FULFORD

SCHOOL
PROSPECTUS
2012 /13

Fulfordgate, Heslington Lane, Fulford, York YO10 4FY

Telephone York (01904) 633300
www.fulford.york.sch.uk
Realising Potential, Creating the Future

We aim for all students to realise their potential through opportunity, challenge and support. We seek
to create a positive environment where students feel secure and enjoy their learning. Our goal is to
achieve personal fulfilment, and to play an active, positive role in the community. School Aims

The context of the school

Fulford School was rated Outstanding by OFSTED in 2011. The school opened in 1963 and
has been a comprehensive school since 1970. It is situated in a pleasant residential area on the
outskirts of the city and draws most of its students from the villages to the south and east of
York. In recent years the schools success has meant that it has become heavily over-
subscribed. The number of registered students for the start of the 2012-13 academic year is
1336. This includes 309 in the Sixth Form.

The schools growth and success can be seen in a number of ways. There has been an extensive
building programme in recent years to provide additional specialist classrooms. The level and
quality of ICT in the school have seen impressive growth as befits our Maths and Computing
specialist status. The school has achieved the Healthy Schools Award, the Advanced Inclusion
Award, the FA Charter Mark and awards for excellence in mentoring and the management and
development of our support staff.

Our Outstanding OFSTED report in 2011 reflects the excellent leadership and management at
the school, the strength of our curriculum, the effectiveness of our care and guidance and the
strength of our sixth form. What makes Fulford School an outstanding school is that it
manages very successfully to promote both the academic and personal development of its
students. Students confirm that they feel very safe in school. The school is very orderly
and there is a strong ethos for learning which supports all students. Behaviour during the
inspection was outstanding.. There is no sense of complacency. As a result the capacity for
further improvement is outstanding (OFSTED 2011)

The Headteacher of the school is Mr S Smith. Mrs C Cullen is the current Chair of the
Governing Body. Mr Smith has been in post since joining Fulford in 2001 and Mrs Cullen has
recently taken over as Chair of Governors after several years of service on the Governing
Body.

There has been a thriving Youth Centre on the site and successful Adult Education provision at
Fulford since the school opened in 1963. Courses for adults take place at the school on
Tuesday and Thursday evenings and a separate prospectus is produced to show what is
available. Courses are also run at out-centres in the schools catchment area at Heslington,
Dunnington, Escrick, Naburn and Wheldrake. This programme has a wide range of courses,
and students range in age from 12 to 92! Community links are also forged through our work as
a Mathematics and Computing Specialist school. Contact details are given below for the Adult
Education provision.

Adult Education Administrators: Mrs D Brown

Tel: 01904 611505

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 Our school is highly cohesive. Our aim is to enable students to have an excellent understanding
of their role in society and their contribution within the wider community. We have a clear
understanding of our strengths and areas for development and use this knowledge to benefit
our local community and to make a contribution to the wider regional, national and global
communities.

We aim to offer educational and personal development opportunities for our students to enable
them to become informed and responsible citizens within a multi-ethnic national and global
society. We have charitable links with the Hope School in Chennai in India and have enjoyed a
variety of fundraising activities to support them. Our House pastoral system provides
opportunities to strengthen our contribution to our local community and the wider community
through fundraising and volunteering.

We aim to equip children with an awareness of our diverse society and to appreciate the value
of difference. Every member of Fulford School is regarded as of equal worth and importance,
irrespective of his/her creed, culture, class, race, gender, sexuality and/or disability. We aim for
our staff and students to recognize and challenge any forms of discrimination through
providing a safe environment in which views can be challenged. Equal Opportunities practices
should be evident in the formal curriculum, extra-curricular activities and the hidden
curriculum (the ethos of the school, the quality of personal relationships). Students and
teachers contribute towards a happy and caring environment by showing respect for, and
appreciation of, one another as individuals.

The principles and practice of equal opportunities apply to all members of the school
community: students, teaching and support staff, parents, governors and visitors. Our
Equalities policy covers all aspects of school from admissions of students to appointments of
staff. Our Equalities policy is available in the school office and on the website.

We recognize our statutory duty to eliminate racial discrimination and promote race equality
and good race relations in all that we do. To this end we will ensure that education for a
multicultural society is an integral part of every students experience and will seek to actively
counter any negative views expressed concerning skin colour, language, religion or culture.
This commitment is shared by all members of the school community: teaching and non-
teaching staff, students and governors.

Support for Students in Fulford

We believe it is vital that new students settle in quickly, and that they feel safe and secure in
school so they can enjoy learning and achieve their full potential. In order to promote this,
students starting at Fulford are placed in form groups where the Form Tutor acts as the
students main guide and mentor. This pastoral support is key to student development and
achievement and is a significant strength of our school.

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 Fulford School House System

Fulford School has adopted a House system for lower school students. This system allows:

Improved interaction between our form tutors and their students, and students of
different age ranges

The harnessing of the potential of our student body as peer mentors through the
guidance that our older students offer to their younger form members

Our Directors of Learning to be strategic leaders in school through the extended use of
our Student Support Officers to provide behaviour and guidance intervention for
students

A more cohesive school and more consistent experience for our students through
improving our school systems

Parents to be more in their childs learning through more regular contact with school
staff and early intervention when concerns exist

Our sixth form students will continue to enjoy the benefits of their own tutor and personalised
tutorials to aid their learning. They will also be active contributors to our vertical forms and
will be attached to a group for two afternoon tutor sessions a week where they will provide
invaluable support for the group and the tutor. The sixth form team is led by Mr T Morris,
Director of Sixth Form.

