Performance tables

Ealing performance tables for 2009/10 are available on the DCSF website or via the links on this page:

Key stage 2

The proportion of primary school pupils achieving level four or above in both English and maths was 74% in Ealing in 2009/2010, a 1% point improvement in the last year. This means Ealing schools are performing 1% point above the national average.

Based on the contextual value added measure, pupils in 28 of the 45 Ealing primary schools where key stage 2 tests were taken in 2010, are making significantly more progress than expected. Seven of these schools are ranked in the country’s top 5% for helping their pupils progress.

Ealing's 2010 key stage 2 results are published by the Department for Education.

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GCSE and equivalent

Ealing's GCSE or equivalent results and Ealing's post-16 results are published by the Department for Children, Schools and Families.

The proportion of pupils achieving five or more GCSEs at grades A* to C (or equivalent qualifications) including English and maths has improved by nearly five percentage points in the last year to 58.7% in Ealing in 2009/2010. This is 3.5 percentage points above the national average. Also students made significantly more progress than expected in 7 of Ealing’s 13 high schools.

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Post 16

The borough's average point score per student and average point score per examination entry at post 16 were in line with the national average and above the average for London West in 2009/2010.
post 16 results are published by the Deaprtment for Education.

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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.