Tables, you may be interested to see how its A- (or euivalents) including English and inspections and by visiting schools and taling results compare with other schools in the area, maths E and to teachers and with the LA and national averages ou can ■ below average of pupils at the end of also see, at a glance, how each school’s results The ey tage erformance Tables give more maing epected progress in English have changed over the past four years than one measure of a school’s performance (national median for 1 ) and These measures can be considered alongside ■ below average of pupils at the end of ou may want to discuss the results with teach- each other when evaluating the performance maing epected progress in maths ers at your child’s school – how do they feel of a school ”ow to read the Tables” and the (national median for 1 ) the school is performing, and what plans do following sections describe what is published they have to improve levels of achievement for each school and eplains how to interpret ow can you support the wor of the school the information and what conclusions can be hat more can you do to help your own child drawn from the information given do better ou will ind more information on how the The erformance Tables website now enables measures in the Tables are calculated the you to sort schools in ran order under each ational urriculum the ational ualiications performance indicator to search for types of ramewor adustments to number of pupils school download underlying data and access on roll and pecial Educational eeds in the school by school spend data for -1, show- ‘ore nformation’ section of this boolet ing how much individual schools spend on things such as teaching staf, catering and T

Pupils and Qualiications Reported in the Tables

Reporting at the end of KS4 Education are not reported in the erformance use as a means of measuring school perform- All performance data published in the Tables are Tables nformation on all accredited ualiica- ance t allows the reporting of diferent types based on the achievements of pupils at the end tions approved by the ecretary of tate can be of ualiications on an euitable basis t is not of esults for 1 year olds who are not at the found at the fual website at httpregister designed to allow udgements to be made end of are no longer published in the Tables ofqualgovu about the value of diferent ualiications The erformance Tables show a year on year A assigned each ualiication a threshold iGCSEs comparison of the proportion of pupils attain- contribution igure epressed as a percentage n order to better capture the attainment of pupils ing A - Es (or euivalent) includ- as well as a point score in the ndependent sector accredited interna- ing English maths Es for all pupils at the tional Es (iE) have been included in the ■ ive Es at A- (and euivalent) end of their programme of study n most erformance Tables for the irst time nly i- contribute 1 to the level (ie A- schools this will cover all pupils in ear 11 class- Es that were not accredited at the beginning of grade or euivalent) threshold and es ut, although most pupils at the end of the period of study but have since been accred- ■ ive Es at A- (and euivalent) are aged 1 at the start of the school year, ited are included This means that ambridge contribute 1 to the level 1 (ie A - in some schools there are younger and old- nternational ertiicates (is) and their leg- grade or euivalent) threshold er pupils in this year group, as diferent pupils acy ambridge nternational Eaminations progress at diferent rates iEs are included in the performance meas- sing this formula, a E A- is eual to one ures ther iEs which had not been accred- ifth, or of the level threshold n the Which qualiications are reported ited at the time of publication are not includ- same way, all ualiications included in the These Tables report achievements in all ual- ed any of these “missing” iE results are in Tables have been assigned a percentage contri- iications approved for pupils of compulso- athematics and individual science subects bution to the level 1 and thresholds ry school age Entry Level ualiications Level and this continues to impact on some of the 1 and Level ualiications eg Es i- Eamples of ualiications and their thresh- indicators published in the erformance Tables Es ocationally elated ualiications s old contribution and points allocation can be for ndependent schools and unctional ills A Levels Advanced ree found in the ‘oint scores for tests and eami- tanding athematics raded Eams and the nations’ publication on the website at Counting a ider range of qualiications Asset Language Level ualiications taen educationgovuperformancetales rom , the Tables have reported a wide early are also counted range of ualiications A assigned points ualiications that have not been through to all ualiications approved for use pre aged a formal process of accreditation and are 1 on a scale euivalent to Es The point not approved by the ecretary of tate for scoring system used by A is designed for

How to read the Tables

or more grades A or euialent including nglish and maths S School

Street Name Village/Tow City/County Postcode Tel

The percentage of pupils at the end of Key Stage ho hae achieed the diferent leels of See the ‘Abbreiations and their meanings’ section The number of pupils attainment as speciied in the ‘esults for Pupils at the end of Key Stage ’ section of this booklet at the back of this booklet for explanations at the end of Key Stage ho ere on roll in anuary alculated by diiding the total number of points achieed The percentage of pupils belo by pupils at the end of Key Stage the age of on st August by the total number of pupils that hae completed their at the end of Key Stage compulsory schooling

The percentage of pupils aged on st August that hae completed their compulsory schooling

An explanation of Special ducational eeds and School Action Plus can be found in the ‘More Information’ section at the back of this booklet

An explanation of School Action Plus can be found in the ‘More Information’ section at the back of this booklet

