RAISE online 2011 Summary Report AMA

RAISEonline Summary Report based on validated 2011 data

DfE Number 3304220Local Authority Birmingham

Unique Reference Number (URN) 136882

RAISEonline 2011 Summary ReportAston Manor School

Key Stage 4: validated data

Production date : 12 April 2012

Based on the following datasets for 2011:-

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Table of Contents

4.1.24 Average point scores with and without qualifications equivalent to GCSE 2011

4.1.23 Basics: School and National Points Scores for English and mathematics

4.1.22 Basics Thresholds by Pupil Groups: School and National Percentages

4.1.21 Attainment, Percentage Achieving Thresholds at GCSE and equivalent by pupil Characteristics - 2011

4.1.20 Attainment, Relative Performance Indicators for vocational GCSEs, All Pupils - 2011

4.1.19 Attainment, Relative Performance Indicators for full GCSEs, All Pupils - 2011

4.1.18 Attainment, Summary of vocational GCSE Results for All Pupils - 2011

4.1.17 Attainment, Summary of full GCSE Results for All Pupils - 2011

4.1.15 - 4.1.16 Attainment, Average Total Point Score at Key Stage 4 for mathematics

4.1.13 - 4.1.14 Attainment, Average Total Point Score at Key Stage 4 for English

4.1.11 - 4.1.12 Attainment, Average Total Point Score at Key Stage 4

4.1.9 - 4.1.10 Attainment, Average Capped Point Score, Best 8 Subjects

4.1.7 - 4.1.8 Percentage of candidates achieving at least one pass at GCSE and Equivalent

4.1.5 - 4.1.6 Percentage of candidates achieving 5 or more A* to G at GCSE and Equivalent

4.1.3 - 4.1.4 Percentage of candidates achieving 5 or more A* to C at GCSE and Equivalent

4.1.1 - 4.1.2 Percentage of candidates achieving 5 or more A* to C (including English and mathematics) at GCSE and Equivalent

4.1: Key Stage 4

4: Attainment Measures

3.1.1 The prior attainment of pupils in Key Stage 3 and Key Stage 4

3.1: Prior Attainment

3: Prior Attainment

2.1.5 School Level Exclusions by pupil groups

2.1.4 School Level Absence by pupil groups

2.1.1 - 2.1.3 School Level Absence and Exclusions - 3 Year Trend

2.1: Absence Information

2: Absence

1.1.6 Main SEN Type by National Curriculum year group

1.1.5 Main SEN Type - 3 year trend

1.1.4 Ethnic Groups and English as a first language

1.1.3 Census Ward Information

1.1.2 Basic Characteristics by National Curriculum year group

1.1.1 Basic Characteristics of your school

1.1: Contextual Information

1: Context

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5.6.11 - 5.6.12 Key Stage 2 to Key Stage 4 value added: performance of groups within school - ethnic backgrounds

5.6.10 Key Stage 2 to Key Stage 4 value added analysis by pupil (FSM)

5.6.9 Key Stage 2 to Key Stage 4 value added analysis by pupil (EAL)

5.6.8 Key Stage 2 to Key Stage 4 value added analysis by pupil (main ethnic code)

5.6.7 Key Stage 2 to Key Stage 4 value added analysis by pupil (SEN)

5.6.6 Key Stage 2 to Key Stage 4 value added analysis by pupil (Gender)

5.6.5 Key Stage 2 to Key Stage 4 value added analysis by subject and by pupil (Humanities)

5.6.4 Key Stage 2 to Key Stage 4 value added analysis by subject and by pupil (Languages)

5.6.3 Key Stage 2 to Key Stage 4 value added analysis by subject and by pupil (Science)

5.6.2 Key Stage 2 to Key Stage 4 value added analysis by subject and by pupil (Mathematics)

5.6.1 Key Stage 2 to Key Stage 4 value added analysis by subject and by pupil (English)

5.6: Value Added

5.5.2 Pupil Progress Key Stage 2 to 4 High Attainers in mathematics

5.5.1 Pupil Progress Key Stage 2 to 4 mathematics

5.5: Pupil Progress - mathematics

5.4.2 Expected Progress in mathematics Key Stage 2 to Key Stage 4 - sublevel variation

5.4.1 Expected Progress in mathematics Key Stage 2 to Key Stage 4

5.4: Expected Progress - mathematics

5.3.2 Pupil Progress Key Stage 2 to 4 High Attainers in English

5.3.1 Pupil Progress Key Stage 2 to 4 English

5.3: Pupil Progress - English

5.2.2 Expected Progress in English Key Stage 2 to Key Stage 4 - sublevel variation

5.2.1 Expected Progress in English Key Stage 2 to Key Stage 4

5.2: Expected Progress - English

5.1.5 Threshold Measures Report Key Stage 2 to Key Stage 4: Pupils Achieving 5A*-C including English and mathematics

5.1.3 - 5.1.4 Key Stage 2 to Key Stage 4 performance: value added and relative attainment: English Baccalaureate - 3 year trend

5.1.2 Key Stage 2 to Key Stage 4 performance: value added and relative attainment: Best 8 including English and mathematics

5.1.1 Key Stage 2 to Key Stage 4 value added scores for Best 8 and Ebacc subject areas, trend

5.1: Value Added

5: Progress Measures

4.1.27 English Baccalaureate subject areas points score by pupil groups

4.1.26 English Baccalaureate subject areas thresholds by pupil groups

4.1.25 Attainment with and without qualifications equivalent to GCSE by pupil groups

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7.2.2 National Transition Matrices - mathematics Key Stage 2 to 4 - sublevel variation

7.2.1 National Transition Matrices - mathematics Key Stage 2 to 4

7.2: National Transition Matrices - mathematics

7.1.2 National Transition Matrices - English Key Stage 2 to 4 - sublevel variation

7.1.1 National Transition Matrices - English Key Stage 2 to 4

7.1: National Transition Matrices - English

7: National Transition Matrices

6.1.2 Narrowing the Gaps for Free School Meals and Children Looked After pupil groups

6.1.1 Narrowing the Gaps for Free School Meals

6.1: Key Stage 4

6: Narrowing the Gaps With Pupil Premium

5.8.2 Key Stage 2 to Key Stage 4 value added Summary Report by Ebacc subject areas

5.8.1 Key Stage 2 to Key Stage 4 value added Summary Report

5.8: Value Added

5.7.1 Key Stage 2 to Key Stage 4 performance - percentage making expected progress, School and National

5.7: Expected Progress English, mathematics

5.6.13 - 5.6.14 Key Stage 2 to Key Stage 4 value added: performance of groups within school - pupil characteristics

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Office for Standards in Education, Children's Services and Skills (Ofsted)Department for Education (DfE)

IMPORTANT

New reports for both attainment and VA have been developed which enable schools and inspectors to analyse each of the five subject areas of the English Baccalaureate. These reports enable users to make comparisons with appropriate national figures for individual and group performance.

The contextual information section now includes data on pupils’ main type of special educational need. Existing reports have been developed to provide more detailed information, including cohort level data, significance testing, data for previous years and data broken down by different pupil groupings. The absence section has been expanded to include exclusions data, and provide data broken down by different pupil groupings.

RAISEonline contains a copy of the underlying data (called ‘school’s own data’) that a school’s RAISEonline administrator may amend pending the release of a later dataset. You will be able to see if the analyses for your school would change and can use analyses based on these data in discussions with school improvement partners and inspectors. This may be done via the ‘Data management’ section of RAISEonline. Please note that the changes will be to the school’s own copy of the data and the published data in RAISEonline will remain unaffected.

AIM OF THE SUMMARY REPORT

RAISEonline contains a series of interactive reports which allow access to the underlying pupil level data that underpins the analyses contained in the summary report. If you think your analyses are wrong a first step may be to check these underlying data in RAISEonline in the pupil list reports. If you think there is an error in the analyses due to a miscalculation rather than the incorrect data, please use the ‘contact us’ facility on RAISEonline that you can access via https://www.raiseonline.org or email [email protected].

DATA

Please refer to the summary report (formerly known as the full report) cover page for details of the dataset used in the analyses for each key stage. The validated data reflect the outcome of requests for changes made during the 2011 Schools and Colleges Tables checking period and changes made as a result of marking reviews. The validated data may not reflect the outcome of any late or ongoing appeals, or of late-resolved maladministration cases.

As announced in the White Paper The Importance of Teaching, contextual value added (CVA) analyses have been discontinued and have not been produced with 2011 data. The existing value added (VA) indicator has been further developed and more charts have been introduced in RAISEonline. The measure takes into account only a pupil’s prior attainment and the methodology has been adjusted appropriately to improve the predictive power and reliability of the model. VA data tables and scatterplot graphs have been produced for different pupil groups, enabling the difference between expected and actual progress to be examined in detail for these specific groups.

The expected progress reports now reflect the progress of different pupil groups against national average figures and include Key Stage 2 teacher assessment data.

The summary report is designed to help schools and inspectors to see how effectively a school is performing in terms of the achievement of its pupils. The report is made available to schools to help with their self evaluation and planning to raise standards, and is used by inspectors to generate questions and hypotheses to explore during an inspection.

The summary report has been ordered into the following sections: school context, absence and exclusion, prior attainment, recent attainment, progress, and the free school meal (FSM) narrowing the gaps analysis. For special schools, the narrowing the gaps analysis is accessible through the interactive reports only. Within these sections the ordering of data charts follows the general pattern: threshold data followed by inclusive measures, and cohort followed by pupil group measures.

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Particular care needs to be taken when considering the performance of pupils with special educational needs. The identification of this group at all levels varies considerably between schools and across local areas. The results reported will be influenced by the types of special educational need pupils have within a school and the approaches to identification of the local authority and school. Therefore caution must be taken when interpreting green and blue flags for these pupils groups.

When considering attendance and exclusions, although there are no significance tests flagged, comparisons should be made with all pupils nationally and not solely the same group nationally.

If you require further information about the methodology used for producing RAISEonline reports, please view our guide to calculations that can be accessed via RAISEonline library available at https://www.raiseonline.org/documentlibrary/ViewDocumentLibrary.aspx in the ‘How Ofsted and DfE analyse your data’ folder. If this does not resolve your query, please use the ‘contact us’ facility on RAISEonline or email [email protected].

Green and blue highlights are used to demonstrate a statistically significant difference between the school data for a particular group and national data for the same group. Inspectors and schools need to be aware that this does not necessarily correlate with being educationally significant. The performance of specific groups should always be compared with the performance of all pupils nationally as well as the particular group nationally.

Absence data for 2011 for special schools will be received by Ofsted during the spring term 2012. The data will be published in RAISEonline interactive reports by the beginning of the summer term 2012. Figures will be incorporated into the summary report during the next major data update.

The prior attainment bands have been renamed from the existing ‘below’, ‘at’ and ‘above’ pupil groups to ‘low’, ‘middle’ and ‘high’. The underlying methodology has broadly remained the same. However, from 2011 the Key Stage 4 prior attainment bands have been developed to include Key Stage 2 teacher assessment data.

Note when looking at the performance of different groups of pupils:

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Aston Manor School (URN: 136882 DfE No. 3304220)Context


Table 1.1.1: Basic Characteristics of your school

This section shows some key indicators for your school, together with national averages for Secondary schools. The information is based on the January School Census return, and shows three years' data. This allows you to compare your school's key indicators against the national picture for maintained mainstream schools.

For the current year ‘quintile graphs' are also displayed for these indicators. These graphs are divided into five intervals, each containing approximately 20% of schools. The interval boundaries are shown below the line, and your school's position in the distribution is indicated by a shaded box.

School 0.60 0.59 0.54

National 0.22 0.22 0.21 0.04 0.11 0.16 0.22 0.32 0.65

School deprivation indicator

School 89.7 89.1 89.3

National 91.8 92.2 92.3 52.3 88.8 91.9 94.0 96.0 100.0

% stability

School - - 15.8

National - - 8.5 0.0 4.8 6.8 9.1 12.5 44.2

% of pupils supported by school action plus or with a statement of SEN

School - - 9.4

National - - 12.8 0.0 7.4 10.6 13.7 18.5 55.8

% of pupils supported at school action

School 51.9 47.4 44.5

National 11.4 11.7 12.3 0.0 1.2 2.7 6.0 18.3 99.9

% of pupils first language not / believed not to be English

School 93.4 94.2 95.5

National 20.6 21.7 22.4 0.0 4.1 7.4 14.2 36.2 100.0

% of pupils from minority ethnic groups

School 61.2 57.9 60.4

National 14.5 15.4 15.9 0.0 6.1 10.0 15.5 25.9 75.8

% of pupils known to be eligible for free school meals (FSM)

School 44.4 43.9 43.6

National 49.6 49.6 49.6 0.0 46.0 48.0 49.5 51.2 100.0

% girls

School 725 732 732

National 975 984 986 44 656 866 1,062 1,314 2,577

Number on roll

2009 2010 2011 20th percentile 40th percentile 60th percentile 80th percentile

Absence indicators for maintained mainstream schools are now available as a separate report

New categorisations for proportions of pupils with SEN have been used for 2011 which is not comparable to previous years.

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Table 1.1.2: Basic Characteristics by National Curriculum year group

9 153 54.9 / 45.1 59.5 94.1 52.3 26.1 1

10 142 59.2 / 40.8 67.6 96.5 67.6 24.6 0

11 140 53.6 / 46.4 57.9 95.7 59.3 20.0 1

8 150 62.0 / 38.0 58.0 94.6 16.7 30.0 1

7 147 52.4 / 47.6 59.2 96.6 28.6 25.2 0

NC Year Group

Number on Roll

% Boy/Girl

% Free School Meals

% Minority Ethnic Group

% 1st language

not English

% Special Education

Needs

Children Looked After

The table below shows some key indicators for your school broken down by National Curriculum year group. This table includes all pupils listed in the School Census, and therefore values presented below may differ from published figures.

Children Looked After is a count of the number of students who have been looked after continuously for 6 months (>=183 days) during the year and are aged 5-15. The information is based on the Local Authority return.

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Table 1.1.3: Census Ward Information

In the 2001 Census of Population, the school was located in the Aston ward.

The coverage shows the proportion of pupils within your school for whom it has been possible to match ward information totheir home postcode. Coverage may be lower in areas where new postcodes have recently been introduced and in somecases this may mean that this analysis does not reflect the wards from which the school draws its pupils.The analysis should be treated with caution where coverage is below 80%.

The table below shows some key indicators for up to 10 wards that contribute the greatest proportion of the school's pupils for whom we have been able to match pupil data with their home postcodes.

