Battersea Park School
|School name||Battersea Park School|
401 Battersea Park RoadSW11 5AP
|Type of school||Foundation School|
|Age range||11 - 19|
|Number of pupils||709 (52% boys/47% girls)|
|Linked to||Harris Academy Battersea|
Click for details of all these linked schools.
Admissions data is usually only collected for community schools, i.e. schools whose admissions are controlled by the local authority. However, we have started to collect data for academies and free schools which use home to school distance to allocate places if the school is oversubscribed.
So far, we have collected admissions data for schools in Greater London and a handful of other local authorities. For more details, please see our FAQ.
Ofsted inspection results:
|School||Battersea Park School|
|Ofsted inspection grade||4 - Inadequate|
|Achievement of pupils||4 - Inadequate|
|Behaviour and safety of pupils||3 - Requires improvement|
|Quality of teaching||4 - Inadequate|
|Leadership and management||4 - Inadequate|
|Type of inspection and date||S5 Inspection12/06/2013|
|Link to inspection reports for this school||View all inspection reports for this school|
A great deal is made of school league tables and exam performance. Clearly, this is not the only factor by which parents ought to judge a school. Nevertheless, exam results can be an important indicator of how well a school is performing. This statistics given below are by no means comprehensive, but should be sufficient to give you an idea of how the pupils at each school have performed relative to each other and the national average.
Key stage 2
This section presents a number of statistics relating to pupils' performance in Key Stage 2 tests. These National Curriculum assessments, often known as SATs, are mandatory for all state schools and are taken at the end of year 6 (the academic year in which children will be 11).
There are a number of reasons why Key Stage 2 results might not be available for a particular school. For example, the tests are not mandatory for independent schools, and obviously a school will only have results if it has children in year 6. Alternatively, it may be because results are not yet available. This will be true for some recently established free schools, or recently converted academies. In the case of converter academies, you may be able to see the historic results for the original school by using the 'compare to linked school' button in the first table on this page.
Note that a large number of schools boycotted the key stage 2 tests in 2010, and therefore the relevant statistics are missing for many schools. However, most of the schools provided data on teacher assessments of the pupils.
Average point score
The following chart shows the average point score for pupils at the school over the past few years. Higher scores represent better results. Specifically, a result of level 5 generates 33 points, level 4 - 27 points, and level 3 - 21 points. All other results receive 15 points. The school average is just a simple average of the number of points per pupil in each subject (for those pupils who took the test).
Achieving or exceeding the expected level - 2013
This next chart shows you the percentage of pupils achieving, exceeding and failing to reach level 4 in maths, reading and the new (as of 2013) grammar, punctuation and spelling national curriculum tests. Level 4 is the standard that the Government expects the majority of pupils to achieve by the end of Key Stage 2.
Schools may also choose to enter pupils for a new Level 6 test. However, since this test is optional, and lots of schools have chosen not to enter pupils for the test, the statistics can be misleading and so have been omitted.
Achieving the expected level
This chart shows the percentage of pupils achieving the level 4 or higher in Maths and Reading national curriculum tests, and in teacher assessments of Writing in 2012 and 2013. This is a new standard for the level the Government expects pupils to achieve in their KS2 national curriculum tests. Until 2012, the relevant measure was the percentage of pupils achieving level 4 or higher in both English and Maths tests.
This change in definition of the expected level results in slightly lower percentage achieving the standard. In 2012, when both statistics were published, the national average for the new measure was 75% - down from 79% under the old regime. Similarly, the percentage exceeding the expected level falls from 27% to 20%.
Teacher assessed results
The chart below shows the results of the teacher assessed in reading, writing and science. The Maths, Reading and GPS results given above come from external marking, whereas these tests are assessed by teachers at the school.
Value added measures
This final chart shows the Value Added measures for the school. These indicate the level of progress made by pupils at the school between Key Stages 1 and 2 compared to the national average. The national average is benchmarked at 100, and so scores greater (less) than 100 indicate relatively more (less) progress.