How to read the Tables

Percentage of half See the section n roll at the school in anuary ased on indiidual pupil The percentage of pupils urther details are in the ‘KSKS days missed due to ‘More Information’ progress beteen KS at the end of Key Stage Progress Measures’ section of this booklet oerall absence for the deinition and KS the measure is that hae been included This includes of unauthorised represented as a number in the A measure The all unexplained absence The percentage of pupils included in the nglish based around and measure is not published or unustiied progress measure The measure is not published for indicates the alue that for schools ith less than absences schools ith less than coerage the school has as added coerage on aerage for its pupils urther details on the The percentage of pupil urther details are in the ‘KSKS A measure are in this enrolments ith or more Progress Measures’ section of this booklet booklet recorded half days of absence oer the Autumn term and the The percentage of pupils included in the Mathematics A scores are a ay of estimating Spring term combined progress measure The measure is not published for the underlying efectieness of a alculated by diiding for all schools ith less than coerage school e cannot calculate this pupils included in the A exactly but the conidence interal measure all S and euialent gies a range for here it is most entries by the number of pupils likely to fall The igures sho the upper and loer limits of this range

Results for Pupils at the End of Key Stage

he ales report ■ E legacy iE in athematics or ■ ambridge nternational ertiicate in ■ A mathematics irst Language English ■ ercentage of pupils achieving or ■ E legacy iE in English – irst Language more GCSEs grades C or equivalent E English Literature and E tatistics are including English and mathematics GCSEs not included in the English and mathematics English tudies, English Literature, English as a indicators second language and igital ommunication This indicator shows the percentage of pupils are not included at the end of ey tage achieving or more English accalaureate Es (or euivalent) at grades A- including The English accalaureate (Eacc) is not a new athematics English and mathematics Es ualiication in itself but will recognise pupils’ ■ E in athematics achievements across a core of selected aca- To be counted in the indicator pupils must ■ E in Additional athematics demic subects The English accalaureate indi- have achieved at least the euivalent of three ■ Enter both E Applications of cator shows the Es at grade and above and at least grades athematics and E ethods in A- in ■ percentage of pupils at the end of Key athematics and achieved A- in eitheror Stage 4 achieving GCSEsiGCSEs at ■ ambridge nternational ertiicate ■ E in English or grades C in English mathematics in athematics ■ Enter both English Language E and sciences a language and a humanities ■ E legacy iE in athematics English Literature E and achieved A- suect in English Language or ■ E ouble Award in English or Science To meet Eacc criteria pupils must have ■ ambridge nternational ertiicate in achieved grades Es or iEs at grades The science component will be met if pupils irst Language English or A- in at least one subect (two for cience) ■ E legacy iE in English – irst ■ Enter all three single sciences (iology, from each of the following categories Language or hemistry and hysics Es, ambridge ■ A English and nternational ertiicates or E legacy English ■ E mathematics or iEs) and achieve grades A- in two of ■ E Additional mathematics or ■ E in English them ■ Enter both E Applications of ■ Enter both English Language E and ■ Achieve grades A- in cience and athematics and E ethods in English Literature E and achieved A- Additional cience Es athematics and achieved A- in either or in English Language or ■ Achieve grades AA - in cience E ■ ambridge nternational ertiicate in ■ E ouble Award in English ouble Award athematics or umanities ercentage of pupils achieving C ■ ercentage of pupils achieving English grade in English and mathematics GCSEs and mathematics Sills at evel ■ E in istory iGCSEs ■ E in Ancient istory This shows the percentage of pupils achiev- To be counted in the indicator pupils must have ■ E in eography ing good grades in English, mathematics, lit- achieved a grade A- in ■ ambridge nternational ertiicate eracy and numeracy – even though some in istory ■ E in English or may not have achieved the euivalent of ive ■ ambridge nternational ertiicate ■ E in English Language or good Es or good Es in English and in eography ■ E ouble Award in English or mathematics ■ E legacy iE in istory ■ ambridge nternational ertiicate in To be counted in the indicator pupils must have ■ E legacy iE in eography irst Language English or achieved at least ■ E legacy iE in English – irst Language ■ Level unctional ill in English or anguages And ■ Level ey ill in ommunication or ■ Es in odern oreign Languages ■ Level asic ill in Literacy and ■ E in athematics or including elsh and elsh as a ■ Level unctional ill in mathematics ■ E in Additional athematics or nd Language or ■ Achievement of a grade in at least ■ E in Latin ■ Level ey ill in Application of one of the new lined pair mathematics ■ E in lassical ree umber or E ualiications ‘Applications ■ E in iblical ebrew ■ Level asic ill in umeracy of athematics’ and ‘ethods in ■ ambridge nternational ertiicate athematics’ or in rench ■ ambridge nternational ertiicate in ■ ercentage of pupils achieving English ■ ambridge nternational ertiicate athematics or and mathematics sills at evel in ree ■ E legacy iE in athematics ■ ambridge nternational ertiicate This shows the proportion of pupils achieving in indi as a nd Language Level 1 English and mathematics, literacy and English tudies, English Literature, English as a ■ E legacy iE in rench numeracy – even though some may not have second language and igital ommunication ■ E legacy iE in ree achieved the euivalent of Es are not included ■ E legacy iE in indi as To be counted in the indicator the pupil must a nd Language have achieved at least Es in Applied rench and Applied elsh ■ Level 1 unctional ill English or nd Language are not included ■ Level 1 ey ill in ommunication or ■ Level 1 asic ill in Literacy and ■ upils who have taen Es andor language units which will count towards ■ Level 1 unctional ill athematics or E A levels early in all three of hysics, a language ualiication or ■ Level 1 ey ill in Application of hemistry and iology will also be ■ A taen early or umber or counted, but need only have attained ■ Level Asset Language ualiications ■ Level 1 asic ill in umeracy E grades A- andor E A grades taen early A-E in at least two of the disciplines ■ ntil they are phased out, Es lassical languages, ritish sign languages, any ■ ercentage of pupils achieving at least covering the old ey tage programme English for peaers of ther languages (EL) to science GCSEs at grades C and of study (ouble cience, hysics, and ualiications relecting a study of literature equivalent hemistry and iology, Applied cience andor culture are not included in the indicators To be counted in the indicator the pupil must ouble Award) will count have achieved grades A- in nly these combinations will count in the indi- he ales continue to report ■ E cience (‘core’) and E cator – others may be taen but must be in addi- ercentage of pupils achieving or more Additional cience or tion, rather than instead of these combinations GCSEs grades C and equivalent ■ E cience (‘core’) and E This shows the proportion of pupils in a school Additional Applied cience or ■ ercentage of pupils at the end of KS4 who have achieved the euivalent of ive good ■ E Applied cience ouble Award or ho have achieved at least one full GCSE E grades and have attained the level neces- ■ E cience and E Environmental or equivalent at grade C in a modern sary to proceed to advanced levels of study and Land-based cience or language ■ Level TE irst ertiicates and irst ■ ercentage of pupils at the end of KS4 ercentage of pupils achieving or more iplomas in Applied cience at pass, ho have achieved at least one short GCSEs grades G and equivalent merit and distinction or course GCSE or equivalent at grade This shows the proportion of pupils who have ■ Level ational Awards and G in a modern language achieved the euivalent of ive E pass grades ational ertiicates in cience at pass, merit and distinction or To be counted in the indicators pupils must ercentage of pupils achieving at least ■ ntermediate cience or have achieved one qualiication ■ upils will have to have taen Es This shows the proportion of pupils in a school iEs in all three of hysics, hemistry ■ Any Level 1 or Level modern language who have achieved a pass grade in at least one and iology, but to be counted need ualiication approved for use pre- entry level ualiication only have attained grades A- in at least 1, eg Es, the Language Ladder two of the disciplines Asset Language ualiications or

