School and College (Key Stage 5) Performance Tables 2010 Lonon West FE3 Introduction These tables provide information on the London West achievement and attainment of students of sixth-form age in local secondary schools and FE3 further education sector colleges. They also show how these results compare with other Local Authorities covered: schools and colleges in the area and in England rent as a whole. aling The tables list, in alphabetical order and sub- divided by the local authority (LA), the further Hammersmithandulham education sector colleges, state funded Harrow secondary schools and independent schools in the regional area with students of sixth-form Hillingdon age. Special schools that have chosen to be Hounslow included are also listed, and a inal section lists any sixth-form centres or consortia that operate in the area. The Performance Tables website www. education.gov.uk/performancetables enables you to sort schools and colleges in ran order under each performance indicator to search for types of schools and download underlying data. Each entry gives information about the attainment of students at the end of study in general and applied A and AS level examinations and equivalent level 3 qualiication (otherwise referred to as the end of ‘Key Stage 5’). The information in these tables only provides part of the picture of the work done in schools and colleges. For example, colleges often provide for a wider range of student needs and include adults as well as young people Local authorities, through their Connexions among their students. The tables should be services, Connexions Direct and Directgov considered alongside other important sources Young People websites will also be an important of information such as Ofsted reports and school source of information and advice for young and college prospectuses. people considering their post-16 options. Ofsted school inspection reports can be found For more information on Connexions irect on Ofsted’s website at www.ofsted.gov.uk or visit www.connexions-direct.com and for direct from the school. State funded schools must irectgov Young People visit http://www. provide parents with prospectuses on request. direct.gov.uk/en/YoungPeople/index.htm 1 How to Read these Tables School or college particulars The 2010 results The tables give the following details for each The general and applied A level, A eamina- school and college: tion and euivalent ualiication results were provided by the awarding organisations con- ■ the name, address and telephone number; cerned and made available to schools and ■ what type of school or college it is; colleges for checing in September 2. ■ whether the school is a designated Some reviews of the grades awarded to stu- specialist school (e.g. Arts, anguage, dents reuested of awarding organisations by ports, Technology, cience college etc; schools and colleges were not completed in ■ the admissions policy for schools (selective, time to afect the information included in these comprehensive, modern, nonselective; tables. It is, therefore, possible that, for some ■ whether the school or college is mainly for schools and colleges, the published informa- girls, boys or both; tion would have been diferent had the results ■ the main age range of the school or college; of the reviews been available earlier. If you have and an interest in a particular institution’s results, ■ the total number of students aged , you should chec with the school or college. and at the start of the 2 academic year that were registered at the school or If a school or college did not conirm that it had college in anuary 2, regardless of what checed its results, the initial ‘’ appears after its they studied. age range. 2 2 Region Name of College Address Address Postcode Tel XXXX XXXXX Abbreiations and symbols that aear in this section are elained in the The number of 16-18 year old students (age at start of academic “Abbreiations and their meanings” section at the bac of the boolet. year, i.e. 31st August 200 on roll at the institution. VA measure based on indiidual uil rogress between and . The measure is reresented as a number based around 1000 and indicates the value the institution has added on average for their students. VA scores are a ay of estimating the underlying efectieness of an institution. As e cannot calculate this score eactly e roide a conidence interval. The conidence interval gies a range for here the VA score is most liely to fall. The igures here sho the uer and lower limits of this range. The ercentage of students eligible for AlA or euialent study ho ere included in the alue added calculation. A VA measure is not ublished for institutions ith less than 0 coverage. The number of These four columns sho the average oint score er student and These four columns sho the average oint score er entry and ho 16-18 year old ho the results have changed since 200. the results have changed since 200. students (age at start of academic The average oint score er entry in 2010. The year, i.e. 31st August average oint score er entry is calculated by 200 at the end of diiding the total number of oints achieed AlA or euialent by students at the end of AlA or euialent study and on roll in study by the total number of entries. anuary 2010. The average oint score er student in 2010. The average oint score er student is calculated by diiding the total number of oints achieed by students at the end of AlA or euialent study by the number of students on roll at the end of AlA or euialent study. 3 Key Stage 4 to Key Stage 5 value added measure A ey Stage to Value Added (VA measure VA therefore goes a step further than simple VA has been published for all schools and colleges. by taing these factors into account to measure the efectiveness of an institution. It is important these complementary meas- ures are not focussed on in isolation, as to do so Calculation of the value added (VA) scores could give rise to misleading interpretation of We base each student’s VA score on a comparison an institution’s performance. between their total Key Stage 5 point score - and the typical performance of students with similar What is value added? characteristics and similar results at Key Stage 4. The level 3 eamination results attained by stu- dents provide important information about the If the student’s total ey Stage results are bet- performance of an institution. ter than the average achieved by their peers, the VA will be positive; if they do less well, it will We know, however, that every student is dif- be negative. ferent and each will have their own learning needs: some will have to do a lot of catch- All individual student scores, positive and neg- ing up to achieve A level or equivalent level ative, are added together and an average pro- 3 qualiications, for others it may be relatively duced for the institution. easily attained. The VA score is then presented as a number We therefore also measure the progress made based around . This indicates the value the by a student from the end of ey Stage to the school or college has added on average for its end of ey tage . students, given what is known about the cir- cumstances of its student intae. When comparing the performance of institu- tions it is important to recognise the progress A more detailed eplanation of the statistical they have helped students mae. model and the calculations used to produce the VA score can be found in the ‘ey Stage to imple value added (VA measures allow com- uide to VA’ document on the website: parisons to be made between institutions with wwweducationgovuperforancetales diferent intaes by taing into account each student’s starting point or ey Stage prior What is pulished for VA attainment, usually attained whilst in Year – The VA section of this publication shows, for the biggest single predictor of their results at each school: ey tage . ■ the ey tage to VA score The Key Stage 4 to Key Stage 5 VA is not very ■ the upper and lower limits of a diferent from simple VA. The basic principle of conidence interval measuring progress from the end of Key Stage ■ a coverage indicator to qualiications attained at Key Stage 5 remains the same. However, the VA measure published The coverage indicator shows the percentage in these tables take account of a number of of students at the end of ey Stage included other explanatory factors which have been in the VA calculation. This might not be observed to impact on its students’ results, even because we do not have prior attainment for after allowing for their prior attainment, such as some students (e.g. the ey Stage eamina- gender, the type of qualiication and size of the tion results for eample, because they were learning programme they have studied. previously educated outside ngland. 4 4 If the coverage is very low (below percent The uncertainty of a VA score as a measure of then the VA score is not published because it a school or college’s efectiveness can be pre- does not properly represent the efectiveness sented as a conidence interval (. This is a of the school or college. range of scores within which we can be statisti- cally conident that the “true” school or college What a school or college’s VA score tells ou efectiveness will lie. An institutional VA score of 3 means that on average each of a school or college’s students The degree of signiicance that can be attached achieved the euivalent of one A level grade to a school or college’s VA measure depends, higher in one subect than the average attained among other things, on the number of stu- by similar students.