Coverage: 99%

England 19.2 20.1 23.5 14.6

Soho 1.4 12.8 9.2 86.9 22.8

Ladywood 1.5 21.2 18.1 71.6 21.8

Washwood Heath 1.1 7.9 7.0 72.8 23.5

Sparkbrook 0.7 10.7 8.8 90.0 32.0

Kingstanding 0.7 7.6 9.0 16.2 14.9

Nechells 14.9 10.7 8.8 79.7 23.2

Aston 67.7 10.3 8.3 83.4 26.9

Lozells and East Handsworth

3.3 13.3 10.5 91.3 25.3

Stockland Green 1.7 13.1 12.6 36.2 14.9

Perry Barr 3.3 13.9 14.9 34.7 9.8

% Pupils in ward % Adult higher education

% High social class households

% Minority ethnic children

% Over-crowded households

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Table 1.1.4: Ethnic Groups and English as a first language

The table below shows some key data regarding the ethnic composition and first language of pupils at yourschool together with the national averages for maintained mainstream Secondary schools. The information isderived from the ethnic categories recorded for pupils at your school from the School Census, and shows threeyears' data. Please note that figures are rounded and may not add up to 100%.Data is only available from 2011.

English - - 55.5 85.2

Other - - 44.5 14.5

Unclassified - - 0.0 0.3

First language

Ethnicity not known 0.1 0.3 0.1 0.4

Parent/pupil preferred not to say 0.1 0.4 0.3 0.5

Any other ethnic group 1.9 1.4 2.5 1.4

Chinese 0.3 0.3 0.3 0.4

Caribbean 19.0 16.3 13.4 1.4

African 13.1 16.4 18.2 3.0

any other Black background 3.6 2.6 2.6 0.6

Black or Black British

Pakistani 14.5 16.9 17.3 3.7

Bangladeshi 27.6 29.4 31.3 1.5

any other Asian background 1.5 1.1 1.0 1.4

Indian 2.1 1.9 1.9 2.5

Asian or Asian British

White & Black African 0.4 0.1 0.0 0.5

White & Black Caribbean 4.4 3.1 2.9 1.3

any other mixed background 3.9 2.9 1.9 1.5

White & Asian 0.4 0.8 1.2 0.9

Mixed

Irish 0.0 0.0 0.0 0.3

British 6.3 5.7 4.5 74.8

Traveller of Irish heritage 0.0 0.0 0.0 0.1

any other White background 0.4 0.4 0.7 3.8

Romany or Gypsy 0.3 0.0 0.0 0.2

White

School % National %

Ethnic group 2009 2010 2011 2011

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From 2011, we are not displaying any information on ethnicity or first language for children younger than statutory school age. The data shown in the ethnicity and first language breakdown relates to children of compulsory school age only. This is because it is not compulsory to record these characteristics for pre-school children. The calculations for these characteristics are based on children of statutory school age or older and this has not changed. [Previously pre-compulsory children were recorded as ‘Ethnicity not known’.]

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Table 1.1.5: Main SEN Type - 3 year trend

Visual Impairment - - 1 - - 0

Hearing Impairment - - 0 - - 0

Other Difficulty/Disability - - 0 - - 0

Autistic Spectrum Disorder - - 0 - - 2

Physical Disability - - 2 - - 0

Multi-Sensory Impairment - - 0 - - 0

Behaviour, Emotional & Social Difficulties - - 58 - - 1

Specific Learning Difficulty - - 0 - - 0

Speech, Language and Communication Needs

- - 7 - - 2

Moderate Learning Difficulty - - 41 - - 2

Profound & Multiple Learning Difficulty - - 0 - - 0

Severe Learning Difficulty - - 0 - - 0

School total - - 109 - - 7

Percentage of school roll - - 14.9 - - 1.0

School action plus Statements

Primary SEN 2009 2010 2011 2009 2010 2011

The table below shows some key data regarding the primary needs of pupils with SEN met by School Action Plus or a statement. The information is derived from the School Census. Data is only available from 2011.

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Table 1.1.6: Main SEN Type by National Curriculum year group

Statements 140 0 1 0 0 0 0 0 0 0 0 0 0

11 School Action plus

140 0 6 0 0 11 1 0 0 0 1 0 0

Statements 142 0 1 0 0 0 1 0 0 0 0 0 0


142 0 5 0 0 12 0 0 0 0 1 0 0

Statements 153 0 0 0 0 0 0 0 0 0 0 1 0


153 0 10 0 0 12 1 0 1 0 0 0 0

Statements 150 0 0 0 0 1 0 0 0 0 0 0 0


150 0 9 0 0 14 5 0 0 0 0 0 0

Statements 147 0 0 0 0 0 1 0 0 0 0 1 0


147 0 11 0 0 9 0 0 0 0 0 0 0

NC Year Group Assistance Number on Roll

Primary Type of need

Specific Learning Difficulty

Moderate Learning Difficulty

Severe Learning Difficulty

Profound & Multiple Learning Difficulty

Behaviour,Emotional &Social

Difficulties

Speech, Language

and Communi-

cation Needs

HearingImpairment

VisualImpairment

Multi-SensoryImpairment

Physical Disability

Autistic Spectrum Disorder

Other Difficulty/ Disability

The table below shows some key data regarding the primary needs of pupils with SEN met by School Action Plus or a statement. The information is derived from the School Census, and shows data broken down into national curriculum year. Data is only available from 2011.

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Aston Manor School (URN: 136882 DfE No. 3304220)Absence


School Level Absence and Exclusions - 3 Year Trend

% Persistent absentees- absent for 15% or more sessions

- - - - - - 13.6 9.6 12.1


5.7 5.8 8.3 5.5 4.6 5.9 7.2 4.8 6.1

% of sessions missed due to Overall Absence

8.12 7.33 8.77 8.20 6.90 7.80 8.08 6.55 7.56

Absence

2009 2010 2011

School National average for secondary

schools

Median trendline

for school's FSM level


schools

Median trendline



schools

Median trendline


The absence analysis shows the proportion of enrolments in the school who were classed as Persistent Absentees and theproportion of sessions missed due to Overall Absence. The analysis also provides a comparison with national average levelsof persistent absenteeism and sessions missed, as well as the median trendline level for schools of the same type with thesame level of Free School Meal eligibility. The graphs for Persistent and Overall Absence both apply to 2011.

Please note that the absence analysis is based on the combined autumn and spring term data for 2011. RAISEonline onlypublishes 2 terms school and national absence data in mainstream schools’ reports and 2.5 terms in special schools' reports.

The exclusions analysis is based on 3 terms data for the 2010 academic year. The exclusions analysis shows the proportionof enrolments in the school who have been excluded for fixed term and permanent exclusions. The analysis also provides acomparison with the national average levels of exclusions.

% enrolments with 1 or more fixed term exclusions

- - - 9.45 4.83 - - - -

Fixed term exclusions as a percentage of the pupil group

- - - 13.15 8.73 - - - -

Exclusions

Permanent exclusions as a percentage of the pupil group

- - - 0.41 0.15 - - - -

Table 2.1.1

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Chart 2.1.2

Chart 2.1.3

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Table 2.1.4: School Level Absence by pupil groups

SEN with a statement 15.56 8.82 37.5 16.6 25.0 9.5

School Action Plus 13.96 11.58 26.0 24.1 20.3 15.3

School Action 9.45 8.29 14.1 15.0 9.9 7.8

SEN without a statement 12.24 9.41 21.7 18.2 16.5 10.4

No Identified SEN 6.55 5.69 10.7 7.0 3.9 3.1

Special Educational Needs

English or believed to be English 7.95 6.64 14.0 9.9 7.5 5.0

Other than English or believed to be other than English

8.25 5.90 13.0 7.2 6.9 3.1

Unclassified 0.00 7.07 0.0 10.5 0.0 5.3

English as a First Language

FSM 8.78 10.08 15.9 20.3 8.9 11.3

Non FSM 7.03 5.88 10.2 7.5 4.8 3.6

Free School Meals

Male 8.55 6.40 13.8 9.2 7.5 4.6

Female 7.47 6.71 13.3 10.0 7.0 5.0

Gender

All Pupils 8.08 6.55 13.6 9.6 7.2 4.8

% of sessions missed due to Overall Absence

% Persistent absentees - absent for 15% or more sessions



schools


schools


schools

This analysis shows the proportion of enrolments in the school who are classed as Persistent Absentees and the proportion of sessions missed due toOverall Absence. The analysis also provides a comparison with national average levels of persistent absenteeism and sessions missed.

Please note that the absence analysis is based on the combined autumn and spring term data. RAISEonline only publishes 2 terms school and nationalabsence data in mainstream schools’ reports and 2.5 terms in special schools' reports. For consistency, the national comparator for secondary schools isalso presented.

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Unclassified - Information Not Obtained 3.05 7.55 0.0 12.1 0.0 6.2

Unclassified - Refused 3.44 6.99 0.0 10.4 0.0 5.3

Any Other Ethnic Group 4.51 5.87 0.0 6.9 0.0 3.2

Chinese 0.76 2.82 0.0 1.8 0.0 0.7

Black Caribbean 6.33 5.86 12.5 8.3 5.8 4.1

Any Other Black Background 5.27 5.44 5.3 7.1 5.3 3.6

Black African 4.70 4.03 2.9 3.6 0.7 1.5


Indian 8.56 4.63 14.3 4.2 0.0 1.6

Bangladeshi 8.30 6.40 14.1 7.6 6.4 3.1

Any other Asian Background 6.46 4.72 0.0 4.7 0.0 1.9

Pakistani 11.32 7.04 21.8 9.2 13.5 3.6


White and Black Caribbean 8.95 7.91 18.2 14.0 9.1 7.4

Any other Mixed Background 15.84 6.63 33.3 9.7 22.2 4.8

White and Asian 8.57 6.36 20.0 9.0 10.0 4.4

White and Black African 0.00 6.31 0.0 8.9 0.0 4.4

Mixed

British 13.26 6.67 29.4 10.1 20.6 5.1

Any Other White Background 8.99 7.06 16.7 10.7 16.7 5.1

Irish 0.00 7.13 0.0 11.0 0.0 6.0

Gypsy/Roma 0.00 19.34 0.0 46.0 0.0 31.1

Traveller of Irish Heritage 0.00 25.92 0.0 56.4 0.0 41.0

White

Ethnic Group

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Table 2.1.5: School Level Exclusions by pupil groups

SEN with a statement 22.22 27.03 11.11 12.34 0.00 0.33

School Action Plus 42.72 41.77 29.13 18.84 2.91 1.05

School Action 18.57 15.85 15.71 8.77 0.00 0.25

SEN without a statement 32.95 24.48 23.70 12.12 1.73 0.52

No Identified SEN 6.75 4.31 4.93 2.80 0.00 0.06


English or believed to be English 16.19 9.04 10.97 4.88 0.26 0.16


9.80 6.39 7.78 4.39 0.58 0.13

Unclassified 0.00 9.39 0.00 5.58 0.00 0.17


FSM 14.15 21.31 11.08 10.67 0.24 0.43

Non FSM 11.76 6.61 7.19 3.84 0.65 0.11

Free School Meals

Male 19.07 12.39 12.96 6.78 0.73 0.23

Female 5.61 5.01 4.98 2.84 0.00 0.07

Gender

All Pupils 13.15 8.73 9.45 4.83 0.41 0.15





schools


schools


schools

This analysis shows the proportion of enrolments in the school who have been excluded for fixed term and permanent exclusions. The analysis alsoprovides a comparison with the national average levels of exclusions.

As School Census collects exclusions data two terms in arrears, this analysis relates to the 2010 academic year, which is the most recent year for whichwe have a full set of data.

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Unclassified - Refused 0.00 9.27 0.00 5.30 0.00 0.21

Any Other Ethnic Group 40.00 6.57 20.00 4.43 0.00 0.14

Chinese 0.00 1.22 0.00 0.90 0.00 0.02

Black Caribbean 23.93 17.53 14.53 10.57 0.85 0.56

Black African 11.67 10.35 10.83 7.08 0.00 0.23

Any Other Black Background 15.79 15.25 15.79 9.41 0.00 0.45


Pakistani 9.68 7.30 8.06 5.03 0.81 0.12

Indian 0.00 2.41 0.00 1.81 0.00 0.04

Bangladeshi 6.98 5.92 4.65 4.24 0.47 0.13

Any other Asian Background 0.00 3.72 0.00 2.71 0.00 0.06


Any other Mixed Background 28.57 10.42 19.05 5.99 0.00 0.22

White and Black Caribbean 21.74 18.89 13.04 10.37 0.00 0.43

White and Black African 0.00 13.04 0.00 7.27 0.00 0.26

White and Asian 33.33 7.12 16.67 4.23 0.00 0.13

Mixed

Irish 0.00 9.34 0.00 5.27 0.00 0.20

British 14.29 8.75 11.90 4.66 0.00 0.14

Traveller of Irish Heritage 0.00 46.20 0.00 20.89 0.00 1.15

Any Other White Background 33.33 6.76 33.33 4.09 0.00 0.12

Gypsy/Roma 0.00 36.73 0.00 17.82 0.00 0.90

White

Ethnic Group





schools


schools


schools

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Unclassified - Information Not Obtained 0.00 10.45 0.00 5.77 0.00 0.20





schools


schools


schools

Data on permanent exclusions is shown as provided by schools as part of the schools census. It may not reflect changes made as part of a LA checking exercise, nor match figures published as part of the statistical first release.

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Aston Manor School (URN: 136882 DfE No. 3304220)Prior Attainment


Table 3.1.1: The prior attainment of pupils in Key Stage 3 and Key Stage 4

The graphs below show the prior attainment in terms of Key Stage 2 average fine points score, of pupils studying at Key Stage 4 and Key Stage 3 in your school in 2010/11. This has been broken down by year group. The graphs also show the national picture for maintained mainstream schools. The national averages are not comparable with previous years. From 2011, teacher assessments have been included which will align with the methodology used for 2011 value added and expected progress. When interpreting the charts the level of coverage should be taken into account.

Year 8 25.8 28.1 -2.3 Sig- 91.3

Year 9 25.8 28.1 -2.3 Sig- 88.2

Year 11 26.2 28.0 -1.8 Sig- 92.1

Year 10 25.4 27.8 -2.4 Sig- 85.9

Year 7 25.6 27.5 -1.9 Sig- 99.3

Average fine points score at KS2

NC Year starting Sept 2010 School National Difference Sig % Coverage

Year 11 29.5 54.3 16.3 15.6 50.6 33.7

Year 9 28.9 60.7 10.4 13.4 54.1 32.5

Year 8 29.9 52.6 17.5 13.4 53.9 32.6

Year 10 34.4 54.9 10.7 15.6 52.8 31.6

Year 7 26.7 54.8 18.5 17.9 48.3 33.9

% by Prior Attainment Band

School National

Low Middle High Low Middle High

KS2 prior attainment includes teacher assessment data

Page 21 of 104



Year 11 in September 2010


Page 22 of 104





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Page 24 of 104

Aston Manor School (URN: 136882 DfE No. 3304220)Attainment at Key Stage 4


Chart 4.1.1 and Table 4.1.2: Percentage of candidates achieving 5 or more A* to C (including English and mathematics) at GCSE and Equivalent

This report provides analysis of pupils performance at GCSE and equivalent. The percentage of pupils gaining 5 or more A* to C (inc English and mathematics) over the last 3 years is shown. Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school value differs significantly from the corresponding national value for this group, sig+ or sig- is shown. Where a school figure is significantly above or below that of the previous year an up or down arrow is displayed to the right of the figure.