Each House will be run by a Director of Learning Apollo House by Mr Gatenby, Athena
House by Miss Pearson, Artemis House by Mr Lacy and Atlas House by Mr Lunn. The
Directors of Learning can be found in their open plan office at the front of school and work as
a close team to maximise the achievement of all our students.

Each House also has a Senior Captain from the sixth form and Captains and Vice Captains
from Year 11. Full details of the House Captains and Vice Captains are on the school website.
These students play an important leadership role within their Houses and run the House
Councils. The Captains report to the Directors of Learning and the Student Presidents. The
school also appoints form representatives and members of the Student Executive and other
roles and responsibilities arise as each year progresses.

School rewards are run through the House Points system. House Points are earned through
positive planner comments and participation and success in key note House events. The
winning house will be rewarded in the summer term!

The Directors of Learning will be supported by our extended Student Support team. Led by
Mrs Tyrer as Lead Worker Education Welfare, the team comprises of Mr Scott (Lead Student
Support Officer), Mrs Wright and Miss Bray (Student Support/Counselling).

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 The School Day

The school day starts at 8.35am and finishes at 3.30pm. It is made up of five one hour lessons
and a vertical registration period of twenty minutes. Lunch is between 1.10pm and 2.10pm and
is organised on a rota system with different year groups on first sitting on different days of the
week. In the first week Year 7 students will have a slightly earlier lunch to allow them to
become familiar with their new surroundings. In addition to the lunch break there are two
fifteen minute breaks during the morning session. Students are able to use the cashless catering
system to buy snacks and drinks from the canteen during one of these breaks. Catering
provision includes a salad and sandwich bar and areas serving hot snacks and cooked meals
which again work on a pre-paid cashless catering basis. We request that where students bring a
packed lunch to the school this reflects the healthy eating guidelines and does not contain fizzy
drinks, crisps or confectionery.

School Uniform

Our School Student Council designed our school uniform and full details of the requirements
of this can be obtained from the school office and the school website. In Years 7-9 students
wear a blue school sweatshirt which progresses to a black school sweatshirt in Years 10 and 11.
Girls may wear either a black knee length skirt or black trousers. There is no formal uniform in
the Sixth Form. We believe school uniform plays a key part to play in promoting the ethos of
the school and in enhancing its standards and its collective identity.

Student Conduct

Central to our partnership between the school, students and parents and our drive to achieve
the highest standards of behaviour is our Home-School agreement and our school Code of
Conduct. It is assumed that parents seeking a place in the school for their children are in
agreement with the code of conduct and the Home-School Agreement. These documents set
out our expectations of our students and the standards of behaviour we expect them to adhere
to. Although the vast majority of our students approach their learning in a responsible and
productive manner, there are occasions when sanctions may need to be taken against those who
dont. In the first instance, any problems will be dealt with by the subject teacher through
strategies such as verbal reprimand, detention at breaks, lunch hour or after school, or setting
of additional work. In the event of repeated or more serious problems, a senior member of
staff, usually the Director of Learning or Curriculum Leader, will be involved, will meet with
the student, and if appropriate, place him or her on report or in detention, or withdraw the
student from lessons for a short time. At this stage parents will usually be notified of any
problems and will be asked to come to school to discuss the matter. Fulford adheres to a
policy where parents will normally be informed 24 hours in advance if a student is being
detained after school. Please note that the school has the right to impose an after-school
detention and the notification of this to parents is a matter of courtesy so that any necessary
transport arrangements can be completed. Please note there is no formal notice period required
for school detentions.

Where an after-school detention does occur the parents of students who are placed in this will
be expected to arrange their childs transport home. Any serious offences, of which happily
there are few at Fulford, will result in either the isolation of the student in our Inclusion room
or an exclusion depending upon the severity of the incident.

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 We believe our excellent record of student behaviour is based on clear and high expectations of
our students, on early intervention and clear home-school communication.

Homework

Homework is an essential feature of the school and is used to develop student learning and to
promote skills such as organisation, time-management and research. Full details of the
homework policy are available from the school office and the website. At the start of each year
class teachers give students details of the time allocation required for each subject homework,
as well as when, and how often, this will be set. On starting school we give students a planner
to record their homework details. The planner is at the centre of home-school communication
and we ask parents/carers to check this regularly and to sign it once a week. The planner is the
key channel of communication between parents and the form tutor and subject teachers, and
plays a crucial role in the operation of the schools Rewards and Sanctions policy.

School Meals Cashless Catering System

The school operates a cashless catering system which incorporates the latest technology and
eliminates the need for students to carry cash throughout the day. It is also biometric so there is
no need for pupils to carry a card; the system will recognise the thumb of your child at the top
up points and at the tills. This allows us to continue our work in developing and enhancing the
school meal experience, and provides us with more efficiency, speed and an improved quality
of service. Crucially, it enables you as parents/carers to view the purchase records of your
son/daughter and thus will provide information relating to the health of their diet. Further
information about cashless catering and FAQs can be found on our website
www.fulford.york.sch.uk

Attendance

The school places huge importance on securing high attendance and employs an Attendance
Officer and Student Support Officers to monitor attendance and follow up any unexplained
absences. Where unplanned absence arises, parents/carers should ring the school office on the
first day of absence and notify staff of the reason for this and its likely duration. Students must
bring a parental note explaining the reason for absence on their return to school and hand this
to their form tutor. Our Attendance Policy does not authorise holiday absence during term time
due to the detrimental impact this has on student progress in all year groups. This is especially
damaging in examination courses where regular assessment of work is involved.