verage total point score per pupil What the year on year comparisons tell you The average total point score provides a fuller rom the bar chart, you can see the history of a picture of the achievements of pupils of all abil- school’s results, and whether they have stayed ities Two schools with similar percentages of at the same level over time ecause each year pupils achieving Level or Level 1 thresholds group is made up of diferent pupils, with dif- may have diferent average point scores ferent prior attainment and other characteristics, results may luctuate from year to year for The average total point score is calculated by reasons to do with the pupils rather than the dividing the total number of points achieved by school mall luctuations from year to year pupils at the end of by the number of pupils are unliely to be signiicant, particularly if the on roll at the end of school’s year group is small The average point score published here includes As accredited iEs and their legacy ualii- all of each pupil’s E (and euivalent) ualiications are being counted for the irst time in cations, not ust the best eight 1, the year on year comparisons may show a signiicant change for a number of independ- ear on ear Comparisons ent schools compared to The Tables also show a time series in the form of a bar chart This shows the proportion of The year on year comparisons data for 1 pupils at the end of who have achieved include all the results achieved by pupils at the or more E (and euivalent) grades A- end of ey tage even if some or all of those including Es in both English and mathe- results were obtained in earlier years Early- matics in each year from onwards allow- taen results are credited to the school where ing you to compare the results for a school the pupil is on roll when they completed ey over the past four years tage

KSKS4 rogress easure upils attaining level at are epected to assessed by the tests) or ‘’ (no test level award- The measure of epected progress is built on attain a grade E E Therefore, pupils nown ed) will be deemed to have made epected the principle that pupils achieving a level in to be assessed at level or below at – name- progress if they attain a grade A-E at E English or in maths by the end of should be ly those with a ‘’ (woring below the level epected to achieve at least a grade E in that subect GCSE Grade o KS The chart below shows how numerical and A A alphabetically coded levels at are mapped esult to E grades in English or maths to deter- ther xpected xpected xpected xpected xpected mine whether a pupil can be included in the leel or ot ot ot ot ot progress progress progress progress progress no prior included included included included included progress measure and, if included in the meas- not made not made made made made ure, whether or not they have made at least aailable epected progress xpected xpected xpected xpected xpected xpected xpected xpected ot ot progress progress progress progress progress progress progress progress ■ upils who have not been entered for included included not made not made made made made made made made Es or are ungraded will be deemed as not having made epected progress, xpected xpected xpected xpected xpected xpected xpected xpected xpected xpected regardless of their starting point KS2 progress progress progress progress progress progress progress progress progress progress ■ upils attaining level at are epected Test not made not made not made not made made made made made made made to attain at least a grade E iven that Level xpected xpected xpected xpected xpected xpected xpected xpected xpected xpected level is the highest ational urriculum progress progress progress progress progress progress progress progress progress progress level at which a pupil can be assessed, all not made not made not made not made not made made made made made made pupils attaining grades A- will be deemed xpected xpected xpected xpected xpected xpected xpected xpected xpected xpected to have made the epected progress – progress progress progress progress progress progress progress progress progress progress whether or not their prior attainment is not made not made not made not made not made not made made made made made nown xpected xpected xpected xpected xpected xpected xpected xpected xpected xpected progress progress progress progress progress progress progress progress progress progress not made not made not made not made not made not made not made made made made Measuring expected progress in English KS2-4 (The same table can be applied to progress in maths)