National 50 54 57

Difference -2 -2 6

Significance

School 48 52 63

Cohort 141 141 139

% achieving 5 or more A* to C (inc English and Maths)

2009 2010 2011

Page 25 of 104



Chart 4.1.3 and Table 4.1.4: Percentage of candidates achieving 5 or more A* to C at GCSE and Equivalent

This report provides analysis of pupils performance at GCSE and equivalent. The percentage of pupils gaining 5 or more A* to C over the last 3 years is shown. Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school value differs significantly from the corresponding national value for this group, sig+ or sig- is shown. Where a school figure is significantly above or below that of the previous year an up or down arrow is displayed to the right of the figure.

National 68 75 79

Difference 3 15 12

Significance Sig+ Sig+

School 71 90 ↑ 91

Cohort 141 141 139

% achieving 5 or more A* to C

2009 2010 2011

Page 26 of 104



Chart 4.1.5 and Table 4.1.6: Percentage of candidates achieving 5 or more A* to G at GCSE and Equivalent

This report provides analysis of pupils performance at GCSE and equivalent. The percentage of pupils gaining 5 or more A* to G over the last 3 years is shown. Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school value differs significantly from the corresponding national value for this group, sig+ or sig- is shown. Where a school figure is significantly above or below that of the previous year an up or down arrow is displayed to the right of the figure.

National 92 94 94

Difference 5 5 5

Significance Sig+ Sig+ Sig+

School 97 99 99

Cohort 141 141 139

% achieving 5 or more A* to G

2009 2010 2011

Page 27 of 104



Chart 4.1.7 and Table 4.1.8: Percentage of candidates achieving at least one pass at GCSE and Equivalent

This report provides analysis of pupils performance at GCSE and equivalent. The percentage of pupils gaining at least one pass over the last 3 years is shown. Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school value differs significantly from the corresponding national value for this group, sig+ or sig- is shown. Where a school figure is significantly above or below that of the previous year an up or down arrow is displayed to the right of the figure.

National 99 99 99

Difference 1 1 1

Significance - - -

School 100 100 100

Cohort 141 141 139

% achieving at least one pass

2009 2010 2011

Page 28 of 104



Chart 4.1.9 and Table 4.1.10: Attainment, Average Capped Point Score, Best 8 Subjects

The report provides analysis of pupils' average points scores for their best 8 subjects at GCSE and equivalent over the last 3 years. Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school value differs significantly from the corresponding national value for this group, sig+ or sig- is shown. Where a school figure is significantly above or below that of the previous year an up or down arrow is displayed to the right of the figure.

School 313.1 357.7 373.9 ↑

National 314.4 327.0 335.1

Difference -1.3 30.7 38.8


Cohort 141 141 139

Average capped total points score (best 8 subjects)

2009 2010 2011

Page 29 of 104



Chart 4.1.11 and Table 4.1.12: Attainment, Average Total Point Score at Key Stage 4

The report provides analysis of pupils' average total points scores for all subjects at GCSE and equivalent over the last 3 years. Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school value differs significantly from the corresponding national value for this group, sig+ or sig- is shown. Where a school figure is significantly above or below that of the previous year an up or down arrow is displayed to the right of the figure.

School 418.9 514.4 ↑ 566.3 ↑

National 411.0 441.4 463.9

Difference 7.9 73.0 102.4


Cohort 141 141 139

Average total points score

2009 2010 2011

Page 30 of 104



Chart 4.1.13 and Table 4.1.14: Attainment, Average Total Point Score at Key Stage 4 for English

The report provides analysis of pupils average points score for English / English Language at Key Stage 4 over the last 3 years. Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school value differs significantly from the corresponding national value for this group, sig+ or sig- is shown. Where a school figure is significantly above or below that of the previous year, an up or down arrow is displayed to the right of the figure.

School 37.4 38.6 39.7

National 39.1 39.8 40.0

Difference -1.7 -1.2 -0.3

Significance Sig- Sig-

Cohort 141 141 139

Average points per pupil in English / English Language

2009 2010 2011

Page 31 of 104



Chart 4.1.15 and Table 4.1.16: Attainment, Average Total Point Score at Key Stage 4 for mathematics

The report provides analysis of pupils average points score for Mathematics at Key Stage 4 over the last 3 years. Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school value differs significantly from the corresponding national value for this group, sig+ or sig- is shown. Where a school figure is significantly above or below that of the previous year, an up or down arrow is displayed to the right of the figure.

School 35.8 35.8 38.3

National 38.2 38.8 39.0

Difference -2.4 -3.0 -0.7

Significance Sig- Sig-

Cohort 141 141 139

Average points per pupil in Mathematics

2009 2010 2011

Page 32 of 104



Table 4.1.17: Attainment, Summary of full GCSE Results for All Pupils - 2011

This analysis shows the performance in 2011 of full GCSE subjects in your school at Key Stage 4 for all pupils. Statistical significance tests compare school data against the corresponding national data.

MATHEMATICS School 139 100.0 12.2 65.5 100.0 0.0 38.3

National 552,849 96.5 19.4 66.6 98.9 1.1 39.4

HOME ECONOMICS School 19 13.7 21.1 57.9 100.0 0.0 38.4

National 26,591 4.5 11.4 54.1 98.2 1.8 36.9

HISTORY School 22 15.8 9.1 54.5 100.0 0.0 34.8

National 174,709 30.5 27.7 68.1 98.1 1.9 40.9

GEOGRAPHY School 29 20.9 6.9 96.6 100.0 0.0 41.9

National 142,703 24.9 25.3 67.4 98.9 1.1 40.9

FRENCH School 39 28.1 5.1 74.4 100.0 0.0 40.6

National 122,067 21.3 22.3 68.7 99.6 0.4 41.2

ENGLISH/ENGLISH LANGUAGE - SINGLE

School 139 100.0 1.4 79.1 100.0 0.0 39.7

National 547,982 95.6 17.1 70.9 99.2 0.8 40.6

ENGLISH LITERATURE School 42 30.2 19.0 97.6 100.0 0.0 46.0

National 414,168 72.3 22.9 77.4 98.7 1.3 42.3

DRAMA School 20 14.4 0.0 50.0 95.0 5.0 35.3

National 66,448 11.6 20.1 72.5 99.3 0.7 41.3

DESIGN AND TECHNOLOGY

School 134 96.4 14.9 73.1 98.5 1.5 39.8

National 226,035 37.8 17.9 61.5 98.0 2.0 38.7

CORE SCIENCE School 52 37.4 26.9 100.0 100.0 0.0 46.8

National 338,350 59.1 11.2 63.2 99.2 0.8 38.4

COMMUNICATION STUDIES

School 13 9.4 0.0 100.0 100.0 0.0 43.2

National 61,648 10.6 17.0 64.8 98.0 2.0 39.2

ART & DESIGN School 50 36.0 4.0 58.0 100.0 0.0 37.6

National 145,444 24.3 21.2 75.0 99.5 0.5 41.7

Subject Number of entries

Entry as a percentage of cohort

%A*-A

%A*-C

%A*-G

%Fail

Average Point Score

Page 33 of 104



VOCATIONAL STUDIES School 46 33.1 6.5 43.5 97.8 2.2 33.5

National 17,194 3.0 14.7 60.9 97.6 2.4 38.1

RELIGIOUS STUDIES/EDUCATION

School 38 27.3 28.9 78.9 100.0 0.0 43.0

National 181,094 31.6 28.9 71.6 98.3 1.7 41.6

OTHER SOCIAL STUDIES

School 2 1.4 0.0 0.0 100.0 0.0 19.0

National 18,895 3.2 17.1 63.3 97.5 2.5 38.6

OTHER SCIENCES School 52 37.4 23.1 100.0 100.0 0.0 46.3

National 243,885 42.3 14.7 68.7 99.3 0.7 40.1

OTHER LANGUAGES School 3 2.2 33.3 100.0 100.0 0.0 48.0

National 19,564 3.3 56.8 86.2 99.3 0.7 47.9



%A*-A

%A*-C

%A*-G

%Fail

Average Point Score

Total School 839 - 11.9 75.0 99.5 0.5 40.2

Page 34 of 104



Table 4.1.18: Attainment, Summary of vocational GCSE Results for All Pupils - 2011

This analysis shows the performance in 2011 of vocational GCSE subjects in your school at Key Stage 4 for all pupils. Statistical significance tests compare school data against the corresponding national data.

HEALTH & SOC.CARE - SINGLE AWARD

School 24 17.3 0.0 50.0 100.0 0.0 36.0

National 4,931 0.9 8.9 49.3 97.8 2.2 35.4

HEALTH & SOC.CARE - DOUBLE AWARD

School 24 17.3 4.2 56.3 100.0 0.0 37.5

National 8,207 1.4 10.8 57.5 97.7 2.3 37.2

APPLIED BUSINESS - DOUBLE AWARD

School 49 35.3 14.3 73.5 100.0 0.0 40.6

National 4,588 0.8 21.4 69.8 98.2 1.8 40.5



%A*-A

%A*-C

%A*-G

%Fail

Average Point Score

Total School 97 - 9.4 65.3 100.0 0.0 39.0

Page 35 of 104



Table 4.1.19: Attainment, Relative Performance Indicators for full GCSEs, All Pupils - 2011

This analysis shows the relative performance in 2011 of GCSE subjects in your school at Key Stage 4 for all pupils. For information about how this indicator is calculated, please see the Help article.

HOME ECONOMICS 19 38.4 36.4 2.0 0.1 1.9

MATHEMATICS 139 38.3 39.1 -0.8 0.6 -1.4

VOCATIONAL STUDIES 46 33.5 36.8 -3.3 -1.6 -1.7

HISTORY 22 34.8 38.7 -3.9 -2.2 -1.7

OTHER SOCIAL STUDIES 2 19.0 24.3 -5.3 -3.0 -2.3

RELIGIOUS STUDIES/EDUCATION

38 43.0 40.9 2.1 -0.3 2.4

OTHER LANGUAGES 3 48.0 42.6 5.4 7.3 -1.9

OTHER SCIENCES 52 46.3 44.6 1.7 -0.7 2.4

FRENCH 39 40.6 42.2 -1.6 -3.9 2.3

COMMUNICATION STUDIES

13 43.2 38.2 5.1 0.1 5.0

CORE SCIENCE 52 46.8 44.6 2.3 0.0 2.3

GEOGRAPHY 29 41.9 44.8 -2.9 -1.9 -1.0

ART & DESIGN 50 37.6 39.4 -1.8 2.0 -3.8

ENGLISH LITERATURE 42 46.0 45.6 0.4 0.8 -0.4

ENGLISH/ENGLISH LANGUAGE - SINGLE

139 39.7 38.4 1.3 2.1 -0.8

DESIGN AND TECHNOLOGY

134 39.8 39.3 0.4 -0.6 1.0

DRAMA 20 35.3 38.8 -3.5 0.5 -4.0

Subject Entries School Average

Average In All Other Subjects

School Difference

National Difference

Relative Performance

Indicator

Page 36 of 104



Table 4.1.20: Attainment, Relative Performance Indicators for vocational GCSEs, All Pupils - 2011

This analysis shows the relative performance in 2011 of vocational GCSE subjects in your school at Key Stage 4 for all pupils. For information about how this indicator is calculated, please see the Help article.

HEALTH & SOC.CARE 24 37.5 36.0 1.5 0.4 1.1

APPLIED BUSINESS 49 - - - -0.2 -

HEALTH & SOC.CARE 24 36.0 37.5 -1.5 -1.1 -0.4

Subject Entries School Average

Average In All Other Subjects

School Difference

National Difference

Relative Performance

Indicator

Page 37 of 104



Table 4.1.21: Attainment, Percentage Achieving Thresholds at GCSE and equivalent by pupil Characteristics - 2011

This report provides analysis of pupils' performance at GCSE and equivalent. The percentage of pupils achieving each threshold in 2011 by pupil characteristic is shown. Statistical significance tests have not been performed on this data.

Percentage of candidates achieving thresholds at GCSE and equivalent

Low 39 21 3 21 13 77 97

Prior Attainment

CLA or FSM 80 61 10 61 55 89 99

Not CLA or FSM 59 66 7 66 56 95 100

Free School Meals Or Children Looked After

CLA 1 0 0 0 0 0 0

Not CLA 138 64 9 64 56 92 100


FSM 80 61 10 61 55 89 99

Not FSM 59 66 7 66 56 95 100

Free School Meals

Male 74 65 3 65 55 92 100

Female 65 62 15 62 55 91 98

Gender

All Pupils 139 63 9 63 55 91 99

Percentage of pupils achieving each threshold

All qualifications

GCSE only All qualifications

Cohort 5+ A* to C (incl Eng and

Mat)

English Baccalaureate

Basics 5+ A* to C (incl Eng and

Mat)

5+ A* to C 5+ A* to G

Page 38 of 104



White and Black African - - - - - - -

White and Black Caribbean 7 71 0 71 14 71 86

Any other Mixed Background 7 43 0 43 14 86 100

White and Asian - - - - - - -

Mixed

Irish - - - - - - -

British 5 60 0 60 60 100 100

Traveller of Irish Heritage - - - - - - -

Any Other White Background 2 50 0 50 50 50 100

Gypsy/Roma - - - - - - -

White

Ethnicity Group

SEN with a statement 1 0 0 0 0 0 100

SEN without a statement 26 27 0 27 19 69 96

School Action 8 63 0 63 38 100 100

School Action Plus 18 11 0 11 11 56 94

No Identified SEN 112 72 11 72 64 97 100


Other than English or believed to be other

83 70 12 70 66 93 100

English or believed to be English

56 54 4 54 39 89 98

Unclassified - - - - - - -


Middle 70 81 7 81 71 97 100

High 21 100 24 100 95 100 100

Page 39 of 104



Unclassified - Refused - - - - - - -

Unclassified - Information Not Obtained

- - - - - - -

Any Other Ethnic Group 3 67 33 67 67 100 100

Chinese - - - - - - -

Black African 22 64 23 64 59 95 100

Any Other Black Background 2 50 0 50 50 100 100

Black Caribbean 23 52 4 52 43 91 100


Pakistani 16 63 6 63 56 94 100

Indian 2 100 50 100 100 100 100

Any other Asian Background - - - - - - -

Bangladeshi 50 70 6 70 68 92 100


The Basics are the percentage of pupils achieving C grade or above in both English and mathematics GCSEs, or accredited versions of iGCSEs. The pilot English Studies Awards counts towards this measure but does not count towards the English Baccalaureate. The Basics indicator for mathematics is identical to that for Ebacc.