In 2011/12 unauthorised absence was 0.8% and authorised absence was 3.5% as percentage of
school attendance.

Home School Communication

We inform parents of student progress in subject areas through formal reports and Parents
Evenings. Parents Evenings are held for each year group providing parents and teachers with
the opportunity to meet and discuss the progress of individuals. In addition to the regular
Parents Evenings there are other sessions at key points as the students progress through the
school, such as the Information Evenings on options choices for Years 9 and 11, and the Higher
Education evening for Year 12.

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 We also hold a series of Progress Reviews for all students in Years 7-11. These provide parents
with an opportunity to meet one-to-one with their childs form tutor to discuss academic
progress. The school news sheet The Fulfordian is published regularly on line and this
includes details of meetings, activities and special events. At the start of the Autumn Term we
send a calendar home giving the important dates for the whole year. This is also available on
the school website, which also provides key information on a range of whole school policies.
Further details of these are also available from the school office.

If parents should have a complaint or concern relating to their childs education they should
refer this to the Director of Learning or a senior member of staff in the first instance. If parents
are still not satisfied with the outcome they should then contact the Headteacher. In the
unlikely event of the matter being unresolved, parents may, through the school, contact the
Chair of Governors who will arrange for any necessary investigation by the Governors. Any
correspondence to the Chair of Governors should be addressed to Mrs C Cullen and should be
handed in to the school office.

School Admissions

Fulford School has a designated catchment area, and children living within this area are given
priority in admission and are usually allocated a place at the school, subject to the admissions
limit. Children from outside this area may apply to the Local Authority for a place at the school
and the request will be granted if there is space. Currently the school is oversubscribed. If,
after receiving details of the school at which your child has been allocated a place, you wish to
enquire about alternative places or appeal against a decision you should contact Educational
Services no later than seven working days after receiving the allocation letter. Full details of all
the CITY OF YORK admissions procedures are available from Educational Services, Mill
House, North Street, York, YO1 6JD. Contact Mr M Ellis on 01904 554246.

Provision for Able and Talented students

A wide range of qualitative and quantitative strategies are used to identify able and talented
students. This identification is the starting point for the provision of enhanced learning
opportunities. Our school strives towards inclusion and recognises a range of human abilities
and talents. In class approaches are central to the provision for able and talented students
through challenge within subject areas, drawing on materials and strategies from later or
higher levels of study, differentiated homework for able and talented when applicable and
provision for multiple intelligences and learning styles in lessons.

Out of class approaches through the Virtual Learning Environment (VLE) can extend a
students capacity to work independently across the curriculum. We liaise closely with the
Excellence Hubs and support student attendance at these events. We do provide a wide range
of enrichment activities within departments. Parents are informed by letter should their child
be identified as having a particular ability or talent.

Support arrangements for students with special educational needs

We make extensive and individual arrangements for the admission of students with special
needs to the school that are tailored to the needs of each student. Our Confidential List,
published twice a year, informs the teaching staff of disabilities and includes details of students
with a range of learning, physical, social communication and medical needs.

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 For students entering our enhanced resource for autism, the teacher in charge makes visits to
the partner primary school and runs an extensive admissions programme. This includes visits
to Fulford School at different times plus visual timetables and photo diaries. In all our
arrangements we liaise with parents and outside agencies to make the transition as smooth as
possible.

We have an active disability equality scheme and access plan that have been developed from
department improvement planning and consultation with staff, parents and students. This
enables us to address the needs of our current community users as well as anticipating future
requirements. The disability equality scheme can be viewed in full at the Fulford school
website. All students have access to the activities conducted in school and reasonable
adjustments are made for students with disabilities engaging in school trips. Students with
physical disabilities have enjoyed the trip to museums and residential geography field trips.

Our team of teaching assistants and student support officers work with teaching staff to
increase students access to the curriculum. During breaks and lunchtimes there is a supervised
facility where students receive help with homework and can spend time in a sheltered
environment. We meet with parents on a regular basis to address any support issues that have
arisen and the impact of the Special Educational Needs policy is reviewed annually with the
SEN Governor.

Child Protection Arrangements

We are committed to safeguarding and promoting the welfare of children and young people
and expect all our staff and any volunteers in school to share this commitment. We follow City
of York guidelines and procedures regarding safe recruitment and working practices. We have
a Child Protection policy in place with a nominated member of the senior leadership team as
the designated teacher who works and liaises with staff, parents and outside agencies on child
protection issues. Interagency Procedures produced by the City of York are followed when any
member of staff has concerns about the wellbeing and welfare of a student. These procedures
are available at the School Office and online at:
www.saferchildrenyork.org.uk/policy/index.html.

Full details of school policies and other information relating to the school may be found
on the school website.

Fundraising

The School Fund, which is a recognised charity, covers a range of expenditure items. Within
this fund there is a parent fund which is used to provide additional resources for the use of all
students. This fund enables us to bid for matched funding from other sources to extend our
facilities. It enabled us to secure funding for building the Business Studies classrooms and
assisted us in building a suite of classrooms that are now occupied by the History Department.
This fund is a crucial means of providing much needed resources within the school and thus
we ask each family to please help towards the fund by donation or covenant. Further details on
this will be given out at the start of the academic year. The account is audited annually in
accordance with the Charities Commission and a summary of the annual account is provided
each year.