This is a potentially informative statistic. For example, it may show that a school which doesn't have brilliant results has nevertheless taken pupils from a low starting point and improved their scores substantially. However, there is always the risk that it affected by the small numbers involved in the sample, and therefore might not be a reliable indicator of the relative performance of the school.
For around 5% of schools this statistics is suppressed by the Department for Education to protect privacy of individual pupils.
Average point score per pupil
This first chart shows the average point score per pupil for 2013. This is usually a good overall indicator of the pupils' performance. GCSE points are calculated as follows:
Average point score per exam entry
The average point score per pupil is affected by the number of exams pupils tale on average. So, it is useful to also compare the average point score per exam entry. Points are calculated as per the table above.
Percentage of pupils achieving the English Baccalaureate
The English Baccalaureate, or EBacc, is an alternative GCSE performance measure introduced by the Government in 2010. It is not a separate qualification. It is the percentage of pupils achieving A*-C in English, Maths, two sciences, a foreign language and history or geography. It is intended as an overall measure of performance in academic, as opposed to vocational, GCSE. For more details, and for a full list of the GCSE subjects which are recognised in the EBacc, see the Department for Education.
Since some pupils do not take exams in all EBacc subject areas, we present two figures below: the percentage of pupils achieving the EBacc, and the percentage who have taken exams in all EBacc subjects.
Percentage of pupils achieving 5 or more good passes
This chart shows the percentage of pupils achieving 5 or more A*-C grades including both English and Maths since 2009.
Percentage of pupils achieving 5 or more passes
The charts below show the percentage of pupils passing 5 or more GCSEs in any subject. It shows the difference in results between a 'good' pass with a grade of A*-C, and any pass which means a grade between A* and G.
Sixth Form results
Average point score
There are a number of different qualifications which pupils can take after GCSEs. The most common are A levels, but many schools now offer International Baccalaureate (IB), and there are also BTECs and diplomas. Under the current system, these various qualifications are assigned a point score which is often used as the entry condition by Universities. The table below show how the points are calculated for A levels. For more details on how points are awarded for other qualifications, please see the this document from the Department for Education. Also, note that this point system is different to that used by UCAS.
The first chart below shows the average number of points per pupil, and the second shows the average points per entry. Especially at A level, there can be significant differences in the average per pupil because of pupils take different numbers of subjects at different schools.
Note: the figures for 2013 are slightly different to the earlier years. The measure for 2013 is the average point score for full time equivalent academic students. The figures for earlier years are average point scores for all KS5 students (i.e. including those taking vocational qualifications).
|Grade||A level points||AS level points|
Percentage of pupils gaining 1, 2 or 3 passes
The following chart shows the percentage of A level pupils passing at least 1, 2 and 3 A levels, or gaining the equivalent in other academic qualifications such as IB. A pass means a grade between A* and E.
The chart also shows the percentage of pupils passing at least three A levels with grades AAB or higher in at least 2 facilitating subjects. Note that this statistic is only produced for A levels, and therefore schools which only offer IB will show as a blank. Facilitating subjects are maths, English literature, physics, biology, chemistry, geography, history and languages. The idea behind this measure is to give an indication of the proportion of pupils achieving the type of grades often required by top universities. However, it should be noted that it is not a good measure of schools in general as it will reflect poorly on institutions which encourage pupils to take a mix of vocational and academic subjects.
School census details:
The Department for Education collects information every year from government maintained schools. The 'school census' gathers a variety of data about pupils such as age, sex, ethnicity, whether English is their first language. It looks at the number of children with special educational needs, and the number of children eligible and taking free school meals. As of 2010, there is now also an annual census of the teachers and support staff at schools.
This section presents a subset of the census data collected in 2014. For access to the underlying data, and for further details about the data collected, please see this page on the government's data.gov.uk website.
The first chart shows the proportion of pupils for whom English is their first language. The second chart show a breakdown of the pupils' ethnicity. Note that some data is removed from the underlying tables to protect individual identities. As a result, neither chart will necessarily add up to 100%.