1 Key Stage to Key Stage KS KS ontetual alue Added easure A Including English and aths

A - A measure is published for all hen comparing the performance of schools it Calculating Contextual alue maintained mainstream schools, including is important to recognise the progress they have dded easure Academies and Ts and maintained special helped pupils mae imple alue Added (A), The - A measure is based on the schools included in this publication A is not which was irst published in the erformance results achieved by pupils published for independent schools because the Tables between and , did this by ■ who were at the end of (ie ear 11) epartment does not collect from them the comparing the ualiications achieved in ear during the 1 school year pupil level information needed to calculate A 11 against a pupil’s starting point (or prior ■ were on the school roll on 1 anuary 1 attainment) – the results attained in the The A E model awards “bonuses” for and tests in ear attainment in English and maths This is about ■ who had prior attainment in their tests giving recognition for all levels of achievement A is not very diferent from simple A The in English and maths - not ust A to grades basic principle of measuring progress from e compare each pupil’s best eight E and The Technical uide to A with English and the test to ualiications attained at euivalent outcomes (plus a separate bonus maths provides more information remains the same owever, a number of oth- for achievement in each of English and maths) er factors which are outside a school’s con- with the typical performance of pupils with sim- What is Contextual alue dded trol, such as gender, special educational needs, ilar characteristics and who had similar pri- The eamination results attained by pupils pro- movement between schools, and family cir- or attainment f their results at the end of vide important information about the perform- cumstances, are also nown to afect pupils’ are better than the average achieved by similar ance of a school – for eample, the number performance A therefore goes a step fur- pupils, the A will be positive if they do less getting ive good Es or euivalent tells us ther than simple A by taing these factors into well, it will be negative All individual pupils’ how many are well prepared for advanced lev- account and thus gives a much fairer measure scores, positive and negative, are added togeth- els of study ut we now that every child is dif- of the efectiveness of a school That means er and an average produced for the school That ferent and each will have their own learning that comparisons against other schools are average is then adusted to account for the needs some will have to do a lot of catching up more meaningful, for eample, when compar- number of pupils in the year group to give the to get ive Es or euivalent for others sev- ing the performance of a school in a leafy sub- school-level A score This score is then pre- en or eight good grades will be relatively easily urb against the performance of one in an inner sented as a number based around 1, indicat- attained and for some (perhaps with signiicant city area – both of which might face uite dif- ing the value the school has added on average special educational needs) one or two ualiica- ferent challenges ut ecause a school’s C for its pupils, given what is nown about the cir- tions might be a huge achievement e there- score is relative to each year’s national pic cumstances of its pupil intae fore also measure the progress made by pupils ture their score for one year is not compara from one stage of their education to the net le ith its score the year efore

11 ■ Scores aove represent schools Contextual alue dded ercentiles nae plots are a useful way of presenting per- here pupils on average made more These percentiles show where schools are centiles The following plots simply repeat the progress than similar pupils nationally placed nationally compared to other schools, information shown in the tables above but in ■ Scores elo represent schools based on the A measure There are two ver- a way that enable national distribution to be here pupils made less progress sions – the irst which allows comparisons of more easily understood all maintained mainstream schools the second, comparing all special schools including C Coverage ndicator non-maintained special schools The A coverage indicator shows the percentage of pupils at the end of included in the KSKS4 C ercentiles A E calculation This might not be 1 because we do not have prior attainment for Key Stage to Key Stage 4 C including some pupils (ie test results) – for eam- English and mathematics measure centred around ple, because they were previously educated outside England f the coverage is very low roiles (below ) then the A score is not pub- ercentiles lished because it does not properly represent ll aintained ll Special Schools the efectiveness of the school ainstream Schools

Conidence ntervals 1 and above 11 and above Top of schools nationally The onidence nterval () is a range of scores within which we can be statistically conident 11 to 1 1 to 11 ext of schools nationally that the “true” A score will lie The degree of signiicance that can be attached to a school’s 1 to 11 1 to 1 ext of schools nationally A E measure depends, among other things, on the number of pupils included in the calculation f a school cohort is large the width of to 1 to 1 Middle of schools nationally the will be small, but if a school cohort is small the will be wide to 1 to ext of schools nationally

1 to to ext of schools nationally

11 and below and below ottom of schools nationally

1 ll maintained mainstream schools

ll special schools (including non maintained special schools)