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 The Parent Teacher Association is another invaluable asset to the school in terms of
fundraising. It meets regularly and organises a variety of activities, some educational, some
social, with many linked to fundraising. All parents are welcome and the Annual General
Meeting is held in the Autumn Term of each year. In the past, parents have raised money for a
wide range of equipment and furnishings, new and replacement minibuses, a sublimation
printer for DT, computer software and goal posts for PE.

Parent Council

The Fulford School Parent Council is a forum for consultation and gathering the views of
parents and carers whose children are currently attend Fulford School. The aim of the council
is to contribute towards Fulford School securing the best learning opportunities for all students
and to ensure that the school engages effectively with parents and carers. School Governors
have an open invitation to meetings. Meetings are chaired by the Deputy Headteacher,
Community. Parent Council meet three times a year.

The 11 - 18 Learning Programme at Fulford

Fulford seeks to develop the skills, values, talents, creativity and knowledge of all our
community and we see the content, structure, organisation and coherence of the curriculum as
the factors in developing our school ethos and the potential of all those involved with the
school. Our curriculum, both within and outside the classroom, aims to provide high quality
provision, enjoyable learning, excellence, opportunity and challenge for students of all
abilities. It is also designed, along with our Careers Education and Information Advice and
Guidance programme (CEIAG), to enable a broad range of progression routes and personalised
support to meet the needs of our learners.

The assessment opportunities embedded in our curriculum design inform learners of their
current level of progress, allow them to reflect on their learning and identify what they need to
do to improve. Our curriculum underpins all the work we do in school and is central to
securing the highest standards of teaching and learning, student attainment and personal
development. It aims to develop the knowledge, understanding, skills and personal qualities of
our students so they are successful learners, confident individuals, and tolerant and responsible
citizens.

The structure of the curriculum, while meeting statutory requirements, is designed to ensure
that all students are able to make good progress and aims to provide a range of personalised
curricular pathways. We seek to develop a curriculum that meets the needs of our learners and
that enhances student choice through partnership working, within the context of the efficient
and effective use of the resources we have available. We place emphasis on developing
literacy, numeracy, ICT skills and personal development in order to maximise the life chances
of all our students. The structure of the curriculum supports students in achieving skills in
literacy and numeracy, and in developing their capacity for enterprise. One of the key purposes
of our support for students with special needs is to ensure accessibility to the curriculum for all
students as far as is practicable.

We place stress on the development of functional and personal, learning and thinking skills
across all subjects in the curriculum, in order to maximise the potential and future success of
our students.

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 Our curriculum reflects local and national need, promotes global awareness and sustainability,
and seeks to raise aspirations by providing very strong and visible progression routes into
higher education, further education, apprenticeship training and employment. In order to
optimise our curriculum offer we work in partnership with other institutions and organisations
seeking to further develop opportunities as appropriate.

Learning and teaching at Fulford reflects the following key principles:

Students should be taught how to learn and how to reflect and improve on their learning
Clearly structured lessons promote learning
Teachers must create and maintain a purposeful learning environment
Achievement must be recognised and rewarded through the schools rewards system
Underachievement must be challenged, not processed
We also recognise that learning goes beyond the classroom, as reflected by the number of
extra-curricular trips, clubs, off timetable activities and visits

Learning and teaching are interactive. It is important that we teach students how to learn to
learn in order to become independent learners and develop skills for life-long learning.

Key Stage 3 Learning Programme

Year 7 Year 8 Year 9

English English English
Mathematics Mathematics Mathematics*
Combined Science Combined Science ICT*
ICT ICT Biology
Drama Drama Chemistry
French French
History German Physics
Geography History Drama
Religious Studies Geography French
German
Music Religious Studies History
Art Music Geography
Design Technology Art Religious Studies*
PE / Games Design Technology Music
Personal Development PE / Games Art
Personal Development Design Technology
PE / Games
Personal Development

* Early entry with GCSE/Level 2 courses starting in Year 9

Key Stage 4 (Years 10 & 11) Learning Programme

All students study the following subjects:

English RE (short course)
Mathematics Physical Education
Science Personal Development

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 In addition, 3 choices are made from the following subjects:

Art & Design Drama

ASDAN French
GCSE Applied Business German
Business Studies Geography
D&T: Electronic Products GCSE Physical Education
D&T: Food Products History
D&T: Graphic Products ICT
D&T: Resistant Materials Music
D&T: Textile Technology

Collective worship is provided through House assemblies and the tutorial programme and is of
a broadly Christian nature. This is designed to develop a community spirit and shared set of
moral values and to promote social awareness and personal reflection. Parents have the right to
request that their children be exempted from attending assemblies of a religious nature and RE
lessons on the grounds of religious belief. Parents also have a right to request the withdrawal
of their child from aspects of Sex Education providing that they do not form part of the
national curriculum. Any comments or concerns parents may wish to raise relating to the
implementation of the National Curriculum or the provision of Religious Education should be
directed to the school in the first instance, and thereafter to the Local Authority.
Key Stage 5 (Years 12 & 13) Learning Programme

Advanced (AS and A2 courses)

Art & Design Government & Politics
Biology History
Business Studies IT
Chemistry Mathematics
Design and Technology Further Mathematics
Economics Music
English Language Photography
English Language and Literature Physical Education
English Literature Physics
Film Studies Psychology
Food Technology Textiles
French Theatre Studies
German
General Studies
Geography

Applied AS/A2 courses

Business
Science

A wide range of enrichment activities is available within the sixth form (full details are
in our sixth form prospectus).