Page 40 of 104



Table 4.1.22: Basics Thresholds by Pupil Groups: School and National Percentages

British 5 5 100 69 5 60 65 5 60 58

WhiteEthnicity Group

SEN without a statement 26 26 38 37 26 35 34 26 27 25

Non-SEN 112 112 89 80 112 73 75 112 72 69

School Action 8 8 75 40 8 63 38 8 63 28

SEN with a statement 1 1 0 12 1 0 13 1 0 9

School Action Plus 18 18 22 29 18 22 27 18 11 20


First Language - Unclassified 0 - - 25 - - 26 - - 20

First Language - Other 83 83 84 64 83 72 66 83 70 56

First Language - English 56 56 71 69 56 55 65 56 54 59


Low 39 39 54 19 39 23 12 39 21 6

Middle 70 70 90 71 70 83 64 70 81 54

High 21 21 100 97 21 100 97 21 100 95

Prior Attainment

CLA or FSM 80 80 78 46 80 61 42 80 61 34

Not CLA or FSM 59 59 81 72 59 71 68 59 66 62


CLA 1 1 0 27 1 0 24 1 0 17

Not CLA 138 138 80 69 138 66 65 138 64 58


FSM 80 80 78 46 80 61 42 80 61 35

Non FSM 59 59 81 72 59 71 68 59 66 62

Free School Meals

Male 74 74 74 61 74 69 64 74 65 54

Female 65 65 85 76 65 62 65 65 62 61

Gender

All Pupils 139 139 79 68 139 65 64 139 63 58

Percentages based upon total number of pupils in cohort

Total number of pupils in

English Mathematics Basics

2011 Entries School National Entries School National Entries School National

This analysis of pupil performance shows the percentage of pupils attaining the Basics indicator. Pupil performance is furtheranalysed by the English and mathematics components making up the Basics indicator. This analysis is provided for pupilcharacteristics.Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school valuediffers significantly from the corresponding national value for this group sig+ or sig- is shown.

Page 41 of 104



Unclassified - Refused 0 - - 70 - - 65 - - 59

Unclassified - Information Not Obtained 0 - - 25 - - 25 - - 19

Any Other Ethnic Group 3 3 100 61 3 67 65 3 67 54

Chinese 0 - - 80 - - 92 - - 78

Black Caribbean 23 23 70 65 23 52 55 23 52 49

Any Other Black Background 2 2 100 66 2 50 59 2 50 53

Black African 22 22 86 69 22 68 66 22 64 58


Indian 2 2 100 81 2 100 81 2 100 74

Any other Asian Background 0 - - 67 - - 74 - - 62

Bangladeshi 50 50 78 69 50 74 68 50 70 60

Pakistani 16 16 81 63 16 63 61 16 63 52


White and Black Caribbean 7 7 71 65 7 71 55 7 71 49

White and Asian 0 - - 77 - - 74 - - 68

Any other Mixed Background 7 7 57 74 7 43 68 7 43 63

White and Black African 0 - - 70 - - 64 - - 58

Mixed

Irish 0 - - 76 - - 71 - - 66

Gypsy/Roma 0 - - 16 - - 14 - - 11

Any Other White Background 2 2 100 62 2 50 64 2 50 54

Traveller of Irish Heritage 0 - - 24 - - 21 - - 18

Percentages based upon total number of pupils in cohort


English Mathematics Basics

2011 Entries School National Entries School National Entries School National

School subject area attainment is significantlybelow the national average for this group

School subject area attainment is significantlyabove the national average for this group

This report may be switched from English Baccalaureate to Basics using the options menu choices in the interactive system.


Page 42 of 104



Table 4.1.23: Basics: School and National Points Scores for English and mathematics

Irish 0 - - 41.8 - - 40.3

British 5 5 40.0 39.4 5 38.8 38.2

White

Ethnicity Group

SEN without a statement 26 26 35.6 32.1 26 30.8 30.0

Non-SEN 112 112 40.8 42.1 112 40.2 41.3

School Action 8 8 39.3 33.7 8 35.5 31.6

SEN with a statement 1 1 34.0 15.8 1 16.0 15.6

School Action Plus 18 18 34.0 29.0 18 28.7 27.0


First Language - Unclassified 0 - - 16.7 - - 17.4

First Language - English 56 56 38.6 39.5 56 35.8 38.3

First Language - Other 83 83 40.5 37.9 83 39.9 38.8


Low 39 39 36.8 27.5 39 29.1 23.5

Middle 70 70 40.3 38.9 70 41.4 37.6

High 21 21 44.9 47.6 21 47.7 48.4

Prior Attainment

CLA or FSM 80 80 39.3 32.5 80 37.5 30.9

Not CLA or FSM 59 59 40.3 40.2 59 39.3 39.3


CLA 1 1 34.0 24.8 1 16.0 23.5

Not CLA 138 138 39.8 39.1 138 38.4 38.2


FSM 80 80 39.3 32.9 80 37.5 31.2

Non FSM 59 59 40.3 40.0 59 39.3 39.2

Free School Meals

Male 74 74 38.5 37.1 74 38.1 37.8

Female 65 65 41.1 41.0 65 38.4 38.3

Gender

All Pupils 139 139 39.7 39.0 139 38.3 38.1


English Mathematics

2011 Entries School National Entries School National

This report provides analysis of pupils' average points scores for the Basics indicator. Pupil performance is furtheranalysed by the English and mathematics average point scores making up the Basics indicator. This analysis isprovided for pupil characteristics.Statistical significance tests have been performed on the data using a 95% confidence interval, and where theschool value differs significantly from the corresponding national value for this group sig+ or sig- is shown.

Page 43 of 104



Unclassified - Information Not Obtained 0 - - 17.5 - - 17.8

Unclassified - Refused 0 - - 39.6 - - 38.7

Any Other Ethnic Group 3 3 42.0 37.1 3 38.0 38.5

Chinese 0 - - 42.9 - - 48.9

Black Caribbean 23 23 39.0 37.9 23 35.8 35.5

Any Other Black Background 2 2 40.0 38.2 2 37.0 36.4

Black African 22 22 39.5 39.0 22 40.8 38.5


Any other Asian Background 0 - - 38.8 - - 41.8

Pakistani 16 16 40.0 37.9 16 37.8 37.3

Bangladeshi 50 50 40.2 39.3 50 39.6 39.0

Indian 2 2 46.0 42.8 2 49.0 44.0


Any other Mixed Background 7 7 37.4 40.6 7 33.1 39.6

White and Black Caribbean 7 7 38.3 37.9 7 34.0 35.2

White and Asian 0 - - 42.3 - - 41.6

White and Black African 0 - - 39.5 - - 37.9

Mixed

Any Other White Background 2 2 40.0 37.3 2 31.0 38.1

Traveller of Irish Heritage 0 - - 19.8 - - 17.8

Gypsy/Roma 0 - - 19.0 - - 17.4


English Mathematics

2011 Entries School National Entries School National





Page 44 of 104



Table 4.1.24: Average point scores with and without qualifications equivalent to GCSE 2011

Low 39 253.2 334.1 Sig+ 145.5 195.7 Sig+ 322.0 461.4 Sig+ 150.0 197.3 Sig+

Middle 70 332.7 388.0 Sig+ 264.7 286.0 Sig+ 457.4 593.8 Sig+ 290.3 302.9

High 21 396.7 409.7 375.0 360.7 572.4 696.3 Sig+ 457.7 413.3

Prior Attainment

CLA or FSM 80 286.9 367.2 Sig+ 198.0 270.6 Sig+ 383.6 553.2 Sig+ 213.3 289.5 Sig+

Not CLA or FSM 59 343.4 382.9 Sig+ 288.3 260.9 Sig- 477.6 584.0 Sig+ 332.4 276.8 Sig-


CLA 1 221.1 66.0 - 138.9 66.0 - 279.0 66.0 - 146.5 66.0 -

Not CLA 138 336.0 376.1 Sig+ 276.2 267.9 465.4 569.9 Sig+ 316.3 285.7 Sig-


FSM 80 290.0 367.2 Sig+ 200.7 270.6 Sig+ 388.5 553.2 Sig+ 216.4 289.5 Sig+

Non FSM 59 342.4 382.9 Sig+ 287.1 260.9 Sig- 476.1 584.0 Sig+ 331.0 276.8 Sig-

Free School Meals

Male 74 323.7 372.7 Sig+ 260.3 250.4 443.5 561.1 Sig+ 295.2 263.8 Sig-

Female 65 347.1 375.2 Sig+ 290.5 284.7 485.2 572.2 Sig+ 335.8 307.3

Gender

All Pupils 139 335.1 373.9 Sig+ 275.1 266.5 463.9 566.3 Sig+ 315.1 284.1 Sig-

Capped total point scores Total point scores

with equivalent qualifications

GCSE only with equivalent qualifications

GCSE only

Cohort National School Sig National School Sig National School Sig National School Sig

This report provides analysis of pupils' attainment with and without qualifications equivalent to GCSE being counted. This analysis is provided for each pupil group.

The total average point score and capped point score is shown with and without qualifications equivalent to GCSE for each pupil group.

Page 45 of 104



Pakistani 16 335.9 379.7 Sig+ 261.6 276.9 467.9 577.8 Sig+ 291.4 296.9

Indian 2 370.3 417.5 328.3 358.0 523.6 692.0 387.6 404.0

Bangladeshi 50 343.5 385.9 Sig+ 277.9 291.8 470.0 611.0 Sig+ 309.4 312.5


White and Black African 0 335.6 - - 281.8 - - 460.3 - - 321.9 - -

White and Black Caribbean 7 319.9 321.8 250.8 186.0 436.1 469.6 280.0 186.0 Sig-

Any other Mixed Background

7 343.7 313.3 292.4 169.4 Sig- 474.0 376.9 Sig- 341.0 174.3 Sig-

White and Asian 0 357.6 - - 311.0 - - 496.3 - - 368.9 - -

Mixed

Gypsy/Roma 0 179.6 - - 98.1 - - 217.9 - - 101.4 - -

Any Other White Background

2 333.3 320.0 275.8 272.0 457.9 430.0 319.7 286.0

British 5 336.8 379.1 276.3 253.8 467.0 568.0 316.5 268.0

Irish 0 345.3 - - 307.5 - - 465.6 - - 365.1 - -

Traveller of Irish Heritage 0 177.1 - - 106.8 - - 218.4 - - 116.1 - -

White

Ethnicity Group

SEN with a statement 1 166.5 242.0 - 93.7 162.0 - 199.6 242.0 - 98.1 162.0 -

School Action 8 299.3 374.5 Sig+ 204.3 229.8 395.8 520.6 Sig+ 218.9 234.8

School Action Plus 18 252.9 293.3 160.0 149.0 318.5 387.5 169.2 151.2

No Identified SEN 112 357.3 387.9 Sig+ 307.0 288.9 Sig- 502.3 601.2 Sig+ 356.0 310.1 Sig-

Special Education Needs

English or believed to be English

56 337.2 354.9 Sig+ 277.3 230.7 Sig- 467.1 513.4 Sig+ 317.9 245.5 Sig-


83 338.6 386.7 Sig+ 275.6 290.6 468.4 601.9 Sig+ 313.6 310.2

Unclassified 0 143.1 - - 104.4 - - 179.6 - - 117.1 - -

English as First Language

Page 46 of 104




0 147.6 - - 108.5 - - 180.4 - - 120.2 - -

Unclassified - Refused 0 336.8 - - 284.8 - - 464.8 - - 328.8 - -

Any Other Ethnic Group 3 336.0 397.3 Sig+ 273.1 272.7 464.3 585.4 Sig+ 313.6 272.7

Chinese 0 389.4 - - 357.0 - - 567.8 - - 444.3 - -

Any Other Black Background

2 328.0 362.0 260.9 248.0 448.2 524.0 291.5 248.0

Black Caribbean 23 323.2 363.2 Sig+ 250.6 244.3 436.2 532.5 Sig+ 276.6 267.7

Black African 22 337.4 386.8 Sig+ 274.2 275.9 461.3 584.4 Sig+ 307.3 291.2


Any other Asian Background 0 348.4 - - 294.8 - - 480.7 - - 342.0 - -

Page 47 of 104



Table 4.1.25: Attainment with and without qualifications equivalent to GCSE by pupil groups

Middle 70 C+ 41.5 7.30 302.9 B 45.1 13.18 593.8

Low 39 D 33.5 5.90 197.3 C 39.2 11.77 461.4

Prior Attainment

CLA or FSM 80 C 39.9 7.26 289.5 B- 43.3 12.78 553.2

Not CLA or FSM 59 C 40.5 6.83 276.8 B- 44.5 13.14 584.0


CLA 1 F 22.0 3.00 66.0 F 22.0 3.00 66.0

Not CLA 138 C 40.2 7.11 285.7 B- 43.8 13.00 569.9


Non FSM 59 C 40.5 6.83 276.8 B- 44.5 13.14 584.0

FSM 80 C 39.9 7.26 289.5 B- 43.3 12.78 553.2

Free School Meals

Female 65 C+ 41.4 7.43 307.3 B- 44.6 12.82 572.2

Male 74 C- 39.0 6.77 263.8 B- 43.0 13.03 561.1

Gender

All Pupils 139 C 40.1 7.08 284.1 B- 43.8 12.93 566.3

Without equivalences (GCSE only) With equivalences for all qualifications

Average grade per

qualification

Average points per

qualification

Average number of

qualifications

Total points score

Average grade per

qualification

Average points per

qualification

Average number of

qualifications

Total points score

Cohort

This report provides analysis of pupils' attainment with and without all qualifications equivalent to GCSE being counted. This analysis is provided for each pupil group.

The average grade per qualification is displayed as both a grade and as the points score from which this grade is derived.The average number of GCSE qualifications taken by each pupil group is also displayed.The total points score for pupils in any group is the product of the average points per subject and the average number of qualifications.

