Achievement and attainment tables

Ealing achievement and attainment tables for 2008/09 are available on the DCSF website or via the links on this page:

Key stage 2

Details of Ealing’s 2008/09 key stage 2 results

In 2009 pupils achieving level four or above in Ealing stands at 80% in English and 80% in maths. This means Ealing schools are performing at the national average in English and above the national average in maths.

Based on the contextual value added measure, pupils in 29 of Ealing's 65 primary schools are making significantly more progress than expected. Twelve of these schools are ranked in the country’s top 5% for helping their pupils progress.

There have been significant strides in reducing the number of schools below the 65% government floor target for level 4 or above from 8 schools below the target in English or maths just two years ago (2006-07), only three are below in 2009.

Primary school absence has also fallen from 5.9% in 2007-08 to 5.8% in 2008-09.

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Key stage 3

Discontinued by the DCSF in 2009.

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GCSE and equivalent

Details of Ealing’s 2008/09 GCSE and equivalent results

The proportion of pupils achieving five or more GCSEs at grades A* to C (or equivalent qualifications) including English and maths has improved by five percentage points in the last three years to 54.0% in Ealing in 2008/2009, this is more than 3 percentage points above the national average.

Also students made significantly more progress than expected in 10 of Ealing’s 13 high schools.

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Post 16

Details of Ealing's 2008/09 post 16 results

The borough's average point score per student and average point score per examination entry at post 16 were above the average for London West but just below the national average in 2008/2009.

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Value added/contextual value added

Value added is a way of determining pupil attainment by measuring the progress made between key stages and comparing this with the national average.

This is seen to be the best guide to a pupil's ultimate performance. Further guidance on value added is available on Teachernet.

The new contextual value added measure, which was published for secondary schools for the first time in 2006 and for the first time for primary schools in 2007, is a measure of the progress a school helps individual pupils to make between key stages.

In addition to their prior attainment, it also takes account of factors such as gender, ethnicity and poverty to judge how well schools are doing with the children they have in their school.