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 TEACHING STAFF BY DEPARTMENT: SEPTEMBER 2012

Headteacher - Mr S W Smith
Deputy Headteachers - Mrs S Rees, Mrs L Savage
Assistant Headteachers Mr T Baker, Mr D Bodey, Mr T Johnson, Mr A Rosie
School Business Manager Mrs S Keeble

Art Business Studies

Mrs A Finch AF Mr G Maloy GM
Mrs S Howson SH Mr R Jones RJ
Mr E Hughes TH Mrs L Newton LN

Design Technology English

Mr D Wooldridge DW Ms K Brzozowska KB
Mrs E Clutton EC Ms S Barker SB
Ms T James TJ Mrs R Baroni RBa
Mr A Jobson AJo Ms C Burdett CBu
Miss R Pearson RP Mrs L Carter NC
Mr P Rothwell-Wood PW Miss L Cooper LCO
Mrs S Urmston SU Mrs L de Gaye LD
Ms E Gordon EGo
Geography Ms C Dolphin CD
Mr P Hickling PHk Mrs S Gatenby SG
Mrs L Butcher LB Mrs N Goodwill NG
Miss L Goodall LG Miss A Greene AG
Mr T Morris TM Mr T Johnson TJo
Ms E Sellers ES Ms J Lavender JL
Ms C Watt CW Mrs K McBride KM
Ms N Towle NT
History
Miss T Bowen TBo ICT
Ms L Booth LBo Mr L Crocker LC
Mrs K Jenner KJ Mr C Charles CC
Mrs A Martin AM Ms E Humphreys EHu
Ms G McKay GMk Dr C Paterson CP
Ms V Pearson VP Mr S Lacy SLa
Ms L Savage LS
Mr S Smith SWS Modern Languages
Mr M Richardson MR
Mathematics Ms M Flint MFl
Mr C Stephenson CS Miss L Gibbs LGi
Mr D Bodey DBy Mrs E Green EG
Mr P Gatenby PG Ms S Janssen-Havercroft SJa
Mrs K Gowland KG Mrs R Malone RM
Ms H Hughes HH Ms A Taylor AT
Mr D Isanski DI Mr C Towse CT
Mr A Kel AK
Ms P Kelly PK Music
Mrs C Millington CM Mr A Goldsmith AG
Mrs L Perkis LPe Dr S Griffiths SG
Mr A Rosie AR Mr J Hunt JH

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 Physical Education Psychology/Sociology
Mr J Shutt JSh Mr D Archer DAr
Miss K Fairbairn KF Ms S Bardy SBa
Mrs S Jagger SJ
Mr A Lunn AL Religious Studies
Mrs J Snow JS Mrs E Teasdale ET
Mrs V Parker VP
Biology
Chemistry
Ms E Hickson EH Mr S Bailey SBy
Mrs S Charles SC Mrs R Carew RC
Mr P Chatterton PC Mrs F Nelson FN
Mr A Milson AMi Miss L Robertson LRo
Mrs E OToole EO
Mrs L Robinson LR Learning Support
Mrs S Rees SR
Physics Mrs A Fenech AFe
Mr P Davies PD
Mr T Baker TB Autism Centre
Mrs M Faint MF Ms J Maris
Mrs A Wainwright AW

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Destinations of Year 13
Leavers

Surname Forenames Destination Course

Ainslie Abbey Newcastle Psychology
Alcantara Ana Laura Lancaster Law
Alexander Edward Miles Buckingamshire Music & Live Events Management
Alexander Gabriella Bliss Gap Year
Appleton Robert Manchester Met Filmmaking
Arch Myfanwy Kelly Gap Year then Edinburgh Geography
Ashcroft Greg Employment
Astwood Thomas Daniel Open University & employment
Atkinson Laura Chester
Badowski Adrian BPP Leeds Law
Bailey Georgia Pearl Hull Primary Teaching
Baker Maya Gap Year then East Anglia Ecology
Baldock Helen Employment
Banhidy Norbert Ferenc Imperial College London Medicine
Barnes Patrick Northumbria Journalism and English Literature
Bentley Tessa Lancaster Religious Studies
Beresford Jack Newcastle Mathematics
Binnington Thomas Stephen Bath Aerospace Engineering (Sandwich)
Physical Education and Sports
Blackburn Lauren Amelia Gap Year then Worcester Coaching Science
Blain Sam Employment
Blake Harry Open University & employment
Brace Charlotte Francesca Gap Year then Lancaster English Literature
Briggs Alec David Newcastle Civil Engineering
Briggs Megan York College Art Foundation
Advertising Management and Brand
Brotherston Zakery William Manchester Met Management
Brumby James Liverpool Aerospace Engineering
Burbidge Jordan Gap Year
Burgess Marcus Nottingham Geography
Byrne Thomas Martin Cambridge Mathematics
Cammidge Rebecca Newcastle Marketing and Management
Cantrell Stephen John Warwick Mathematics
Carlton Shaun Northumbria Psychology
Carmichael Gemma Louise Wolverhampton Social Work
Cartwright Ellen Amy Gap Year
Challis Benjamin James Leicester Biological Sciences
Chilton Joshua Mark Leeds Economics
Clark Jessica Liverpool English
Cooper Rebecca Rose Gap Year
Coulson Polly Liverpool English
Craddock Tom Apprenticeship Accountancy
Craggs Emma Joyce Central Lancashire Music Theatre
Dalgleish Marisa Elizabeth Herriot Watt Chemistry