Page 48 of 104



White and Black African 0 - - - - - - - -

White and Black Caribbean 7 D+ 36.2 5.14 186.0 C+ 42.4 11.07 469.6

White and Asian 0 - - - - - - - -

Mixed

Traveller of Irish Heritage 0 - - - - - - - -

Irish 0 - - - - - - - -

British 5 C- 37.2 7.20 268.0 C+ 42.2 13.45 568.0

Any Other White Background 2 D 33.6 8.50 286.0 C- 37.4 11.50 430.0

Gypsy/Roma 0 - - - - - - - -

White

Ethnicity Group

School Action 8 D+ 36.8 6.38 234.8 C+ 42.4 12.28 520.6

No Identified SEN 112 C+ 41.5 7.46 310.1 B 45.1 13.33 601.2

School Action Plus 18 E+ 29.9 5.06 151.2 D+ 35.2 11.00 387.5

SEN with a statement 1 E 27.0 6.00 162.0 E+ 30.3 8.00 242.0


Other than English or believed to be other

83 C+ 41.8 7.42 310.2 B 45.2 13.30 601.9

Unclassified 0 - - - - - - - -

English or believed to be English 56 C- 37.4 6.57 245.5 C+ 41.5 12.38 513.4


High 21 B 46.4 8.90 413.3 B+ 48.5 14.37 696.3


Average grade per

qualification

Average points per

qualification

Average number of

qualifications

Total points score

Average grade per

qualification

Average points per

qualification

Average number of

qualifications

Total points score

Cohort

Page 49 of 104



Unclassified - Information Not Obtained 0 - - - - - - - -

Unclassified - Refused 0 - - - - - - - -

Any Other Ethnic Group 3 C 40.9 6.67 272.7 B 45.3 12.92 585.4

Chinese 0 - - - - - - - -

Black Caribbean 23 C- 38.2 7.00 267.7 C+ 41.7 12.77 532.5

Any Other Black Background 2 C- 38.2 6.50 248.0 C+ 41.9 12.50 524.0

Black African 22 C 40.8 7.14 291.2 B- 44.6 13.10 584.4


Pakistani 16 C 40.3 7.38 296.9 B- 44.1 13.09 577.8

Any other Asian Background 0 - - - - - - - -

Indian 2 A- 50.5 8.00 404.0 A- 49.4 14.00 692.0

Bangladeshi 50 C+ 42.0 7.44 312.5 B 45.4 13.47 611.0


Any other Mixed Background 7 D- 32.1 5.43 174.3 D+ 36.1 10.43 376.9


Average grade per

qualification

Average points per

qualification

Average number of

qualifications

Total points score

Average grade per

qualification

Average points per

qualification

Average number of

qualifications

Total points score

Cohort

Page 50 of 104



Table 4.1.26: English Baccalaureate subject areas thresholds by pupil groups

First Language - English 56 2 4 15 50 71 69 56 55 65 17 100 75 13 69 69 14 64 68

First Language - Other 83 11 12 14 75 84 64 83 72 66 34 100 75 27 81 79 33 88 64


Low 39 2 3 0 29 54 18 39 23 12 3 100 18 10 60 32 7 57 14

Middle 70 5 7 6 68 90 70 70 83 64 29 100 63 18 78 53 25 88 55

High 21 5 24 37 21 100 97 21 100 97 17 100 94 10 100 85 11 91 91

Prior Attainment

CLA or FSM 80 9 10 4 72 78 45 80 61 42 32 100 58 25 72 58 29 76 45

Not CLA or FSM 59 4 7 17 53 81 72 59 71 68 19 100 77 15 87 71 18 89 70


CLA 1 0 0 1 0 0 27 1 0 24 0 - 43 0 - 48 0 - 31

Not CLA 138 13 9 15 125 80 68 138 66 65 51 100 75 40 78 70 47 81 68


FSM 80 9 10 4 72 78 46 80 61 42 32 100 58 25 72 58 29 76 45

Non FSM 59 4 7 17 53 81 71 59 71 68 19 100 77 15 87 71 18 89 70

Free School Meals

Male 74 3 3 12 63 74 61 74 69 64 29 100 74 15 53 64 22 77 63

Female 65 10 15 18 62 85 75 65 62 65 22 100 76 25 92 75 25 84 72

Gender

All Pupils 139 13 9 15 125 79 68 139 65 64 51 100 75 40 78 70 47 81 68

Percentages based upon total number of pupils in cohort Percentages based upon subject entry


English Baccalaureate English Mathematics Science Languages Humanities

2011 Entries School National Entries School National Entries School National Entries School National Entries School National Entries School National

This report provides analysis of thresholds for the Ebacc subject areas, for pupil groups. Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school value differs significantly from the corresponding national value for this group sig+ or sig- is shown.

Page 51 of 104



Pakistani 16 1 6 11 14 81 62 16 63 61 6 100 72 5 80 67 6 83 60

Indian 2 1 50 26 2 100 81 2 100 81 1 100 85 1 100 79 1 100 77

Any other Asian Background 0 - - 19 - - 67 - - 74 - - 81 - - 80 - - 71

Bangladeshi 50 3 6 10 43 78 69 50 74 68 19 100 75 11 91 69 17 88 62


White and Black African 0 - - 15 - - 70 - - 64 - - 76 - - 75 - - 65

White and Black Caribbean 7 0 0 9 6 71 64 7 71 55 1 100 64 1 100 64 0 - 58

Any other Mixed Background 7 0 0 19 6 57 73 7 43 68 1 100 77 2 0 77 2 50 71

White and Asian 0 - - 24 - - 77 - - 74 - - 80 - - 79 - - 76

MixedAny Other White Background 2 0 0 17 2 100 62 2 50 64 1 100 74 2 50 87 1 0 66

Irish 0 - - 26 - - 76 - - 71 - - 80 - - 75 - - 77

British 5 0 0 15 5 100 69 5 60 65 2 100 75 1 100 68 2 50 68

Gypsy/Roma 0 - - 1 - - 16 - - 14 - - 33 - - 37 - - 36

Traveller of Irish Heritage 0 - - 2 - - 24 - - 21 - - 54 - - 42 - - 58


SEN without a statement 26 0 0 3 15 38 36 26 35 34 3 100 49 4 50 49 4 25 38

Non-SEN 112 13 11 19 110 89 79 112 73 75 48 100 79 36 81 73 43 86 72

School Action 8 0 0 3 7 75 40 8 63 38 2 100 50 2 50 49 1 0 38

SEN with a statement 1 0 0 1 0 0 12 1 0 13 0 - 47 0 - 48 0 - 38

School Action Plus 18 0 0 2 8 22 29 18 22 27 1 100 44 2 50 49 3 33 36


First Language - Unclassified 0 - - 4 - - 25 - - 26 - - 73 - - 79 - - 64





Page 52 of 104



Unclassified - Information Not Obtained 0 - - 5 - - 25 - - 25 - - 66 - - 75 - - 60

Unclassified - Refused 0 - - 17 - - 69 - - 65 - - 74 - - 74 - - 67

Any Other Ethnic Group 3 1 33 15 3 100 61 3 67 65 1 100 75 1 100 85 1 100 66

Chinese 0 - - 34 - - 80 - - 92 - - 90 - - 93 - - 86

Any Other Black Background 2 0 0 10 2 100 65 2 50 59 0 - 69 2 100 70 0 - 59

Black African 22 6 23 11 21 86 68 22 68 66 9 100 74 11 73 70 10 80 61

Black Caribbean 23 1 4 8 21 70 64 23 52 55 10 100 63 3 67 57 7 86 52









The Guide to Calculations gives a link to DfE's specific qualification list. This may be found in the Library, under ‘How Ofsted and DfE analyse your data’.

Page 53 of 104



Table 4.1.27: English Baccalaureate subject areas points score by pupil groups

First Language - English 56 50 35.2 39.2 56 35.8 38.3 17 45.5 43.4 13 39.5 41.0 14 35.3 41.0

First Language - Other 83 75 37.4 37.6 83 39.9 38.8 34 47.2 43.4 27 42.2 45.4 33 40.4 39.8

First Language - Unclassified 0 - - 16.5 - - 17.4 - - 42.5 - - 45.0 - - 39.4


Middle 70 68 39.5 38.6 70 41.4 37.6 29 45.5 39.8 18 41.3 37.2 25 39.0 37.1

High 21 21 44.9 47.4 21 47.7 48.4 17 49.0 48.3 10 46.0 45.2 11 43.8 47.8

Low 39 29 28.4 27.1 39 29.1 23.5 3 45.0 30.4 10 37.0 32.1 7 34.0 25.2

Prior Attainment

CLA or FSM 80 72 36.1 32.0 80 37.5 30.9 32 47.1 38.9 25 40.5 38.6 29 37.9 34.1

Not CLA or FSM 59 53 37.1 39.9 59 39.3 39.3 19 45.8 43.8 15 42.8 42.0 18 40.3 41.5


CLA 1 0 0.0 24.5 1 16.0 23.5 0 - 35.4 0 - 35.2 0 - 30.3

Not CLA 138 125 36.8 38.9 138 38.4 38.2 51 46.6 43.4 40 41.4 41.7 47 38.9 40.9


FSM 80 72 36.1 32.4 80 37.5 31.2 32 47.1 39.0 25 40.5 38.6 29 37.9 34.2

Non FSM 59 53 37.1 39.8 59 39.3 39.2 19 45.8 43.8 15 42.8 41.9 18 40.3 41.5

Free School Meals

Male 74 63 33.9 36.8 74 38.1 37.8 29 45.9 43.0 15 37.2 40.2 22 36.2 39.6

Female 65 62 39.5 40.8 65 38.4 38.3 22 47.6 43.7 25 43.8 42.8 25 41.2 42.2

Gender

All Pupils 139 125 36.5 38.8 139 38.3 38.1 51 46.6 43.4 40 41.4 41.7 47 38.9 40.9


English Mathematics Science Languages Humanities

2011 Entries School National Entries School National Entries School National Entries School National Entries School National

This report provides analysis of pupils' average points scores for the Ebacc subject areas, for pupil groups.Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school value differs significantly from the correspondingnational value for this group sig+ or sig- is shown.

Page 54 of 104



Black Caribbean 23 21 36.3 37.5 23 35.8 35.5 10 44.8 40.2 3 40.0 37.8 7 40.0 36.2

Black African 22 21 38.2 38.7 22 40.8 38.5 9 45.7 42.6 11 40.5 41.5 10 39.4 38.9


Pakistani 16 14 36.1 37.6 16 37.8 37.3 6 45.0 42.6 5 40.0 41.1 6 40.0 38.7

Indian 2 2 46.0 42.6 2 49.0 44.0 1 58.0 46.4 1 46.0 44.1 1 58.0 44.0

Any other Asian Background 0 - - 38.7 - - 41.8 - - 45.6 - - 45.1 - - 42.0

Bangladeshi 50 43 35.7 39.0 50 39.6 39.0 19 48.2 42.9 11 45.5 41.3 17 38.9 39.1


White and Black African 0 - - 39.3 - - 37.9 - - 43.3 - - 43.6 - - 40.5

White and Black Caribbean 7 6 33.4 37.5 7 34.0 35.2 1 46.0 40.7 1 46.0 39.5 0 - 38.1

Any other Mixed Background 7 6 32.6 40.3 7 33.1 39.6 1 46.0 44.1 2 31.0 44.3 2 28.0 42.1

White and Asian 0 - - 42.1 - - 41.6 - - 45.6 - - 44.2 - - 44.0

Mixed

Irish 0 - - 41.6 - - 40.3 - - 45.0 - - 43.2 - - 43.8

British 5 5 40.0 39.1 5 38.8 38.2 2 49.0 43.3 1 46.0 40.8 2 31.0 40.9

Traveller of Irish Heritage 0 - - 19.7 - - 17.8 - - 39.6 - - 37.0 - - 36.2

Any Other White Background 2 2 40.0 37.1 2 31.0 38.1 1 40.0 43.3 2 34.0 48.3 1 34.0 40.4

Gypsy/Roma 0 - - 18.8 - - 17.4 - - 30.6 - - 31.6 - - 28.8


SEN without a statement 26 15 22.2 31.7 26 30.8 30.0 3 47.0 37.1 4 38.5 36.3 4 25.0 32.0

Non-SEN 112 110 40.2 41.8 112 40.2 41.3 48 46.6 44.3 36 41.7 42.3 43 40.1 42.2

School Action 8 7 35.8 33.3 8 35.5 31.6 2 47.5 37.6 2 40.0 36.6 1 22.0 32.4

SEN with a statement 1 0 0.0 15.6 1 16.0 15.6 0 - 36.5 0 - 35.5 0 - 32.1

School Action Plus 18 8 16.1 28.6 18 28.7 27.0 1 46.0 35.9 2 37.0 35.6 3 26.0 31.1





Page 55 of 104



Unclassified - Refused 0 - - 39.5 - - 38.7 - - 43.4 - - 42.5 - - 41.0Unclassified - Information Not Obtained 0 - - 17.4 - - 17.8 - - 41.4 - - 44.4 - - 38.5

Any Other Ethnic Group 3 3 42.0 36.8 3 38.0 38.5 1 46.0 43.5 1 40.0 47.6 1 40.0 40.3

Chinese 0 - - 42.7 - - 48.9 - - 48.7 - - 51.6 - - 46.9

Any Other Black Background 2 2 40.0 38.0 2 37.0 36.4 0 - 41.3 2 40.0 41.9 0 - 37.7







The Guide to Calculations gives a link to DfE's specific qualification list. This may be found in the Library, under ‘How Ofsted and DfE analyse your data’.

Page 56 of 104

Aston Manor School (URN: 136882 DfE No. 3304220)Progress Measures Value Added


Table 5.1.1: Key Stage 2 to Key Stage 4 value added scores for Best 8 and Ebacc subject areas, trend

31%--

20--

Sig+--

2.3--

1,002.5--

43--

27%--

10--

Sig+--

2.3--

1,004.4--

38--

35%--

3--

Sig+--

1.5--

1,004.4--

49--

94%--

10--

Sig+--

1.2--

1,002.9--

130--

94%--

53--

--

1.2--

1,000.0--

130--

94%--

1--

Sig+--

11.3--

1,053.1--

130--

Coverage

Percentile rank

Significance

95% confidence interval +/-

VA School score

Cohort for VA

Coverage

Percentile rank

Significance


VA School score

Cohort for VA

Coverage

Percentile rank

Significance


VA School score

Cohort for VA

Coverage

Percentile rank

Significance


VA School score

Cohort for VA

Coverage

Percentile rank

Significance


VA School score

Cohort for VA

Coverage

Percentile rank

Significance


VA School score

Cohort for VA

Humanities

Languages

Science

Mathematics

English

Best 8

201120102009

This report provides the Best 8 Value added measure for the school relative to mean of 1000. The school is placed within the national distribution to illustrate the range of value added scores attained by other maintained mainstream schools.

Best 8 including English and mathematics VA: School analysis

Page 57 of 104



1. Science takes the average grade of the two eligible science qualifications

2. Humanities and Languages subject areas take the best score of all eligible qualifications

Page 58 of 104



Chart 5.1.2: Key Stage 2 to Key Stage 4 performance: value added and relative attainment: Best 8 including English and mathematics

This report shows how the school’s overall attainment in pupils’ best 8 GCSEs or equivalents including English and mathematics compares with the national mean. This is plotted against the school’s best 8 including English and mathematics value added measure.