1 Absence Records

The absence record column shows the levels ■ Arrived after register closed (code ) with no day pupils and new schools which of overall asence unauthorised asence ■ essions missed for an unauthorised opened after the start of the academic year n and persistent asence over Autumn term absence not covered by any other code the case of schools that are part boarding, the and pring term 1 combined for day description (code ) published statistics relate only to the school’s pupils of compulsory school age (age to 1 ■ essions missed for a reason that has not day pupils and may not represent the levels of at the start of the academic year 1) been provided (code ) absence in the school as a whole nauthorised absence rates have been reintro- There may be inconsistencies for some schools duced to the Tables this year ersistent asence is the percentage of pupils in the igures for the number of pupils on roll enrolments eualling or eceeding the thresh- The three columns show on 1 anuary 1 and the number of pupils old number of half-day absences (set to around enrolments underlying the persistent absence ■ the percentage of half days missed due to of the national average number of possible igure This is because they have been cal- overall absence half-day sessions) over the Autumn term culated in diferent ways and serve diferent ■ the percentage of half-days missed due to and pring term 1 combined The persist- purposes unauthorised absence and, ent absence threshold for Autumn and pring ■ the percentage of pupils enrolments with 1 is or more half-day sessions or more half days of absence oarding enrolments are not included Enrol- ments for whom ero possible sessions were verall asence is the percentage of possible recorded are not included half-days recorded as an absence from school for whatever reason, whether authorised or f we have not received complete information unauthorised from a school, “absence rates are not published due to missing data or incorrect data return ” nauthorised asence is the percentage of is shown in the relevant columns f we have possible half-days recorded as an absence agreed to suppress information from a school from school under any combination of the fol- due to data uality issues, “absence rates are lowing reasons not published due to missing data or incorrect ■ amily holiday not agreed, or days taen in data return ” is shown in the relevant columns ecess of an agreed family holiday (code ) “ot applicable” applies to boarding schools

1 Cohort Information for pupils GCSE (including iGCSE) and equivalent achievements NORTH SOMERSET at the end of Key Stage 4 of pupils at the end of Key Stage 4

Number and % of pupils at the end of KS4 % of pupils achieving with SEN % of pupils % of pupils Average Number of at the end at the end 5 or more A*-G short total point pupils at the of KS4, aged of KS4, with statements grades A*-C Level 2 Level 1 A*-C GCSE course or score per end of KS4 14 or under aged 15 or supported at without statements (or equivalent) English A*-C GCSE English and English and (5 or more (5 or more Two grades or equivalent equivalent At least one pupil School Action and supported at including Baccalaureate in English maths Skills maths Skills grades grades A*-C in in a modern in a modern entry level SCHOOLS Plus School Action English and and Maths at Level 2 at Level 1 A*-C) A*-G) Science foreign foreign qualification maths GCSEs language language Backwell School 15 36 Backwell North Somerset 259 0% 98% 66% 38% 68% 71% 98% 76% 98% 70% 53% 76% 100% 460.6 CY COMP Ä BS48 3BX Tel: 01275 463371 (A) MIXED 11-18 5.8% 13.9% Broadoak Mathematics and Computing College 11 38 Windwhistle Road Weston-super-Mare 172 0% 100% 40% 4% 41% 52% 94% 65% 94% 43% 11% 18% 99% 414.1 CY COMP BS23 4NP Tel: 01934 422000 (M&C,RAP) MIXED 11-16 6.4% 22.1% Churchill Community Foundation School and Sixth Form 7 32 Centre Churchill Green Churchill R 245 0% 98% 66% 17% 66% 68% 98% 80% 98% 59% 24% 49% 100% 481.1 Winscombe FD COMP Ä BS25 5QN Tel: 01934 852771 (A) MIXED 11-18 2.9% 13.1% Clevedon School 18 34 Valley Road Clevedon 212 0% 100% 62% 12% 62% 64% 99% 81% 99% 68% 18% 21% 100% 443.4 CY COMP Ä BS21 6AH Tel: 01275 876744 (L) MIXED 11-18 8.5% 16.0% Gordano School 10 38 St Mary’s Road Portishead Bristol 281 0% 99% 73% 34% 73% 80% 99% 87% 100% 70% 49% 74% 100% 516.8 FD COMP Ä BS20 7QR Tel: 01275 842606 (T,LEPP) MIXED 11-18 3.6% 13.5% Nailsea School 12 43 Mizzymead Road Nailsea Bristol 229 0% 99% 65% 25% 66% 71% 99% 81% 98% 62% 45% 58% 100% 470.1 CY COMP Ä BS48 2HN Tel: 01275 852251 (A,T) MIXED 11-18 5.2% 18.8% Priory Community School 31 53 Queensway St George’s Weston-Super-Mare 229 0% 99% 54% 2% 54% 55% 97% 80% 96% 87% 9% 17% 100% 415.3 FD COMP BS22 6BP Tel: 01934 511411 (T) MIXED 11-16 13.5% 23.1% St Katherine’s School 11 28 Ham Green Pill Bristol 174 0% 99% 47% 7% 47% 56% 95% 81% 94% 63% 10% 14% 99% 497.9 CY COMP Ä BS20 0HU Tel: 01275 373737 (SC,AL) MIXED 11-18 6.3% 16.1% Sidcot School N/A N/A Oakridge Lane Winscombe 50 N/A N/A 100% 38% 100% 100% 100% 100% 100% 92% 70% 82% 100% 526.2 IND Ä BS25 1PD Tel: 01934 843102 MIXED 2-19 N/A N/A

