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EDUCATION LEAGUE TABLES


Explanation of the results and special symbols

England's secondary schools and colleges

The lists show England's maintained secondary schools and colleges and independent schools, excluding special schools.

They are listed in four ways: alphabetically, and ranked on their GCSE, A-level and Advanced GNVQ results, where applicable.

The numbers in the three exam columns are the rankings they have achieved relative to one another.

In each type of ranking, the exam performance on which the ranking is based is the highlighted column, with results shown alongside the rankings.

Independent schools have (IND) after their name, selective schools have (SEL).

Clicking on any establishment's name in the lists takes you to a page showing its results and other information. From there you can see how it compares to other places in the area, or in the whole country.

Page-by-page

Results are presented as graphs as well as in figures. These show the results trend over recent years, but the graph in each type of exam is also scaled from zero to "top" - to compare the school's results with how well the highest ranking school has done in that category this year.

There are also the averages for this year for the local education authority as a whole, and for all of England.

Independent schools choose whether or not to be included in the performance tables. They do not have a local education authority but are grouped with other schools in their geographical area.

The averages for an area are for the state schools in the relevant LEA. The national averages do include independent schools.

The exam results

NA in the tables indicates that there is no data or that the category is not applicable. The reasons for this vary: for example, it might be a new school this year - or, in historical data, did not exist at the time - or did not have any relevant exam entries.

The GCSE/GNVQ figure is the percentage of 15-year-old pupils achieving five or more GCSEs at grades A* to C or GNVQ equivalents.

The DfEE defines the age group as being those who were 15 at the start of the academic year but counts their results from whenever they were taken even if they have since moved to a different school.

This disadvantages schools which enter pupils late for the exams for whatever reason, however.

The equivalent figures for the previous three years are also listed on each school's page.

As a tie-break in the listings, schools achieving the same rank are further ranked on the number of pupils eligible to sit the GCSEs - it is harder to get a larger number through at a higher level - and are then listed alphabetically.

The Eligible figure shows this total number of 15 year olds, followed by the percentage of them with special educational needs (SEN), with or without statements.

The Absence figure is the percentage of half days missed by pupils due to unauthorised absence: negl. means less than 0.05%, and ? means the school did not provide the information.

The A/AS-level result is the average point score of students aged 16-18, entered for two or more GCE A-levels or AS equivalent. It is not a percentage. The top school this year achieved 38 points.

The points for A-levels are assigned as: grade A = 10, B = 8, C = 6, D = 4, E = 2. The AS points are half those for A-levels. The points for all the exam entries are added up and an average is worked out.

As a tie-break, schools achieving the same score are further ranked on the number of pupils entered for the exams - the Entries figure - then alphabetically.

The Advanced GNVQ figure shows the average point score of students aged 16-18 at the end of their second year of study for an Advanced GNVQ. Points are assigned as follows: Distinction = 18, Merit = 12, Pass = 6.

The DfEE provides no historical data for these results, so no trend is shown. This is the last year for these exams, which are to become "vocational A-levels" as part of the changes to post-16 qualifications.

As a tie-break, schools achieving the same score are further ranked on the number of students in their second Advanced GNVQ year - the Entries figure - then alphabetically.

Abbreviations

Type and admissions policy of institution - what all those codes mean:

CY - Community school (formerly county school) - maintained by the local education authority (LEA), which is responsible for the school's admissions policy.
VA - Voluntary aided maintained by the LEA, with a foundation (generally religious) which appoints most of the governing body. The governing body is usually responsible for the school's admissions policy.
VC - Voluntary controlled school - maintained by the LEA, with a foundation (generally religious) which appoints some governors.
FD - Foundation school (formerly grant-maintained).
CTC - City Technology College.
IND - Independent school - mostly fee-paying.
FESI - Further education sector institution - an FE college or sixth form college.
MODFC - College funded by the Ministry of Defence.

Specialist schools are identified by the letters A, S, T, or L for Arts, Sport, Technology, or Languages.

COMP - Comprehensive - takes all pupils, usually regardless of their ability, aptitude, or whether they have been selected for a place at a selective school.
MOD - Modern - takes pupils regardless of their ability or aptitude and who have not been selected for a place at a selective school.
SEL - Selective - takes pupils depending on their ability or aptitude.
NONSEL - Non-selective - independent school which takes pupils usually regardless of their ability or aptitude.
BOYS, GIRLS, MIXED - shows whether or not the school is single sex.

The age range is self-explanatory except that all FE sector colleges and Welbeck College have an age range of "16+", and therefore no GCSE results.

Sixth form centres and consortia

In some areas schools co-operate in a group as a sixth form centre or consortium, whose results are shown separately with links to the participating schools.

Names

To distinguish between schools with the same name the lists also give their education authority areas.

Notes

If a school expels a pupil - who therefore gets no GCSE exam passes at that school - he or she is still counted in the performance tables as having been present, depressing the overall result.

Those which take in pupils expelled from elsewhere can count any exam passes the students achieve, but do not have to include them in their headcount - so boosting their overall result.

Ministers have agreed with schools that it is unfair for them to be judged on the results of children who have arrived recently from overseas and whose first language is not English, so they can choose to omit them from the performance tables.

This change is also reflected in their local education authorities' averages - but not in the national averages.

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