Best 8 including English & Mathematics value added and Key Stage 4 attainment.

Page 59 of 104



Chart 5.1.3 and Table 5.1.4: Key Stage 2 to Key Stage 4 performance: value added and relative attainment: English Baccalaureate - 3 year trend

This report shows how the school’s attainment in English Baccalaureate subject areas compares with the national mean. This is plotted against the school’s individual English Baccalaureate subject area value added measures.

English Baccalaureate value added and Key Stage 4 attainment: All subject areas

Page 60 of 104



The measures at each pillar include all entries, not just for those pupils who achieved the Ebacc. In other words,these are separate areas and there are no links between each pillar. The Guide to Calculations gives a link toDfE's specific qualification list. This may be found in the Library, under ‘How Ofsted and DfE analyse your data’.1. Science takes the average grade of the two eligible science qualifications2. Humanities and Languages subject areas take the best score of all eligible qualificationsA dash means no data available. Data is only shown from 2011 due to the change in methodology.

Sig+----

2.72.3----

4743----

-2.01,002.5----

Sig+----

2.02.3----

4038----

-0.31,004.4----

Sig+Sig+----

1.31.5----

5149----

3.31,004.4----

Sig+----

1.61.2----

139130----

0.21,002.9----

Sig-----

2.21.2----

139130----

-2.21,000.0----

Sig+Sig+----

10.111.3----

139130----

38.71,053.1----

Significance

95% confidence Interval

Cohort

School score

Significance


Cohort

School score

Significance


Cohort

School score

Significance


Cohort

School score

Significance


Cohort

School score

Significance


Cohort

School score

Humanities

Languages

Science

Mathematics

English

Best 8

Relative attainment

VARelative attainment

VARelative attainment

VA

201120102009

Page 61 of 104



Table 5.1.5: Threshold Measures Report Key Stage 2 to Key Stage 4: Pupils Achieving 5A*-C including English and mathematics

This analysis provides the number of pupils who achieved 5A* - C including English and Mathematics in 2011, grouped by their estimated probability of achieving the threshold. The probability for each pupil is worked out by taking into account their prior attainment at Key Stage 2. Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school value differs significantly from the schools corresponding predicted success rate for this group, it is highlighted in green (sig+) or blue (sig-).

Please note: Only pupils included in the Best 8 including English and mathematics VA calculation are included in this analysis.

Middle 70 57 81% 53%

Low 39 8 21% 6%

High 21 21 100% 93%

Prior attainment at KS2

Number of pupils Number of pupils achieving 5A* - C inc

E & M

Success rate Predicted success rate

Whole School 130 86 66% 46%

Page 62 of 104

Aston Manor School (URN: 136882 DfE No. 3304220)Expected Progress - English


Table 5.2.1: Expected Progress in English Key Stage 2 to Key Stage 4

English 2 0 0 0 0 1 4 0 0 0 0 5 5 100% 49%

KS2 1 0 0 0 0 0 0 1 0 0 0 1 1 100% 36%

5 0 0 0 0 0 0 5 13 0 1 19 14 74% 80%

4 0 0 0 0 3 4 52 10 1 0 70 63 90% 73%

W 0 0 0 0 0 0 0 0 0 0 0 0 0% 18%

attainment 3 0 0 0 0 2 11 20 2 0 0 35 33 94% 58%

Other or no prior available

0 0 0 0 1 3 5 0 0 0 0 0 0% 45%

represents pupils making less than expected progress

represents pupils making expected progress

Key

TotalCohort 139

indicates pupils whose progress could not be determined and who have therefore been excluded from the school calculation. These pupils are included in the figure for the total cohort

Summary 130 116 89% 71%

This table shows the number of pupils attaining each English / English Language Key Stage 4 grade and their corresponding English Key Stage 2 prior attainment.

Number of Pupils Key Stage 4 English / English Language grade

no KS4

result U G F E D C B A A*

Total Number of Pupils

Number Achieving Expected Progress

School Percentage Achieving Expected Progress

National Percentage Achieving Expected Progress

The calculation of expected progress changed in 2011 to include Key Stage 2 teacher assessments, where no appropriate test level is available. For more information, please refer to the help article.

Page 63 of 104



Table 5.2.2: Expected Progress in English Key Stage 2 to Key Stage 4 - sublevel variation

4 4B 0 0 0 0 1 1 17 2 0 0 21 19 90% 75%

English 3A 0 0 0 0 0 2 9 1 0 0 12 12 100% 71%

KS2 3 3B 0 0 0 0 2 6 8 1 0 0 17 15 88% 58%

4A 0 0 0 0 0 1 14 6 1 0 22 21 95% 88%

5A 0 0 0 0 0 0 0 0 0 0 0 0 0% 99%

5 5B 0 0 0 0 0 0 1 2 0 1 4 3 75% 93%

5C 0 0 0 0 0 0 4 11 0 0 15 11 73% 75%

3C 0 0 0 0 0 3 3 0 0 0 6 6 100% 40%

W 0 0 0 0 0 0 0 0 0 0 0 0 0% 18%

Other or no prior

available0 0 0 0 1 3 5 0 0 0 0 0 0% 45%

attainment 4C 0 0 0 0 2 2 21 2 0 0 27 23 85% 54%

2 0 0 0 0 1 4 0 0 0 0 5 5 100% 49%

1 0 0 0 0 0 0 1 0 0 0 1 1 100% 36%


KeyTotalCohort 139



Summary 130 116 89% 71%

This table shows the number of pupils attaining each English / English Language Key Stage 4 grade and their corresponding English Key Stage 2 prior attainment, including sub-levels.

Number of Pupils Key Stage 4 English / English Language grade

sub level

no KS4 result U G F E D C B A A*





Page 64 of 104




Page 65 of 104

Aston Manor School (URN: 136882 DfE No. 3304220)Pupil Progress - English


Chart 5.3.1: Pupil Progress Key Stage 2 to 4 English

For 2011 results, English / English LanguageThe chart shows the proportion of pupils achieving grade C or above in Key Stage 4 English / English Language and for those who did not reach this threshold how they have progressed since Key Stage 2

0% no result

0% of pupils were grade F or G

1% level 3 at KS2 making less progress than expected

2% level 4 and above at KS2 making much less progress than expected

0% either A or no recorded KS2 level

1% at level 2 or below making expected progress

4% of pupils were at Grade E of which:


0% level 5 at KS2 making much less progress than expected


3% at level 2 or below making more progress than expected progress

8% level 3 at KS2 making expected progress

16% of pupils were at Grade D of which:

80% of pupils attained grade A* to C in 2011

Key

English Level C+ 79

National 68

Summary % A* - C

Boys 66

BME 100

Statemented SEN 3

FSM 62

Proportion below level C who are: %

Cohort size 139

Page 66 of 104

Aston Manor School (URN: 136882 DfE No. 3304220)Pupil Progress - English


Chart 5.3.2: Pupil Progress Key Stage 2 to 4 High Attainers in English

School 79

National 68

Summary % A* - C

Cohort size 139

21% of pupils achieved Grade D or below in 2011


4% level 5 at KS2 making less than expected progress

3% absent or no KS2 level recorded

16% below level 4 at KS2 making more than expected progress

60% of pupils achieved Grade C in 2011 of which:

1% below level 4 at KS2 making much more than expected progress



7% level 4 at KS2 making more than expected progress

17% of pupils achieved Grade B in 2011 of which:





2% of pupils achieved Grade A*/A in 2011 of which:

Key

For 2011 results, English / English LanguageThe chart shows how pupils who attained grade C or above in GCSE English / English Language progressed since Key Stage 2.

Page 67 of 104

Aston Manor School (URN: 136882 DfE No. 3304220)Expected Progress - mathematics


Table 5.4.1: Expected Progress in mathematics Key Stage 2 to Key Stage 4

Mathematics

2 0 0 3 1 2 1 0 0 0 0 7 3 43% 19%

KS2 1 0 0 0 1 0 0 0 0 0 0 1 1 100% 17%

5 0 0 0 0 0 2 7 9 8 2 28 19 68% 79%

4 0 0 0 0 3 4 28 13 6 0 54 47 87% 68%

W 0 0 0 0 0 0 0 0 0 0 0 0 0% 20%

attainment 3 0 0 0 9 10 5 10 3 1 0 38 19 50% 39%

Other or no prior available

0 0 1 1 3 2 3 1 0 0 1 1 100% 54%



Key

TotalCohort 139


Summary 129 90 70% 64%

This table shows the number of pupils attaining each mathematics Key Stage 4 grade and their corresponding mathematics Key Stage 2 prior attainment.

Number of Pupils Key Stage 4 Mathematics grade

no KS4

result U G F E D C B A A*






Page 68 of 104



Table 5.4.2: Expected Progress in mathematics Key Stage 2 to Key Stage 4 - sublevel variation

4 4B 0 0 0 0 1 2 10 6 1 0 20 17 85% 69%

Mathematics 3A 0 0 0 1 5 1 6 1 1 0 15 9 60% 54%

KS2 3 3B 0 0 0 3 2 2 3 2 0 0 12 7 58% 36%

4A 0 0 0 0 0 0 10 6 4 0 20 20 100% 86%

5A 0 0 0 0 0 0 1 3 1 0 5 4 80% 97%

5 5B 0 0 0 0 0 0 1 3 6 2 12 11 92% 85%

5C 0 0 0 0 0 2 5 3 1 0 11 4 36% 65%

3C 0 0 0 5 3 2 1 0 0 0 11 3 27% 19%

W 0 0 0 0 0 0 0 0 0 0 0 0 0% 20%

Other or no prior

available0 0 1 1 3 2 3 1 0 0 1 1 100% 54%

attainment 4C 0 0 0 0 2 2 8 1 1 0 14 10 71% 47%

2 0 0 3 1 2 1 0 0 0 0 7 3 43% 19%

1 0 0 0 1 0 0 0 0 0 0 1 1 100% 17%


KeyTotalCohort 139



Summary 129 90 70% 64%

This table shows the number of pupils attaining each mathematics Key Stage 4 grade and their corresponding mathematics Key Stage 2 prior attainment, including sub-levels.

Number of Pupils Key Stage 4 Mathematics grade

sub level

no KS4 result U G F E D C B A A*





Page 69 of 104




Page 70 of 104

Aston Manor School (URN: 136882 DfE No. 3304220)Pupil Progress - mathematics


Chart 5.5.1: Pupil Progress Key Stage 2 to 4 mathematics

For 2011 results, mathematicsThe chart shows the proportion of pupils achieving grade C or above in Key Stage 4 mathematics and for those who did not reach this threshold how they have progressed since Key Stage 2

0% no result

12% of pupils were grade F or G


2% level 4 and above at KS2 making much less progress than expected


2% at level 2 or below making expected progress

12% of pupils were at Grade E of which:


1% level 5 at KS2 making much less progress than expected


1% at level 2 or below making more progress than expected progress


10% of pupils were at Grade D of which:

66% of pupils attained grade A* to C in 2011

Key

Mathematics Level C+ 65

National 64

Summary % A* - C

Boys 48

BME 96

Statemented SEN 2

FSM 65

Proportion below level C who are: %

Cohort size 139

Page 71 of 104

Aston Manor School (URN: 136882 DfE No. 3304220)Pupil Progress - mathematics


Chart 5.5.2: Pupil Progress Key Stage 2 to 4 High Attainers in mathematics

School 65

National 64

Summary % A* - C

Cohort size 139

36% of pupils achieved Grade D or below in 2011


5% level 5 at KS2 making less than expected progress


8% below level 4 at KS2 making more than expected progress

34% of pupils achieved Grade C in 2011 of which:





18% of pupils achieved Grade B in 2011 of which:





12% of pupils achieved Grade A*/A in 2011 of which:

Key

For 2011 results, mathematicsThe chart shows how pupils who attained grade C or above in GCSE mathematics progressed since Key Stage 2.

Page 72 of 104



Chart 5.6.1: Key Stage 2 to Key Stage 4 value added analysis by subject and by pupil (English)

Coverage 94%

2011 English subject area value added line, showing spread of pupils by gender

The analysis is based upon comparing the estimated outcome with the actual outcome of each pupil. Also shown are the national mean lines for each characteristic.

The information displayed is based on gender, but other group variants can be displayed using the interactive report.

Page 73 of 104



Chart 5.6.2: Key Stage 2 to Key Stage 4 value added analysis by subject and by pupil (Mathematics)

Coverage 94%

2011 Mathematics subject area value added line, showing spread of pupils by gender



Page 74 of 104



Chart 5.6.3: Key Stage 2 to Key Stage 4 value added analysis by subject and by pupil (Science)

Coverage 35%

2011 Science subject area value added line, showing spread of pupils by gender



Page 75 of 104



Chart 5.6.4: Key Stage 2 to Key Stage 4 value added analysis by subject and by pupil (Languages)

Coverage 27%

2011 Languages subject area value added line, showing spread of pupils by gender



Page 76 of 104



Chart 5.6.5: Key Stage 2 to Key Stage 4 value added analysis by subject and by pupil (Humanities)

Coverage 31%

2011 Humanities subject area value added line, showing spread of pupils by gender



Page 77 of 104



Chart 5.6.6: Key Stage 2 to Key Stage 4 value added analysis by pupil (Gender)

Coverage 100%

2011 Best 8 including English and mathematics subject area value added line, showing spread of pupils by gender


Page 78 of 104



Chart 5.6.7: Key Stage 2 to Key Stage 4 value added analysis by pupil (SEN)

Coverage 100%

2011 Best 8 including English and mathematics subject area value added line, showing spread of pupils by special educational needs


Page 79 of 104



Chart 5.6.8: Key Stage 2 to Key Stage 4 value added analysis by pupil (main ethnic code)

Coverage 100%

2011 Best 8 including English and mathematics subject area value added line, showing spread of pupils by main ethnic code


Page 80 of 104



Chart 5.6.9: Key Stage 2 to Key Stage 4 value added analysis by pupil (EAL)

Coverage 100%

2011 Best 8 including English and mathematics subject area value added line, showing spread of pupils by first language


Page 81 of 104



Chart 5.6.10: Key Stage 2 to Key Stage 4 value added analysis by pupil (FSM)

Coverage 100%

2011 Best 8 including English and mathematics subject area value added line, showing spread of pupils by free school meal eligibility


Page 82 of 104



Chart 5.6.11 and Table 5.6.12: Key Stage 2 to Key Stage 4 value added: performance of groups within school - ethnic backgrounds

This report provides the Best 8 including English and Mathematics value added measure for particular ethnic groups within the school relative to both the national mean of 1,000 and the national mean for each group. Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school value differs significantly from the corresponding national values for this group, sig+ or sig- is shown. This can also be seen on the graph where confidence intervals do not cross the national average line.

