More information on CVA calculations
Students included
The Key Stage 2 to 4 and Key Stage 3 to 4 CVA measures are based on the results achieved by students:
- who were at the end of Key Stage 4 (i.e. Year 11) during the 2006/2007 school year
- were on the school roll on 18 January 2007
- for whom we were able to match prior attainment in their Key Stage 2 and Key Stage 3 tests.
Calculation of a school's coverage percentage
This shows, the proportion of students included in the Key Stage 2 to 4 and Key Stage 3 to 4 CVA calculations.
For example, if a school had 10 students at the end of Key Stage 4 on roll but only six of them were included in the CVA measure, then the actual number of students included in the CVA score would be six. The coverage in this example would be:
(6 / 10) x 100 = 60%
Average number of qualifications taken by students in the CVA calculation
This shows the average number of approved qualifications taken by each students included in the CVA calculation.
It has been calculated by dividing the total number of examinations taken by each student by the number of students included in the calculation.
The total number of examinations has been determined using the equivalence between a GCSE and other qualifications.
For example, a school has 10 students who are included in the calculation and the number of examinations taken by each of the students is as follows:
| Student |
Equivalent number of GCSEs |
| 1 |
8 |
| 2 |
9 |
| 3 |
10 |
| 4 |
6 |
| 5 |
8 |
| 6 |
8.5 |
| 7 |
8 |
| 8 |
10 |
| 9 |
9.5 |
| 10 |
4.5 |
The calculation in this example for the average number of GCSE (and equivalent) examinations taken by students would be:
(8 + 9 + 10 + 6 + 8 + 8.5 + 8 + 10 + 9.5 + 4.5) / 10 = 8.15
This would be rounded to 8.2 using normal rounding conventions.
National contextual value added score
For statistical reasons, the average CVA of all schools nationally is not necessarily exactly 1000. Therefore, to avoid misunderstanding by those who are unfamiliar with CVA we have not published a national CVA in the tables.
The national Key Stage 2 to 4 CVA score is published separately on the Statistical First Release website http://www.dcsf.gov.uk/rsgateway/DB/SFR/s000702/index.shtml under GCSE and Equivalent Examination Results in England 2006/07 (Revised).
Calculation of capped point score
The Key Stage 4 achievement and attainment tables includes all approved qualifications in Entry Level, Level 1 and Level 2, AS levels taken early and level 3 Free Standing Maths qualifications.
A capped point score is calculated, at the best eight GCSEs or equivalent.
A more detailed explanation of how to work out the capped point score from a student's best eight results can be found in the 'Point scores for test and examinations' document available from this website:
The national curriculum
Students aged 5 to 16 in state schools must be taught the National Curriculum. This is divided into four 'Key Stages' that generally depend on children's ages.
| Year Group |
Reception |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
Age of students at
end of year |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
13 |
14 |
15 |
16 |
| Key Stage |
FOUNDATION STAGE |
KEY STAGE 1 |
KEY STAGE 2 |
KEY STAGE 3 |
KEY STAGE 4 |
National qualifcations framework
The National Qualifications Framework (NQF) sets out the levels at which qualifications can be recognised.
Only qualifications that have been accredited by the regulatory authority are included in the NQF. These accredited qualifications are subsequently approved by the Secretary of State for use by students of compulsory school age.
Adjustments to number of students on roll
The results for some schools have been adjusted. Some schools requested that students recently admitted from overseas with little or no English be discounted from the figures.
This has been agreed where the student was admitted to the school in the 2005/06 or 2006/07 school year from outside the United Kingdom and their first language is not English.
The Government accepts that these students are unlikely to be able to show what they can do in examinations until they have improved their English language skills and are more familiar with the school curriculum in this country.
Some schools have had their results adjusted if they admitted a student who was permanently excluded from another school in the 2005/06 or 2006/07 school year.
Students admitted to a maintained school following permanent exclusion from another maintained school are not counted in the number of students at the end of Key Stage 4 on roll, but any results achieved by these students do contribute towards the school's figures.
This is part of the Government's policy to encourage schools to admit students permanently excluded from elsewhere so that they can continue their education.
Special educational needs (SEN)
As with last year, the achievement and attainment tables will show the following special educational needs (SEN) groups:
- a. Total students with SEN on a school's roll
- b. Total students with SEN in the cohort being reported on (i.e. the examination/text year group).
The information reported for each group of students will be split into the following categories:
- c. The number (and percentage) with statements or supported at school action plus
- d. The number (and percentage) supported at school action.
SEN School Codes
School action
The triggers for intervention through school action could be the teacher's or others' concern, underpinned by evidence, about a child who despite receiving differentiated learning opportunities:
- makes little or no progress even when teaching approaches are targeted particularly in a student's identified area of weakness
- shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas
- presents persistent emotional or behavioural difficulties which are not ameliorated by the behaviour management techniques usually employed in the school
- has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment
- has communication and/or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum.
School action plus
The triggers under school action plus could be that, despite receiving an individualised programme and/or concentrated support under School Action, the student:
- continues to make little or no progress in specific areas over a long period
- continues working at National Curriculum levels substantially below that expected of students of a similar age
- continues to have difficulty in developing literacy and mathematics skills
- has emotional or behavioural difficulties which substantially and regularly interfere with their own learning or that of the class group, despite having an individualised behaviour management programme
- has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service
- has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.