Local Authority (excluding independent schools) 7.6% 21.7% 56.1% 15.7% 56.6% 62.3% 96.5% 75.9% 96.4% 62.6% 27.1% 40.2% 99.5% 449.6

England (state-funded schools only) 11.1% 14.1% 55.2% 15.1% 55.7% 59.4% 95.4% 76.2% 94.7% 61.6% 28.6% 42.8% 99.7% 449.5

England (including all schools) 10.9% 12.8% 53.5% 15.6% 54.0% 57.5% 91.2% 75.4% 92.9% 60.3% 31.6% 45.0% 99.1% 439.0

1 Key Stage 2 to Key Stage 4 Background Information Year on Year comparisons KS2-KS4 Progress Measure Contextual Value Added including Absence English and maths % of pupils at the end of KS4 achieving Measure Upper Total number and % 5+A*-C (GCSE and equivalent) English Maths centred Coverage Number of State-funded mainstream of pupils with SEN including English and maths GCSEs around 1000 Lower qualifications schools only Total number % of pupils at %of pupils at CVA measure Upper and Average number of pupils with statements without statements % of pupils end of KS4 % of pupils end of KS4 based on lower limits % of pupils at of qualifications (all ages) making included in the making included in the the end of KS4 Overall Unauthorised Persistent or supported at and supported at 2007 2008 2009 2010 expected expected expected expected progress of KS2-KS4 included in taken by pupils absence absence absence School Action Plus School Action progress progress progress progress between CVA Confidence CVA calculation in KS2-KS4 CVA calculation calculation KS2 and KS4 Interval calculation 58 163 1003.8 71% 71% 71% 66% 1685 76% 96% 75% 97% 995.7 95% 11.0 6.0% 0.5% 3.0% 3.4% 9.7% 987.5 80 220 984.0

897 37% 40% 39% 40% 49% 93% 53% 92% 974.1 94% 11.0 6.3% 1.1% 3.4% 8.9% 24.5% 964.1 69 162 1000.7 66% 56% 60% 56% 1538 74% 97% 70% 96% 992.3 94% 12.1 7.9% 1.2% 5.8% 4.5% 10.5% 983.9 61 200 1002.9 62% 53% 53% 1223 41% 84% 98% 60% 98% 994.1 97% 11.0 7.1% 1.3% 6.1% 5.0% 16.4% 985.2

41 282 73% 1012.3 66% 67% 65% 1863 87% 99% 80% 98% 1004.6 99% 12.2 5.5% 0.6% 2.8% 2.2% 15.1% 996.9 55 216 1003.0 59% 65% 50% 54% 1217 73% 98% 71% 97% 994.5 97% 11.3 6.9% 1.9% 4.3% 4.5% 17.7% 986.0 112 237 1010.2 54% 45% 1196 38% 38% 71% 95% 56% 93% 1001.7 97% 10.3 5.9% 1.3% 3.0% 9.4% 19.8% 993.1 53 193 1026.0

44% 47% 881 40% 37% 70% 97% 54% 95% 1016.2 96% 12.3 7.7% 2.3% 4.8% 6.0% 21.9% 1006.5 100% 100% N/A N/A 93% 84% Not Not Not Not Not Not Not Not Absence return 524 published published published published published published published published not required N/A N/A

48.5% 50.5% 52.0% 56.1% 6.8% 1.4% 4.5%

45.6% 48.2% 50.7% 55.2% 6.9% 1.4% 4.6%

46.3% 47.6% 49.8% 53.5% 6.9% 1.4% 4.6%

2 Cohort Information for pupils GCSE (including iGCSE) and equivalent achievements NORTH SOMERSET at the end of Key Stage 4 of pupils at the end of Key Stage 4

SPECIAL SCHOOLS

Baytree School The Campus Highlands Lane Weston-super-Mare 8 < < < < < < < < < < < < < < CYS N/A Á BS24 7DX Tel: 01934 427555 MIXED 3-19 Ravenswood School Pound Lane Nailsea Bristol R 7 < < < < < < < < < < < < < < CYS N/A Á BS48 2NN Tel: 01275 854134 MIXED 3-19 Westhaven School Ellesmere Road Uphill Weston-Super-Mare R 11 0% 73% 0% 0% 0% 0% 18% 0% 82% 0% 0% 0% 91% 254.5 FDS N/A Á BS23 4UT Tel: 01934 632171 (B&E) MIXED 7-16

Local Authority (excluding independent schools) 7.6% 21.7% 56.1% 15.7% 56.6% 62.3% 96.5% 75.9% 96.4% 62.6% 27.1% 40.2% 99.5% 449.6