Best 8 including English and Mathematics value added

Page 83 of 104



---Sig+Sig+-Sig+Sig+Sig+-----Sig+

---Sig+Sig+-Sig+Sig+Sig+-----Sig+

981.6995.81030.71041.81010.21029.81002.71037.31026.71024.21032.11002.11006.31001.8985.51017.1919.6873.3994.3995.41000.0

--203.7-190.724.620.6-16.428.214.165.1--86.9525.7---75.111.3

--1105.4-1075.91097.91029.6-1061.81073.31096.9980.8--1019.91050.1---1044.31053.0

003021821047162700720005130

Significance from overall national average

Significance from national average for group

Group national mean

95% confidence interval

School Score

Cohort for VA

Inform

ation Not O

btained

Refu

sed

Any Other Eth

nic Group

Ch

inese

Any Other B

lack Backgrou

nd

African

Caribbean

Any oth

er Asian

Backgrou

nd

Ban

gladeshi

Pakistan

i

Indian

Any oth

er Mixed B

ackground

White an

d Asian

White an

d Black A

frican

White an

d Black C

aribbean

Any Other W

hite B

ackground

Gypsy/R

oma

Traveller of Irish Heritage

Irish

White B

ritish

School score

A dash means that no significance test has been carried out. A blank space means that a significance test has been carried out and the result for school or ethnic group is not significantly different from the national average.

Page 84 of 104



Chart 5.6.13 and Table 5.6.14: Key Stage 2 to Key Stage 4 value added: performance of groups within school - pupil characteristics

Best 8 including English and Mathematics value addedThis report provides the Best 8 including English and Mathematics value added measure for particular groups within the school relative to both the national mean of 1,000 and the national mean for each group. Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school value differs significantly from the corresponding national values for this group, sig+ or sig- is shown. This can also be seen on the graph where confidence intervals do not cross the national average line.

Page 85 of 104



Sig+-Sig+Sig+Sig+Sig+Sig+-Sig+Sig+Sig+Sig+Sig+Sig+Sig+Sig+Sig+

Sig+Sig+-Sig+Sig+Sig+Sig+Sig+-Sig+Sig+Sig+Sig+Sig+Sig+Sig+Sig+Sig+

951.7991.11006.61003.41030.9996.31002.7980.0999.9944.51002.4981.2994.8991.0990.31007.31007.31005.81007.1992.11000.0

47.789.89.9-11.718.217.313.910.3-17.313.931.416.240.539.916.233.615.715.111.3

1013.91055.41063.9-1075.81030.41066.31051.11058.9849.21066.31051.11006.51050.61091.01026.41068.71068.21060.51054.31053.1

16710707753537712915377942161228236367130

Significance from overall national average

Significance from national average for group

Group national mean

95% confidence interval

School Score

Cohort for VA

SEN: Sch

ool Action

Plu

s / Stat

SEN: Sch

ool Action

Non

-SEN

First Langu

age - Un

classified

First Langu

age - Oth

er

First Langu

age - English

Not C

LA or FSM

CLA

or FSM

Not looked after

Ch

ild looked after (CLA

)

Non

FSM

FSM

Boys- (H

igh)

Boys- (M

iddle)

Boys- (Low

)

Girls- (H

igh)

Girls- (M

iddle)

Girls- (Low

)

Girls

Boys

School Score

A dash means that no significance test has been carried out. A blank space means that a significance test has been carried out and the result for school or ethnic group is not significantly different from the national average.

Page 86 of 104

Aston Manor School (URN: 136882 DfE No. 3304220)Expected Progress English, mathematics


Table 5.7.1: Key Stage 2 to Key Stage 4 performance - percentage making expected progress, School and National

Irish - - 77 - - - 71 -

British 5 100 70 - 5 60 63 -

Traveller of Irish Heritage - - 34 - - - 23 -

White

Ethnicity Group

SEN without a statement 22 68 52 21 43 39

No Identified SEN 107 93 78 Sig+ 107 76 73

School Action 7 57 56 - 7 57 43 -

SEN with a statement 1 100 26 - 1 0 20 -

School Action Plus 15 73 43 Sig+ 14 36 31 -


Unclassified - - 26 - - - 24 -

English or believed to be English 53 83 71 51 61 63


77 94 77 Sig+ 78 76 75


Low 39 92 47 Sig+ 37 43 26 Sig+

Middle 70 87 70 Sig+ 70 79 64 Sig+

High 21 90 87 - 21 86 85 -

Attainment at KS2

CLA or FSM 77 90 54 Sig+ 76 62 44 Sig+

Not CLA or FSM 53 89 74 Sig+ 53 81 67 Sig+


CLA 1 100 37 - 1 0 29 -

Not CLA 129 89 71 Sig+ 128 70 64


FSM 77 90 55 Sig+ 76 62 45 Sig+

Non FSM 53 89 74 Sig+ 53 81 67 Sig+

Free School Meals

Male 67 88 66 Sig+ 67 72 62

Female 63 90 76 Sig+ 62 68 66

Gender

All Pupils 130 89 71 Sig+ 129 70 64

English Mathematics

Cohort School National Sig Cohort School National Sig

This report shows the percentage of students making expected progress in English, mathematics.The value added methodology has changed in 2011 for the Expected Progress reports. Statistical significance tests have been performed on the data.

Page 87 of 104

Aston Manor School (URN: 136882 DfE No. 3304220)Expected Progress English, mathematics


Unclassified - Information Not Obtained - - 26 - - - 23 -

Unclassified - Refused - - 72 - - - 66 -

Any Other Ethnic Group 3 67 77 - 3 100 76 -

Chinese - - 88 - - - 95 -

Black African 18 94 80 - 18 94 77 -

Black Caribbean 21 81 70 20 65 62

Any Other Black Background 2 100 75 - 1 0 66 -


Any other Asian Background - - 81 - - - 84 -

Bangladeshi 47 89 79 48 69 74

Indian 2 100 86 - 2 100 84 -

Pakistani 16 100 73 - 16 75 68


Any other Mixed Background 7 71 75 - 7 29 70 -

White and Black Caribbean 7 86 66 - 7 57 54 -

White and Asian - - 79 - - - 73 -

White and Black African - - 73 - - - 67 -

Mixed

Any Other White Background 2 100 75 - 2 50 73 -

Gypsy/Roma - - 25 - - - 18 -

English Mathematics

Cohort School National Sig Cohort School National Sig

Expected Progress is defined as making 3 levels of progress from Key Stage 2 to Key Stage 4. Statistical significance tests have been performed on the data. A blank space means that a significance test has been carried out and the result for school or ethnic group is not significantly different from the national average. If the formula indicates that the test cannot be run on the particular dataset, then a dash is displayed.

Page 88 of 104

Aston Manor School (URN: 136882 DfE No. 3304220)Value Added


Table 5.8.1: Key Stage 2 to Key Stage 4 value added Summary Report

White and Black Caribbean 7 - - - - 1019.9 985.5

Mixed

Irish - - - - - - 994.3

British 5 - - - - 1044.3 995.4

Traveller of Irish Heritage - - - - - - 873.3

Any Other White Background 2 - - - - 1050.1 1017.1

Gypsy/Roma - - - - - - 919.6

White

Ethnicity Group

SEN with a statement 1 - - - - 1021.4 976.1

School Action 7 - - - - 1055.4 991.1

School Action Plus 15 - - - - 1013.4 944.8

SEN without a statement

Non-SEN 107 - - - - 1063.9 1006.6


First Language - English 53 - - - - 1030.4 996.3

First Language - Other 77 - - - - 1075.8 1030.9

Unclassified - - - - - - 1003.4


Low 39 - - - - 1077.6 997.5

Middle 70 - - - - 1057.8 999.1

High 21 - - - - 1017.9 1001.2

Prior Attainment

CLA or FSM 77 - - - - 1051.1 980.0

Not CLA or FSM 53 - - - - 1066.3 1002.7


CLA 1 - - - - 849.2 944.5

Not CLA 129 - - - - 1058.9 999.9


FSM 77 - - - - 1051.1 981.2

Non FSM 53 - - - - 1066.3 1002.4

Free School Meals

Boys 67 - - - - 1054.3 992.1

Girls 63 - - - - 1060.5 1007.1

Gender

All Pupils 130 - - - - 1053.0 1000.0

Value Added

2009 2010 2011

Number of pupils in

latest year

School National School National School National

This report summarises the VA scores in the school. Statistical significance tests have been performedon the data using a 95% confidence interval, and where the school value differs significantly from thecorresponding national value for this group, it is highlighted in green (sig+) or blue (sig-).Data is only available from 2011.

Page 89 of 104



Unclassified - Refused - - - - - - 995.8


- - - - - - 981.6

Any Other Ethnic Group 3 - - - - 1105.4 1030.7

Chinese - - - - - - 1041.8

Any Other Black Background 2 - - - - 1075.9 1010.2

Black African 18 - - - - 1097.9 1029.8

Black Caribbean 21 - - - - 1029.6 1002.7


Bangladeshi 47 - - - - 1061.8 1026.7

Any other Asian Background - - - - - - 1037.3

Indian 2 - - - - 1096.9 1032.1

Pakistani 16 - - - - 1073.3 1024.2


White and Black African - - - - - - 1001.8

White and Asian - - - - - - 1006.3

Any other Mixed Background 7 - - - - 980.8 1002.1

Value Added

2009 2010 2011

Number of pupils in

latest year


Key

School performance is significantly below the national VA figure for this groupSchool performance is significantly higher than the national VA figure for this group

Page 90 of 104



Table 5.8.2: Key Stage 2 to Key Stage 4 value added Summary Report by Ebacc subject areas

First Language - English 53 53 998.4 999.7 53 1000.3 999.5 17 1002.6 999.9 12 1004.5 999.1 13 996.3 1000.2


Low 39 39 999.3 999.6 39 1004.5 999.5 3 1011.5 999.2 10 1005.2 999.8 7 1007.1 999.8

Middle 70 70 1000.8 999.8 70 1003.3 999.9 29 1005.6 1000.1 18 1005.6 999.6 25 1003.1 1000.2

High 21 21 998.8 1000.4 21 999.6 1000.2 17 1002.3 1000.4 10 1003.0 1000.0 11 999.7 1000.9

Prior Attainment

CLA or FSM 77 77 999.6 997.9 77 1002.3 998.0 31 1006.1 998.7 23 1005.0 999.4 27 1002.7 997.9

Not CLA or FSM 53 53 1000.6 1000.3 53 1004.2 1000.3 18 1002.7 1000.3 15 1004.5 999.9 16 1003.2 1000.7


CLA 1 1 977.7 995.3 1 999.1 995.5 0 - 997.0 0 - 996.3 0 - 996.5

Not CLA 129 129 1000.2 1000.0 129 1003.1 1000.0 49 1004.8 1000.2 38 1004.8 999.9 43 1002.9 1000.5


FSM 77 77 999.6 997.9 77 1002.3 998.1 31 1006.1 998.7 23 1005.0 999.5 27 1002.7 997.9

Non FSM 53 53 1000.6 1000.3 53 1004.2 1000.2 18 1002.7 1000.3 15 1004.5 999.9 16 1003.2 1000.7

Free School Meals

Boys 67 67 997.8 999.0 67 1002.0 999.8 28 1004.3 1000.0 15 1001.4 998.3 20 1000.2 999.8

Girls 63 63 1002.3 1000.9 63 1004.2 1000.1 21 1005.5 1000.4 23 1007.0 1001.0 23 1005.3 1001.2

Gender

All Pupils 130 130 1000.0 1000.0 130 1002.9 1000.0 49 1004.4 1000.0 38 1004.4 1000.0 43 1002.5 1000.0

Key Stage 2 to 4 Value Added By Subject 2011

Totalnumberof pupilsin2011

Englishentries

EnglishValueAdded(School)

EnglishValueAdded(National)

Mathsentries

MathsValueAdded(School)

MathsValueAdded(National)

Scienceentries

ScienceValueAdded(School)

ScienceValueAdded(National)

Languagesentries

LanguagesValueAdded(School)

LanguagesValueAdded(National)

Humanitiesentries

HumanitiesValueAdded(School)

HumanitiesValueAdded(National)

This report shows the value added score for each of the five Ebacc subject areas, overall and by pupil characteristics. The measures at each pillar contain all entries, notjust of those pupils who achieved the Ebacc. In other words, these are separate areas and there are no links between each pillar.Data is only available from 2011.

Page 91 of 104



Pakistani 16 16 1000.7 1001.6 16 1003.4 1002.8 6 1004.0 1002.2 5 1002.0 1001.8 6 1004.0 1001.7

Indian 2 2 1007.0 1002.6 2 1010.6 1004.2 1 1012.0 1003.5 1 1004.6 1002.8 1 1014.6 1003.4


White and Black African 0 0 - 1000.6 0 - 1000.2 0 - 1000.6 0 - 1002.3 0 - 1000.9

White and Black Caribbean 7 7 998.8 999.0 7 1002.0 998.1 1 1001.1 998.4 1 1003.4 998.4 0 - 998.3

Any other Mixed Background 7 7 995.6 1000.6 7 995.4 1000.6 1 998.7 1000.7 2 995.5 1001.9 2 988.4 1001.0

White and Asian 0 0 - 1001.0 0 - 1000.9 0 - 1001.3 0 - 1001.2 0 - 1001.7

Mixed

Gypsy/Roma 0 0 - 992.8 0 - 992.7 0 - 996.1 0 - 996.5 0 - 995.9

Any Other White Background 2 2 1008.4 1001.7 2 1004.4 1001.9 1 1005.8 1001.6 2 1001.9 1007.5 1 1009.2 1002.0

British 5 5 1002.2 999.6 5 998.9 999.4 2 1008.5 999.8 1 1010.6 998.9 2 994.9 1000.1

Irish 0 0 - 1000.4 0 - 999.8 0 - 1000.4 0 - 1000.2 0 - 1001.6

Traveller of Irish Heritage 0 0 - 988.8 0 - 988.7 0 - 997.0 0 - 997.4 0 - 998.6

White

Ethnicity Group

SEN with a statement 1 1 977.3 997.0 1 998.6 998.1 0 - 1000.2 0 - 999.0 0 - 1001.6

SEN without a statement

School Action 7 7 998.5 999.0 7 999.8 998.8 2 1007.7 998.6 2 1003.5 998.2 1 995.5 998.4

School Action Plus 15 15 986.2 995.1 15 1001.0 995.3 1 1007.3 996.9 2 1004.9 996.8 2 997.2 996.9

Non-SEN 107 107 1002.2 1000.7 107 1003.6 1000.6 46 1004.7 1000.5 34 1004.9 1000.0 40 1003.4 1000.8