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Davies Kate Rachael Aston Construction Project Management
Davis Sarah Gap Year
Davison Liam Gap Year
Dodsworth Stephen Francis Gap Year
Downing Lauren York St John Education Studies
Earnden Robert Michael York College
Forensic Science with a year in
Edwards Nicholas David Kent Industry
Elliott Elizabeth Ann Gap Year
Elliott Sophie Gap Year
Ensor Samuel James Ainslie Imperial College London Medicine
Faletas Georgia Paulina Oxford French and German (4 years)
Electronic Engineering with Music
Feasey Jake York Technology Systems
Fletcher Benjamin Neil Northumbria Business Studies
English Literature and Film &
Foster-Edwards Sarah Jane Reading Theatre
Fowler Samuel Richard Gap Year Not placed
Freeman Will Sheffield Hallam Sport Business Management
French Emma Oxford English Language and Literature
Frost Alex Stirling Politics, Philosophy and Economics
Garland Emily Rose Gap Year then Nottingham Law
Gill Ryan Employment
Glavina Emily Alexandra Durham Philosophy
Graham Robert Sydney Sheffield Economics
Hallam Andy Employment
Hancy Liam Anthony Northumbria History and Politics
Harrison Jessica Madeleine Lancaster Geography
Heslinga Elise Royal Holloway French and German
Hicks James Michael Francis Glasgow Medicine
Howarth India Newcastle Town Planning
Hudson Emily Gap Year then Newcastle
Iqbal Umar Imperial College London Aeronautical Engineering
Jasim Alaa Glasgow School of Art Product Design
Kears Marcus Gerard Hull History
Kemp Charlotte Employment
Kenny Sarah-Louise York College Health & Beauty Diploma
Kenyon Ceri-Ellis Dale Manchester Geography
King Becky Gap Year
Kirby Mary Sophie Apprenticeship Accountancy
Kozyra Ryan Gap Year
Kybett Benjamin Oxford Ancient and Modern History
Accounting, Business Finance &
Langford Leah Mary York Management with a Year in Industry
Laycock Gabby York College Art Foundation
Lyon Samuel Central Lancashire Music Production
MacLeod Cameron Gap Year
MacLeod Elspeth Loughborough Industrial Design and Technology
Malarkey Sean Liverpool Psychology

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Malhotra Eeshan Seeking Apprenticeship
Marshall Rebecca Coventry Mathematics
Martin James Manchester Met Biology (Single Honours)
Mehdi Annie Gap Year
Milton Edward Northumbria Psychology
Minshull-Beech Jonathan James Robert Oxford History
Mitchell Alexander York St John History
Mitchell Sarah Annabel Northumbria Business with Marketing
Mole Thomas Northumbria Mathematics
Mulvihill Eilish Marie Liverpool English
Murray Natasha York College Art Foundation
Murshudov Arslan Nottingham Mathematics
Neryd Charlotte Alice Lancaster European Management (French)
Newby Samuel Thomas Northumbria History
O'Connor Samantha Elaine Gap Year then Teeside Crime Scene Science
Olley Rachel Gap Year
Onyeche Anthony Gap Year
Page Charlotte Durham Geography
Patrick Laura York College Art Foundation
Paxman Tara Durham Primary Teaching (General)
Pearson Amy Gap Year
Pearson Ruby Rose Emery Gap Year then Cardiff Marine Geography
Plummer Bethany Newcastle Geography
Pocock Daniel Lewis Newcastle Chemical Engineering (Industry)
Pownall Matthew Joseph Nottingham Law
Pun Annie York College A Level
Rawet Harriet Durham Geography
Redmond Chloe Leeds College Art Foundation
Rice Nicola Gap Year
Rich Chloe Elizabeth Sunderland Community Radio
Richards Amber Grace Gap Year then Northumbria History and Politics
Gap Year then Central
Ripley Ellen Lancashire Religion, Culture & Society
Cognitive Neuroscience and
Psychology with
Rizvi Amber Manchester Industrial/Professional Experience
Robinson Barbara Susanne Aston Psychology (4 year sandwich)
Robinson Eden Ruth Gap Year
Rocher-Purchase Solveig London College of Art Art Foundation
Rymer Lauren Gap Year then Chester Business and Marketing
Sculpher Polly Sheffield Economics and Politics
Shepherd Scott Luke Gap Year then Worcester Cricket Coaching and Management
Sherwood Oliver Charles Northumbria Accounting
Simpson Chloe Louise Gap Year then Sheffield Hallam Business and Marketing
Simpson Rebecca Liverpool Hope Geography
Smith Heidi Employment
Spencer Mollie Gap Year then Newcastle Agri-Business Management
Stannard Georgina Rose Gap Year

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Stathopoylos Siala Gap Year then Manchester Met Events Management (Sandwich)
Stewart Meredith Elin Gap Year
Stockton Sophie Gap Year then Northumbria Business with Marketing
Swainston Georgia Ileana Newcastle Marketing and Management
Tapsell Kelly Employment
Taylor Sarah Kirsten Hull York Medical School Medicine
Tetley-Isle Victoria Jane Durham Primary Teaching (General)
Helen Elizabeth Biochemistry (Molecular and
Thompson Crosier Oxford Cellular)
Thompson Matthew Paul Sheffield Medicine (Phase One)
Thompson Rosie-May Gap Year then Loughborough Management Sciences
Thrall Thomas Jack Huddersfield Biochemistry
Turner Kathryn Louise Imperial College London Geophysics
Tyler-Wray Benjamin Michael Gap Year then Leeds French
Vallack Nicola Manchester Textile Science and Technology
Vassie Jaz York College Art Foundation
Walmsley Emma Imperial College London Biochemistry with Research Abroad
Ward Sarah Grace Leeds Biology
Warner Cat Employment
Watson Alexander Edwin Newcastle Business Management
Wheller Ben Northumbria Business Studies
White Connor York College Diploma in Music Technology
Whitehall Kirstie Leicester History
Williams Daniel Ceri Gap Year
Williams Rory Michael Newcastle Dentistry
Willis Isabel Daisy Bristol Psychology
Wilson Laura Apprenticeship FERA
Worsley Marcus Gap Year
Yates Josh York College Art Foundation

