The tables show the results achieved by schools in the Key Stage 2 national curriculum tests in England in 2003 - those taken by pupils in the final year of primary school, at the age of 10 or 11.
The results and other data are those published by the Department for Education and Skills.
This year for the first time nationally there are also "value added" scores - produced by the department to show how much a school has improved pupils' achievements since they took their first set of tests, in most cases in 1999.
The figures relate to all local authority-maintained primary and middle schools with pupils eligible for assessment at the time of the tests in English, maths and science in May.
They do not include special schools, pupil referral units, hospital schools or independent schools.
What is in the lists
The schools are listed within each local education authority (LEA) in three ways: Alphabetically, ranked on the "value added" score, and on the combined or "aggregate" score pupils achieved in the three tests - the maximum possible being 300 (100% in each subject).
In the alphabetical lists, after the school's name, the first column of figures shows its ranking within the LEA on the basis of the value added score; then the ranking based on the aggregate score of all three test results; then the results themselves.
Those results are the percentage of pupils eligible to take the tests who achieved Level 4 or above - the standard expected for their age.
In the value added ranking (VA), the bold column shows the rank compared with other schools and, below it, the actual score.
A value added score is worked out for each pupil by comparing their Key Stage 2 performance with the middle performance of other pupils with similar prior attainment at Key Stage 1.
The arithmetic mean of these individual scores gives a score for the whole school. This is converted to a number based around 100. The range this year is 95.2 to 105.5.
In the rankings, where more than one school has the same score, they are further ranked on the number of pupils eligible to take the tests - more is better. Any which still tie are then ranked on their aggregate score (see below).
Note: the resulting rankings need taking with a pinch of salt. Official statisticians say the significance that can be attached to different scores depends on various factors, including the numbers of children involved.
For various reasons complete "before and after" scores are not available for all pupils. Where the data are missing for 50% or more of those eligible to take the tests, the value added score is not published.
Official statisticians reckon anything of 102 and above is in the top 5% nationally.
Anything of 97.9 and below is in the bottom 5%.
This is how the bands work out:
102.0 and above: top 5% of schools nationally
100.8-101.9: next 20%
100.3-100.7: next 15%
99.7-100.2: middle 20%
99.2-99.6: next 15%
98.0-99.1: next 20%
97.9 and below: bottom 5%
In the aggregate (AGG) ranking, the bold column shows the ranking and, below it, the aggregate score on which it is based. That is, the sum of the percentages of pupils achieving the expected level in each subject - a number out of 300.
Where more than one school has the same score, they are further ranked on the number of pupils eligible to take the tests. Any which still tie are then ranked on the aggregate of the percentages of pupils achieving the higher level, Level 5, in the tests.
The letters SS signify a small school - with 10 or fewer pupils eligible to take the tests. They are included in the lists for completeness but no results are published for them - they are reported as NA on the individual school pages.
Clicking the name of any school in any of the lists takes you to its individual page.
At the top, as well as basic information about the school, there are ABSENCE figures showing the percentage of half-day sessions lost due to authorised and unauthorised absence.
A "negligible" result indicates that absence was more than 0 but less than 0.5%.
The VALUE ADDED score for the school is shown. The bar allows you to see at a glance how well this school did, compared with the worst and best in the country (the range this year being 95.2 to 105.5). The other bar shows the local average. The national average is 100.
Under PERFORMANCE is the figure for the number of pupils eligible to take the tests and, next to that, the proportion of those deemed to have special educational needs (SEN) - with or without formal statements.
The AVERAGE POINT SCORE is given first. The bars show how well this school did compared with the best in the country (which this year achieved 33 points) and the local and national averages.
The average point score is designed better to reflect the achievement of all pupils, not only those reaching Level 4.
It involves adding up all the points pupils achieved in the three subjects, then dividing this by the number of pupils eligible to take the tests.
Points are awarded as follows:
B (below test level): 15
N (not awarded a level): 15
Level 2: 15
Level 3: 21
Level 4: 27
Level 5: 33
Then the results for each subject, ENGLISH, MATHS and SCIENCE are reported, again with comparison bars - the best being 100%.
The "Absent or disapplied" figures alongside refer to those who were not there to take the test for whatever reason, and to the few pupils who were not able to take part, usually because they had certain special educational needs that could not be catered for.
There is then a TREND measure, showing the combined or "aggregate" scores for this year and the previous three years, again with at-a-glance comparison bars - the maximum being 300.
An NA means the results are not available for some reason such as the school had too few pupils (10 or fewer) for its results to be reported in the relevant year, or was not open at the time.
At the foot of the page you can then see the school's RANKING among others in the area and, with a click, go to the full lists.
Types of school
Community - maintained by the local education authority (LEA), which is responsible for admissions arrangements.
Voluntary aided - maintained by the LEA, with a foundation (generally religious), which appoints most of the governing body, which deals with admissions.
Voluntary controlled - maintained by the LEA, with a foundation (generally religious), which appoints some - but not most - of the governing body. The LEA is the admissions authority.
Foundation - maintained by the LEA. Some may have a foundation (generally religious), which appoints some - but not most - of the governing body, which is the admissions authority.
Ministers agree it is unfair for schools to be judged on the results of children who have arrived recently from overseas and whose first language is not English, so the schools can choose to omit these pupils from the eligible number in the performance tables.
Some schools will have improved their performance as a result, although they are not identified in the data.
This change is also reflected in their local education authorities' averages - but not in the national averages.