As part of our duties under the Equality Act 2012 and the Public Sector Equality Duty 2011 we are required to publish and make accessible information in relation to ethnicity, gender and proficiency in English.
The Chart at the base of this page contains links to the full sets of data, but this overview may help explain this information.
School Population Composition
The RAISEOnline report is a data report published annually by Ofsted containing extensive information about performance of pupils at the school during the preceding academic year and trends over the past few years. Some pages of this report compare performance by ethnicity, gender and proficiency in English. The links provided will take you to pages showing numbers of students in the school, their ethnicity by year group, the number with English as a second language and numbers of students with special educational needs and their type.
Differences by outcome of groups in the school (by gender, ethnicity and proficiency in English)
The full RAISEOnline report contains quite extensive information about outcomes for students belonging to different groups. The link provided is to a page (Table 4.1.19) that compares their performance based on Total Points Scores. Students accrue points for the grades they achieve in different subjects (e.g. A* = 58, A = 52, B = 46 etc). These are totalled using all the grades achieved for all subjects for which the student was entered. The average of all students’ points scores in the year group is then calculated and compared in the chart with the national averages for each group.
For example a student achieving 10 A* grades at GCSE in 10 different subjects would have achieved a total point score of 58 x 10 = 580 points.
These total point scores are listed in the right-hand side of Table 4.1.19 (follow link) in 2 columns – one titled ‘GCSE only’, the other ‘with equivalences’. Some schools have included additional qualification on the curriculum, such as certificates and diplomas, and these have been considered equivalent to GCSE, accruing points in the same way. Indeed many of these qualifications have been counted as multiple GCSEs.
The left hand side of Table 4.1.19 shows the ‘capped total point scores’. You will see that these are much lower nationally than the total point scores on the other side of the chart because only the best 8 grades are included. This encourages schools to provide a curriculum based on quality not quantity – unless this was done students could sit 20 GCSEs and achieve mediocre grades but still rack up the same points scores as those who achieved very high grades in 8 subjects.
So what does the table show about performance of groups at FUS? You will see that when only GCSEs are considered Ferndown students in nearly every group score above national averages. In other words they do very well at GCSE when considering all grades achieved, not just A*-C.
Equality Objectives (relating to differences by outcome)
Equalities Action Plan for 2014-2015, which is part of the whole School Development Plan
Three Policies are included which are regularly reviewed by governors
The following chart outlines where this information can be found:
|School Population Composition||Read full Ofsted RaiseOnline Report
National Curriculum Year Group
Ethnic goups and English as a first language in Ferndown Upper School
Main SEN Type trend
|Differences by outcome of groups in the school
(by gender, ethnicity and proficiency in English)
|Key Stage 4 average point scores with and without qualifications equivalent to GCSE 2012|
|Equality objectives (relating to differences by outcome)||School Development Plan: Includes Equalities Action Plan
(copy on request from school office)
|Equality Policies||Policy pages on school website:
Equal Opportunities, SEN, Accessibility