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SUMMARY OF YEAR 11 DESTINATIONS 2012

Fulford School 122

York College 58

Apprenticeships/Employme 11
nt
Other School 26

Moving out of area 2

Seeking employment 1

Total number of students 220

Chart Title

1% 0% 5% Apprenticeships/Employment
12%
York College
26% Fulford School
Other School
Moving out of area
Seeking employment

55%

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 Fulford School
Examination Results
2012
(Provisional)

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EXAMINATION RESULTS 2012: SUMMARY

GCSE - YEAR 11 2012 (figures for 2011 in brackets)

Entered Achievin Achiev Entere Achiev Achieving

for g ing d for ing 5+ A*-C
5+ 5+ A*-C 5+ A*- 1+GC 1+ A-C Including
GCSEs G SE English &
Maths

% of 99.1 91.1 99.1 100 100 68.1

boys (99.2) (92.7) (99.2) (100) (99.2) (70.7)

% of 99 97.1 99 100 99 81.1

Girls (100) (94) (100) (100) (100) (75.9)

% of all 99 94 99 100 99.5 74.4

Pupils (99.5) (92.3) (99.5) (100) (99.5) (72.8)

200 200 200 200 200 200 200 200 200 201 201 201
1 2 3 4 5 6 7 8 9 0 1 2
% of 5+
A*-C
75.8 78.6 81.6 69 71.8 73.3 77.4 77.1 82.5 88.9 93.2 94
% of 5 + A*
- C inc En
66 71.2 69.4 78 71.2 72.8 74.4
+ Ma

GCSE TARGETS FOR 2012

5+ A* - C 5+ A* - C 5+ A* - G Average
inc EN & Points per
MA Student
Target 81 91 99 550.0
Actual 74.4 94 99.5 616.2

% A* - C English Maths Science (based on total number of

entries)
Target 83 78 79
Actual 80.4 87.2 89.9

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A-LEVEL RESULTS SUMMARY 2012

A-Level/ AS-Level - Year 13 2012 (includes AS taken in Year 12)

2011 figures in brackets:

0- 61- 120- 181- 240- 301- 360+ Average Score

60pts 119ts 180pts 239pts 300pts 359 pts per Candidate
pts
% of 0 0 4.4 8.9 10.4 13.4 64.1 409.4
Boys (0) (0) (4.2) (2.8) (19. (13. (59. (406.9)
4) 9) 7)
% of 0 1 3.2 4.3 9.6 7.5 74.1 416.9
Girls (0) (0) (0) (2.9) (11. (11. (73. (442.7)
6) 6) 9)
% of 0 0.6 3.7 6.2 10 10 69.3 413.8
Total (0) (0) (2.1) (2.8) (15. (12. (66. (418.8)
6) 8) 7)

Number of pupils in school aged 17+ : 160

Number of boys in school aged 17+: 67
Number of girls in school aged 17+ : 93

Key
A-Level Grade A*= 140 points AS Exams
Grade A = 120 points Grade A= 60 points
Grade B = 100 points Grade B= 50 points
Grade C = 80 points Grade C= 40 points
Grade D = 60 points Grade D= 30 points
Grade E = 40 points Grade E= 20 points

A Level (2012)

OVERAL A* A B C D E U A*-B A*-E A*-B A*-E

L (inc GS) (inc (exc (exc
GS) GS) GS)
% of 12. 19. 26. 21. 11. 5. 2. 58.5 97.4 64.9 99
Total 1 8 6 2 8 8 6

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 KS3 RESULTS 2001 - 2012
KEY STAGE 3 TARGETS AND RESULTS 2012 Based upon teacher assessments
English Mathematics Science
Level 5 + 100 99.4 100
Target
Level 5 + 99.4 98.4 98.9
Actual
Level 6 +
94.3 92.3 95.9
Target
Level 6 +
91.3 81.1 75.5
Actual
ENGLISH %
Level 4 Level 5 Level 6 Level 7 Levels 5 -
7
2001 12 27 39 17 83
2002 13 30 36 16 81
2003 10 48 27 22 87
2004 12 46 29 5 80
2005 10 40 33 7 80
2006 9 27 38 20 85
2007 2 40 44 14 98
2008 4 22 35 36 93
2009 9 23 44 22 89
2010 4 27 40 28 95
2011 2 14 43 40 97
2012 0 8 64 27 100
MATHEMATICS %
Level 4 Level 5 Level 6 Level 7 Level 8 Levels 5 -
8
2001 11 16 24 37 8 84
2002 9 14 33 32 6 85
2003 9 19 32 30 9 87
2004 8 14 33 26 12 75
2005 3 13 37 35 5 90
2006 5 11 29 35 13 88
2007 6 11 33 32 19 94
2008 5 11 24 32 23 91
2009 7 13 23 29 27 91
2010 6 13 31 31 19 94
2011 4 16 32 31 16 95
2012 2 17 30 46 5 88
SCIENCE %
Level 4 Level 5 Level 6 Level 7 Level 8 Levels 5 -
8
2001 11 16 43 22 3 84
2002 12 34 30 14 1 80
2003 11 18 49 20 87
2004 12 30 30 21 81
2005 10 28 37 21 87
2006 10 27 29 27 83
2007 6 20 39 35 94
2008 5 22 39 30 91
2009 9 30 32 29 91
2010 1 15 48 37 99
2011 7 26 41 26 93
2012 1 23 45 31 99
SCHOOL RESULTS
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This table shows the percentage of pupils at each level at the end of Key Stage 3 2012.

