Secondary school league tables: Keighley-district and South Craven results

The statistics – for Key Stage 4 (GCSE) – show that while the local education authority still remains near the bottom of national league tables for results, it fares better in the new Progress 8 measure.

The measure examines the progress a pupil makes from the end of primary school to the end of secondary.

A positive figure shows above-average pupil improvement.

University Academy Keighley (UAK), which had a score of -0.01, said "significant progress" had been made in the past year.

Principal Bernie Addison said the school now compared favourably with others in the area and was above national and local averages in terms of performance.

And she added the progress was expected to continue.

"I am delighted at the improvements we have made and welcome the new measure of Progress 8," said Mrs Addison.

"This is a fairer measure of students' achievements at secondary school, recognising all pupils' starting points and tracking progress. It reinforces the message that every child's achievement and progress matter.

"I would like to thank all the students and staff for their hard work in achieving last year's results.

"The school is very fortunate to have good support from parents, the local community and its sponsors – the University of Bradford and Bradford Council."

Joanne Marshall, director of human resources at the University of Bradford, said UAK was "rightly proud" of its continued progress.

She added: "We look forward to seeing further improvements in the coming year.

"Mrs Addison and her staff have worked very hard to move UAK forward and we are delighted to support her and the board of governors in delivering such impressive results."

Holy Family Catholic School in Keighley, which recorded a score of -0.08, welcomed its results.

Headteacher, Martin Hings, said: "The league tables – with Progress 8 – are a new system and like all new systems there are some teething problems.

"However, our first set of results under the new system are very encouraging.

"We recorded our highest-ever English and maths 'basics' score of 65 per cent and our Progress 8 score indicated that, in general, our students leave with higher progress than from their original starting point in year seven. This is a tribute to the work of the pupils, parents and staff."

He added: "We look forward to working and developing this new system over the next few years and improving progress for all students in the school."

South Craven School at Cross Hills achieved 0.22.

Its headteacher, Dr Andrew Cummings, said: "We are extremely pleased.

"It demonstrates that our pupils make very good progress.

"But also, whilst we are delighted, outstanding results at Upper Wharfedale School and Settle College give us something to aim for."

The average Progress 8 measure for Bradford district is -0.15. This puts it in the bottom third of the national rankings, but still performing better than 29 other local authorities.

The figures also include an average Attainment 8 score per pupil, which measures the achievement of a pupil across eight qualifications including mathematics and English.

In this measure, Bradford ranks sixth from bottom out of all local authorities in the country, with an average score per pupil of 45.7.

Ian Murch, Bradford-district spokesman for the National Union of Teachers, said: "Pupils who come from areas of high poverty are likely to do worse when you only look at results. This gives us a better idea of how they progress from their starting points."

School Standards Minister Nick Gibb said: “The figures confirm that the hard work of teachers and pupils across the country is leading to higher standards, and for that they should be congratulated.

“As well as confirming that the number of young people taking GCSEs in core academic subjects is rising, today’s figures show the attainment gap between disadvantaged and all other pupils has now narrowed by seven per cent since 2011.

“Under our reforms there are almost 1.8 million more young people in good or outstanding schools than in 2010, and through our new, fairer Progress 8 measure we will ensure that even more children are supported to achieve their full potential.”

KEY

Left to right, after the name and type of school, the columns show:

A. The number of pupils eligible for GCSE and equivalent qualifications. This is defined as the number of pupils at the end of Key Stage 4, which usually means all pupils in Year 11.

B. Number of pupils included in Progress 8 measure.

C. Progress 8 measure. The new Progress 8 measure looks at the progress a pupil makes from the end of primary school to the end of secondary school. It is a value added measure, which compares pupils' results with the achievements of other pupils that have the same prior attainment. It measures performance across eight qualifications.

D. Average attainment 8 score per pupil. This measures the achievement of a pupil across 8 qualifications including mathematics and English, which are double-weighted, three further qualifications that count in the English Baccalaureate (EBacc) measure and three other qualifications that can be GCSEs or any other approved equivalent qualification.

E. Percentage of pupils achieving A*-C in both English and mathematics.

F. Percentage of pupils achieving the English Baccalaureate. Pupils achieve the EBacc if they gain at least a C in GCSE maths, English, science, history or geography and a language.

KEY STAGE 5: A-levels and equivalent qualifications.

G. Average point score per academic entry. Academic qualifications include A-levels as well as other academic qualifications such as the International Baccalaureate Diploma.

H. Average point score per academic entry expressed as a grade.

I. Average point score per tech level entry. Technical qualifications include a number of Level 3 (advanced) qualifications for students wishing to specialize in a technical occupation or occupational group (for example, this includes City & Guilds Level 3 Diploma Qualifications)

J. Average point score per tech level entry expressed as a grade.

K. Average point score per applied general entry qualification. These qualifications include, for example some Pearson BTEC Level 3 courses.

L. Average point score per applied general entry expressed as a grade.