England (state-funded schools only) 11.1% 14.1% 55.2% 15.1% 55.7% 59.4% 95.4% 76.2% 94.7% 61.6% 28.6% 42.8% 99.7% 449.5

England (including all schools) 10.9% 12.8% 53.5% 15.6% 54.0% 57.5% 91.2% 75.4% 92.9% 60.3% 31.6% 45.0% 99.1% 439.0

3 Key Stage 2 to Key Stage 4 Background Information Year on Year comparisons KS2-KS4 Progress Measure Contextual Value Added including Absence English and maths % of pupils at the end of KS4 achieving Measure Upper Total number and % 5+A*-C (GCSE and equivalent) English Maths centred Coverage Number of State-funded mainstream of pupils with SEN including English and maths GCSEs around 1000 Lower qualifications schools only Total number % of pupils at %of pupils at CVA measure Upper and Average number of pupils with statements without statements % of pupils end of KS4 % of pupils end of KS4 based on lower limits % of pupils at of qualifications (all ages) making included in the making included in the the end of KS4 Overall Unauthorised Persistent or supported at and supported at 2007 2008 2009 2010 expected expected expected expected progress of KS2-KS4 included in taken by pupils absence absence absence School Action Plus School Action progress progress progress progress between CVA Confidence CVA calculation in KS2-KS4 CVA calculation calculation KS2 and KS4 Interval calculation 126 440 1003.1

49% 46% 49% 1497 44% 79% 98% 42% 97% 995.6 99% 10.5 6.6% 1.2% 4.9% 8.4% 29.4% 988.1 70 170 995.5

762 31% 35% 58% 93% 39% 92% 985.2 94% 10.2 9.6% 3.9% 9.1% 23% 23% 9.2% 22.3% 974.8

< Absence return 63 < < < < < < < not required

N/A N/A N/A N/A < < Absence return 114 < < < < < < < not required

0% 0% 0% N/A < 1150.3 Absence return 80 10% 91% 20% 91% 1117.0 100% 11.5 not required

0% 0% N/A 0% 1083.7

48.5% 50.5% 52.0% 56.1% 6.8% 1.4% 4.5%

45.6% 48.2% 50.7% 55.2% 6.9% 1.4% 4.6%

46.3% 47.6% 49.8% 53.5% 6.9% 1.4% 4.6%

4 More Information

Small School Suppression National Qualiications Framework ustments to numer of pupils on roll Where schools have 10 or fewer pupils in the he ational ualiications raewor () he results for soe schools have been adust indicators, their results will not be published and ualiications redit raewor () sets ed. oe schools reuested that pupils recently and instead will be shown as < (not applicable) out the levels at which ualiications can be rec aditted fro overseas with little or no nglish in this year’s tables. ognised. or inforation on ualiications that be discounted fro the igures. his has been have been accredited by fual and approved agreed where the pupil was aditted to the The National Curriculum by the ecretary of tate can be found on school in the 000 or 00010 school year Pupils aged to 1 in state schools ust be http://register.ofqual.gov.uk/ fro outside the nited ingdo and their taught the ational urriculu. his is divided irst language is not nglish. he overnent into four ‘ey tages’ that generally depend on accepts that these pupils are unliely to be able children’s ages. to show what they can do in eainations until they have iproved their nglish language ear roup eception sills and are ore failiar with the school cur riculu in this country. ge of pupils at 10 11 1 1 1 1 1 oe schools have had their results adusted en of ear if they aditted a pupil who was peranently ecluded fro another school in the 000 or 0010 school year. Pupils aditted to a e Stage 1 aintained school following peranent eclu sion fro another aintained school are not counted in the nuber of pupils at the end of on roll, but any results achieved by these pupils do contribute towards the school’s ig ures. his is part of the overnent’s policy to encourage schools to adit pupils pera nently ecluded fro elsewhere so that they can continue their education. Special ucational Nees SN Special ucational Coes hildren have if they have a learning dii culty which calls for a special educational provi When a class or subect teacher identify that a pupil has special sion to be ade for the. (ee paragraph 1. of educational needs they provide interventions that are additional School ction the ode of Practice at to or diferent fro those provided as part of the school’s usual www.teachernet.gov.uk/wholeschool/sen diferentiated curriculu ofer and strategies.

he Perforance ables will show the follow When the class or subect teacher and the are provided ing special educational needs () groups with advice or support fro outside specialists, so that alternative interventions additional or diferent strategies to those provided School ction lus a. otal pupils with on a school’s roll and for the pupil through chool ction can be put in place. he b. otal pupils with in the cohort being usually taes the lead although daytoday provision continues to be reported on (i.e. the eainationtest the responsibility of class or subect teacher. year group).

he inforation reported for each group of pupils will be split into the following categories c. he nuber (and percentage) with stateents or supported at school action plus and d. he nuber (and percentage) supported at school action.

is not reported in the Perforance ables for pecial schools and ndependent schools. Abbreviations and their Meanings