First Language - Other 77 77 1001.1 1002.6 77 1005.0 1003.9 32 1006.1 1003.0 26 1004.9 1005.2 30 1005.7 1002.9

Unclassified 0 0 - 1000.2 0 - 1000.6 0 - 1000.5 0 - 1001.4 0 - 1000.3



Englishentries



Mathsentries



Scienceentries



Languagesentries



Humanitiesentries



Page 92 of 104




0 0 - 999.3 0 - 998.7 0 - 999.8 0 - 1001.1 0 - 999.7

Unclassified - Refused 0 0 - 1000.0 0 - 999.9 0 - 1000.1 0 - 1000.3 0 - 1000.4

Any Other Ethnic Group 3 3 1006.8 1002.7 3 1007.7 1003.8 1 1010.7 1003.0 1 1007.9 1008.0 1 1009.8 1002.9

Chinese 0 0 - 1002.9 0 - 1005.4 0 - 1004.3 0 - 1008.0 0 - 1004.7

Any Other Black Background 2 2 1006.5 1001.3 2 1006.0 1001.5 0 - 1000.5 2 1006.5 1001.7 0 - 1000.4

Black African 18 18 1003.0 1003.0 18 1008.8 1004.4 8 1007.2 1002.6 9 1006.1 1002.3 8 1005.4 1002.6

Black Caribbean 21 21 998.9 1000.3 21 999.9 1000.5 10 1001.8 999.5 3 1006.5 998.4 7 1000.3 998.7


Any other Asian Background 0 0 - 1003.1 0 - 1005.4 0 - 1004.3 0 - 1004.3 0 - 1004.0

Bangladeshi 47 47 998.3 1002.3 47 1003.1 1003.4 18 1005.2 1002.4 11 1005.8 1001.8 15 1003.7 1001.9



Englishentries



Mathsentries



Scienceentries



Languagesentries



Humanitiesentries



School performance is significantly below the national VA figure for this group

The proportion achieving A*-C includes the entire cohort for the English Baccalaureate, English andmathematics. For humanities, science and languages it includes only the pupils who entered.Similarly, value added calculations include the entire cohort for English and mathematics if they have keystage 2 prior attainment data. The humanities, science and languages subject areas include only thepupils entered with key stage 2 prior attainment data.Science takes the average grade of the two eligible science qualifications.Humanities and Languages subject areas take the best score of all eligible qualifications.The Guide to Calculations gives a link to DfE's specific qualification list. This may be found in the Library,under ‘How Ofsted and DfE analyse your data’.

Key

School performance is significantly higher than the national VA figure for this group

Page 93 of 104

Aston Manor School (URN: 136882 DfE No. 3304220)Narrowing the Gaps With Pupil Premium at Key Stage 4


Table 6.1.1: Narrowing the Gaps for Free School Meals

This report aims to provide schools with a single, easy-to-use and comprehensive overview of the attainment and progress of pupils eligible for Free School Meals.

School 61.2 57.9 60.4

National 14.5 15.4 15.9 0.0 6.1 10.0 15.5 25.9 75.8

% of pupils known to be eligible for free school meals (FSM)

2009 2010 2011 20th percentile

40th percentile

60th percentile

80th percentile

%FSM 59.2 58.0 59.5 67.6 57.9

Number on roll 147 150 153 142 140

Year 7 Year 8 Year 9 Year 10 Year 11

School Context

Please note that the above data was sourced from the schools January 2011 census therefore the year groups displayed above refer to the academic year 2010/11.

Key Stage 2 to Key Stage 4 value added: Free School Meals

FSM 77 1,051.1 13.9 981.2 77 999.6 2.4 997.9 77 1,002.3 1.4 998.1

Non FSM 53 1,066.3 17.3 1,002.4 53 1,000.6 2.6 1,000.3 53 1,004.2 1.9 1,000.2

All Pupils 130 1,053.1 11.3 1,000.0 130 1,000.0 1.2 1,000.0 130 1,002.9 1.2 1,000.0

Overall English Mathematics

Cohort for VA

VA School Score

95% Confidence

Interval

VA National

Score

Cohort for VA

VA School Score

95% Confidence

Interval

VA National Score

Cohort for VA

VA School Score

95% Confidence

Interval

VA National Score

Page 94 of 104



Non FSM 59 382.9 342.4 40.5 59 40.3 40.9 -0.6 59 39.3 40.1 -0.8

FSM 80 367.2 342.4 24.8 80 39.3 40.9 -1.6 80 37.6 40.1 -2.5

All Pupils 139 373.9 342.4 31.5 139 39.7 40.9 -1.2 139 38.3 40.1 -1.8

Within School Gap

-15.7 -1.0 -1.7

Capped points score English average points Mathematics average points


Cohort APS Non FSM Average

Average Difference


Average Difference


Average Difference

Point scores, 2011, Capped overall, English and Maths by Free School Meals

Non FSM 53 89 74 15 53 81 67 14

All Pupils 130 89 74 15 129 70 67 3

FSM 77 90 74 16 76 62 67 -5

Within School Gap

1 -19

Percentage achieving expected progress, 2011 English and Mathematics: Free School Meals

English Mathematics

School National School National

Cohort Achieving Expected

Progress %

Non FSM Average

Average Difference

Cohort Achieving Expected Progress

%

Non FSM Average

Average Difference

Page 95 of 104



Within School Gap

3 -5 -5 -1

Non FSM 59 7 17 -10 59 66 62 4 59 66 61 5 59 100 94 6

FSM 80 10 17 -7 80 61 62 -1 80 61 61 0 80 99 94 5

All Pupils 139 9 17 -8 139 63 62 1 139 63 61 2 139 99 94 5

English Baccalaureate Basics indicator 5 A* - C including English and mathematics

5 A* - G including English and mathematics

Cohort % Non FSM Average

Average Difference


Average Difference


Average Difference


Average Difference

School National School National School National School National

Percentage of pupils achieving 2011 threshold at Key Stage 4 by Free School Meals

School cohort figures are compared to the national non FSM figures.Significance is displayed for: all pupils against all pupils nationally; non-FSM against the national non-FSM; and FSM against the national FSM. Caution should betaken when interpreting the analysis for small cohorts.

This report enables schools to compare the level of their FSM pupils' performance to the national level of non-FSM performance with the intention of encouragingschools to set more ambitious achievement goals for their FSM pupils.However, this report is also intended to encourage schools to further explore the performance of their FSM pupils by using the full range of data available inRAISEonline.

Page 96 of 104



Table 6.1.2: Narrowing the Gaps for Free School Meals and Children Looked After pupil groups

This report aims to provide schools with an easy-to-use and comprehensive overview of the attainment and progress of pupils in either group of Children Looked After or Free School Meals.

%FSM 59.2 58.0 59.5 67.6 57.9


0 1 1 0 1

Number on roll 147 150 153 142 140

Year 7 Year 8 Year 9 Year 10 Year 11

School Context

Please note that the above data was sourced from the schools January 2011 census therefore the year groups displayed above refer to the academic year 2010/11.

Key Stage 2 to Key Stage 4 value added: CLA or FSM

CLA/FSM 77 1,051.1 13.9 980.0 77 999.6 2.4 997.9 77 1,002.3 1.4 998.0

Non CLA/FSM

53 1,066.3 17.3 1,002.7 53 1,000.6 2.6 1,000.3 53 1,004.2 1.9 1,000.3

All Pupils 130 1,053.1 11.3 1,000.0 130 1,000.0 1.2 1,000.0 130 1,002.9 1.2 1,000.0

Overall English Mathematics

Cohort for VA

VA School Score

95% Confidence

Interval

VA National

Score

Cohort for VA

VA School Score

95% Confidence

Interval

VA National Score

Cohort for VA

VA School Score

95% Confidence

Interval

VA National Score

Page 97 of 104



Non CLA/FSM

59 382.9 343.4 39.5 59 40.3 41.0 -0.7 59 39.3 40.2 -0.9

CLA/FSM 80 367.2 343.4 23.8 80 39.3 41.0 -1.7 80 37.6 40.2 -2.6

All Pupils 139 373.9 343.4 30.5 139 39.7 41.0 -1.3 139 38.3 40.2 -1.9

Within School Gap

-15.7 -1.0 -1.7

Capped points score English average points Mathematics average points


Cohort APS Non CLA/FSM Average

Average Difference


Average Difference


Average Difference

Point scores, 2011, Capped overall, English and Maths by CLA or FSM

Non CLA/FSM

53 89 74 15 53 81 67 14

All Pupils 130 89 74 15 129 70 67 3

CLA/FSM 77 90 74 16 76 62 67 -5

Within School Gap

1 -19

Percentage achieving expected progress, 2011 English and Mathematics: CLA or FSM

English Mathematics

School National School National

Cohort Achieving Expected

Progress %

Non CLA/FSM Average

Average Difference

Cohort Achieving Expected Progress

%

Non CLA/FSM Average

Average Difference

Page 98 of 104



Within School Gap

3 -5 -5 -1

Non CLA/FSM

59 7 17 -10 59 66 62 4 59 66 61 5 59 100 94 6

CLA/FSM 80 10 17 -7 80 61 62 -1 80 61 61 0 80 99 94 4

All Pupils 139 9 17 -8 139 63 62 1 139 63 61 2 139 99 94 5

English Baccalaureate Basics indicator 5 A* - C including English and mathematics

5 A* - G including English and mathematics

Cohort % Non CLA/FSM Average

Average Difference


Average Difference


Average Difference


Average Difference

School National School National School National School National

Percentage of pupils achieving 2011 threshold at Key Stage 4 by CLA or FSM

School cohort figures are compared to the national group figures for non-CLA and non-FSM.Significance is displayed for: all pupils against all pupils nationally; non-(CLA or FSM) against the national non-(CLA or FSM); and (CLA or FSM) against the national(CLA or FSM). Caution should be taken when interpreting the analysis for small cohorts.

This report enables schools to compare the level of their CLA/FSM pupils' performance to the national level of non-(CLA or FSM) performance with the intention ofencouraging schools to set more ambitious achievement goals for their CLA/FSM pupils.However, this report is also intended to encourage schools to further explore the performance of their CLA/FSM pupils by using the full range of data available inRAISEonline.

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Aston Manor School (URN: 136882 DfE No. 3304220)National Transition Matrices


The following national transition matrices describe the percentage distribution of pupil outcomes at Key Stage 2and/or Key Stage 4 for each prior attainment starting point for English and mathematics. The Key Stage 2 levelsinclude teacher assessments where the pupil does not have a test outcome of 3, 4 or 5, where available. Matricesare also included for reading and writing from Key Stage 1 to Key Stage 2. Teacher assessments are not included inthe reading and writing matrices for 2011 as these were not available.

The matrices show the percentage of pupils from each prior attainment starting point who achieved expectedprogress and the percentage achieving more than expected progress and is based upon the data for all pupilsnationally.

In line with the Department for Education’s performance tables policy on suppressing data for small cohorts, datafor cohorts of between 1 and 5 pupils have been suppressed. The # symbol is used to indicate where data havebeen suppressed.

Data for all national transition matrices are as at the validated data release, whereas the national figures in theschool level Expected Progress reports are based on data as at the unvalidated data release. As a result, thepercentages in the “Overall % achieving expected progress” column may differ slightly between the nationaltransition matrices and the Expected Progress reports.

The colour coding shown in the national transition matrices matches the coding in the Expected Progress Reportsearlier in the Summary Report.




National Transition Matrices – Key Stage 1 to 2 and Key Stage 2 to 4

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Table 7.1.1: National Transition Matrices - English Key Stage 2 to 4

KS2 Level 2 16 4 9 22 28 16 5 1 0 # 49 22

5 0 0 0 0 0 2 17 36 32 13 80 45

4 1 0 0 1 4 19 47 21 5 1 74 27

3 4 2 3 9 25 36 21 2 0 # 59 23

1 51 4 9 17 12 6 2 0 0 0 36 20

Other or no prior

available 18 2 4 9 13 15 19 11 7 3 51 23W 80 2 3 6 5 3 2 # # 0 18 15

% of Pupils Key Stage 4 Grade

No KS4 Result U G F E D C B A A*

Overall % achieving expected progress

Overall % achieving more than expected progress

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Table 7.1.2: National Transition Matrices - English Key Stage 2 to 4 - sublevel variation

4C 2 1 1 2 9 31 45 9 1 0 55 10

3A 3 1 1 5 18 38 30 3 0 # 72 34

5A # # 0 0 # # 1 10 36 52 99 89

4B 1 0 0 1 3 18 52 21 4 0 76 24

5B 0 0 # 0 0 0 6 25 43 25 94 69

5C 0 0 0 0 0 2 22 41 28 7 75 34

4A 1 0 0 0 1 9 43 34 10 1 89 46

W 80 2 3 6 5 3 2 # # 0 18 15

Other or no prior

available 18 2 4 9 13 15 19 11 7 3 51 23

KS2 Level 3B 4 2 2 8 26 37 20 2 0 # 59 21

3C 6 2 4 15 32 29 11 1 0 # 41 11

2 16 4 9 22 28 16 5 1 0 # 49 22

1 51 4 9 17 12 6 2 0 0 0 36 20





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Table 7.2.1: National Transition Matrices - mathematics Key Stage 2 to 4

KS2 Level 2 12 9 30 30 12 4 2 0 0 0 19 7

5 0 0 0 0 0 2 18 29 32 18 79 50

4 1 0 1 3 8 18 46 17 5 1 69 23

3 3 2 8 22 26 21 16 2 0 0 39 19

1 50 13 20 12 4 1 0 # # 0 17 6

Other or no prior

available 14 4 10 12 9 9 17 12 9 6 60 33W 76 5 9 6 2 1 1 # # 0 20 11





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Table 7.2.2: National Transition Matrices - mathematics Key Stage 2 to 4 - sublevel variation

4C 2 1 2 6 16 26 39 7 1 0 48 9

3A 2 1 4 14 25 26 25 3 1 0 55 29

5A 0 0 # # 0 0 3 13 37 47 97 84

4B 1 0 1 2 7 19 50 16 4 0 70 20

5B 0 0 0 0 0 1 13 29 39 17 85 56

5C 0 0 0 0 1 3 31 36 24 5 65 28

4A 1 0 0 1 2 10 47 28 10 1 86 39

W 76 5 9 6 2 1 1 # # 0 20 11

Other or no prior

available 14 4 10 12 9 9 17 12 9 6 60 33

KS2 Level 3B 3 2 7 23 28 21 14 2 0 # 37 16

3C 4 3 14 34 25 12 6 1 0 # 20 7

2 12 9 30 30 12 4 2 0 0 0 19 7

1 50 13 20 12 4 1 0 # # 0 17 6





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Documents

RAISE online 2011 Summary Report AMA