T F SC Founation special school, aintained SSNS SS by the , which is specially organised to caemies are state funded schools P Comprehensive taes all pupils, usually ae special educational provision for that are independent of local authorities. regardless of their ability, aptitude or pupils with special educational needs. cadeies are priarily allability schools whether they have been selected for and beneit fro greater freedos and egistere inepenent school, a place at a selective school, includes leibilities which help the to innovate norally charge fees. schools operating pupils banding and raise standards. adission arrangeents. nepenent school approved Cit Technolog College or Cit under the ducation ct 1 to tae oern taes pupils regardless of their College for the Technolog of the rts pupils who have stateents of special ability or aptitude, including those who independent allability, non feepaying educational needs. have not been selected for a place at a schools ofering pupils the opportunity local selective school. Nonmaintaine special school to study a curriculu geared, with the approved by the ecretary of tate under Selective adits pupils wholly or help of private sector sponsors, towards the ducation ct 1, which is specially ainly with reference to ability. hese the world of wor. organised to ae special educational schools are forally designated as Communit school aintained by provision for pupils with special graar schools. the local authority (). he is the educational needs. Not pplicale taes pupils regardless adissions authority it has ain oluntar aie school aintained of ability or aptitude. responsibility for deciding arrangeents by the , with a foundation (generally for aditting pupils. We do not publish the admissions basis for religious) that appoints ost of the independent schools. Communit special school aintained governing body. he governing body is by the , which is specially organised to the adission authority. ae special educational provision for oluntar controlle school aintained pupils with special educational needs. by the , with a foundation (generally Founation school aintained by religious) that appoints soe – but not the . oe ay have a foundation ost of the governing body. he is (generally religious) which appoints soe the adission authority. but not ost of the governing body. he governing body is the adissions authority. SCST SC TS pplied earning (only available in lso note that schools ay have ore than (designated under the Specialist Schools programme) cobination with one of the other two specialiss (e.g. ain specialis, second specialiss) curriculu specialis, syste leadership oes not have a cobined specialis or specialis). ro epteber 00 raining does not have an additional specialis. PP eading dge Partnership Prograe chools have been disaggregated fro the P rts P eadership Partner chool prograe but raining chool is listed as an additional specialis as ost schools will have usiness nterprise P aising chieveent Partnership becoe training schools through the P route ngineering aising chieveent ransfor Specialist School status does not apply to earning uanities independent schools. raining chool anguages The Secretary of State announced on 20 October that chool onsultant Prograe schools would no longer be required to designate atheatics oputing or re-designate as specialist, and that the SS pplied earning u usic programme would cease from pril 20. anguages c cience atheatics oputing p ports pecial ducational eeds () and echnology nclusion (schools can choose to pecial ducational eeds () and specialise in one of the four areas of the nclusion (special schools can choose to code of practice specialise in one of the four areas of the pecialis ounication and code of practice. nteraction pecialis ounication and pecialis ognition and earning nteraction pecialis ehaviour, eotional pecialis ognition and and social diiculties earning P pecialis ensory andor pecialis ehaviour, eotional Physical eeds and social diiculties P pecialis ensory andor Physical eeds Abbreviations and their Meanings

T TNS ontetual alue dded easure has been suppressed because coverage is ocal uthority less than 0 eneral ertiicate of econdary < ata suppressed as the school has 10 or ducation fewer pupils in a particular denoinator ational ocational ualiications at for the indicator. esults are not shown evels 1 and because of the ris of an individual pupil’s results being identiied. ocationally elated ualiications at evels 1 and ot availableot applicable ntry chieveent below evel 1 ot ntered evel bsence rates are not published due to dvanced ubsidiary evel issing data or incorrect data return. ualiication he school has had its igures for absence he school has not conired that it has afected by severe weather conditions checed the eaination results and bacground inforation.  eber of sith for centreconsortiu  reater than 0.00 but fewer than 0.0 of half days issed due to absence  his school has pupils eligible for ey tage assessent. elevant results are in the ey tage ables  he school has pupils aged 11. elevant results are in the ey tage tables About These Tables How To Get More Information

ow the Tales were compile f you have speciic uestions about a school’s esults for pupils at the end of cae fro perforance, you should contact the school or the awarding organisations concerned, and local authority concerned. were also checed with schools. bsence related ueries can be directed to esults were checke or provie schools School.TTNNCeucation.gsi.gov.uk in earl ctoer. Some reviews requeste schools of graes aware to pupils were f you have a ore general uery about the not complete in time to afect the infor ables theselves, then send your uery to mation inclue in these Tales on pulica mailo.performanceatateameucation. tion. t is therefore possile that for some gsi.gov.uk schools the pulishe information woul have een iferent ha the results of the reviews een availale earlier. f ou have an interest in a particular school’s results ou shoul check with the school.

nforation about contetual factors used in the easure, overall, unauthorised and persistent pupil’s absence and bacground inforation (such as the school nae and address) was provided and checed by schools.

f the school did not conir that it had checed its eaination results or bacground infora tion, the initial ‘’ appears after its age range. chools that have closed during or after the end of the 0010 school year are included in the ables and are identiied in their entry by having (closed) after the school nae.

tracts fro this docuent ay be reproduced for noncoercial educational or training purposes on condition that the source is acnowledged.

Published anuary 011