The number of pupils at the end of Key Stage 3 is 196.

Figures may not total 100 percent because of rounding.

TEACHER ASSESSMENT
Percentage at each level
Pupils Pupils
W 1 2 3 4 5 6 7 8 EP
disapplied absent

English 0 0 0 0 1 8 64 27 0 0 0 0

Mathematics 0 0 0 0 2 17 30 46 5 0 0 0

Science 0 0 0 0 1 23 45 31 0 0 0 0

Modern Foreign Languages 0 0 0 4 22 54 19 1 1 0 0 0

Design and Technology 0 0 0 0 1 18 76 6 0 0 0 0

Geography 0 0 0 0 0 24 58 17 2 0 0 0

History 0 0 0 0 0 9 60 30 2 0 0 0

ICT + 0 0 0 0 0 31 58 11 0 0 0 0

Art and Design 0 0 0 0 4 45 50 1 0 0 0 0

Music 0 0 0 0 3 45 42 8 2 0 0 0

Physical Education 0 0 0 0 13 73 14 0 0 0 0 0

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 2012 YEAR 11 GCSE RESULTS
ENGLISH Entrie A* A B C D E F G U A*-G A*-C
s % %
Boys 113 8 21 22 28 28 5 1 0 0 100% 70%
Girls 106 16 28 30 23 7 0 1 1 0 100% 91.5
%
TOTAL 219 24 49 52 51 35 5 2 1 0 100 80.4
% %

ENGLISH LIT Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 102 16 28 23 23 10 2 0 0 0 100% 88%
Girls 104 28 26 27 13 10 0 0 0 0 100% 90%
TOTAL 206 44 54 50 36 20 2 0 0 0 100 89%
%

MATHEMATICS Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 113 8 27 32 35 5 3 2 1 0 100% 90%
Girls 106 10 26 26 27 11 3 2 1 0 100% 84%
TOTAL 219 18 53 58 62 16 6 4 2 0 100 87.2
% %

SCIENCE (BTEC) Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 27 0 0 0 27 0 0 0 0 0 100% 100%
Girls 28 0 0 4 24 0 0 0 0 0 100% 100%
TOTAL 55 0 0 4 51 0 0 0 0 0 100 100
% %

SCIENCE (CORE) Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 65 0 4 17 24 13 5 2 0 0 100% 69%
Girls 59 0 5 12 23 16 2 1 0 0 100% 68%
TOTAL 124 0 9 29 47 29 7 3 0 0 100 69%
%

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SCIENCE Entrie A* A B C D E F G U A*-G A*-C
(ADDITIONAL) s % %
Boys 42 0 8 11 17 6 0 0 0 0 100% 86%
Girls 23 0 5 9 7 2 0 0 0 0 100% 91%
TOTAL 65 0 13 20 24 8 0 0 0 0 100 88%
%

SCIENCE (ADDITIONAL Entrie A* A B C D E F G U A*-G A*-C

APPLIED) s % %
Boys 13 0 0 0 8 5 0 0 0 0 100% 62%
Girls 29 0 2 7 19 1 0 0 0 0 100% 97%
TOTAL 42 0 2 7 27 6 0 0 0 0 100 86%
%

BIOLOGY Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 42 6 15 20 1 0 0 0 0 0 100% 100%
Girls 39 10 14 15 0 0 0 0 0 0 100% 100%
TOTAL 81 16 29 35 1 0 0 0 0 0 100 100
% %

CHEMISTRY Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 42 10 19 9 4 0 0 0 0 0 100% 100%
Girls 39 14 16 8 1 0 0 0 0 0 100% 100%
TOTAL 81 24 35 17 5 0 0 0 0 0 100 100
% %

PHYSICS Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 42 10 19 10 3 0 0 0 0 0 100% 100%
Girls 39 9 15 14 1 0 0 0 0 0 100% 100%
TOTAL 81 19 34 24 4 0 0 0 0 0 100 100
% %

APPLIED BUSINESS Entrie A* A B C D E F G U A*-G A*-C

s % %

/var/www/apps/conversion/tmp/scratch_7/352403515.docx 24
Boys 26 2 5 6 8 4 1 0 0 0 100% 81%
Girls 74 14 29 12 9 9 1 0 0 0 100% 86%
TOTAL 100 16 34 18 17 13 2 0 0 0 100 85%
%

ART Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 15 1 2 4 5 2 1 0 0 0 100% 80%
Girls 42 7 6 12 13 3 1 0 0 0 100% 90%
TOTAL 57 8 8 16 18 5 2 0 0 0 100 88%
%

BUSINESS STUDIES Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 15 0 0 5 2 4 3 0 1 0 100% 47%
Girls 6 1 0 2 0 0 2 1 0 0 100% 50%
TOTAL 21 1 0 7 2 4 5 1 1 0 100 48%
%

DRAMA Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 13 0 1 3 4 3 2 0 0 0 100% 62%
Girls 18 0 2 4 5 6 0 0 1 0 100% 61%
TOTAL 31 0 3 7 9 9 2 0 1 0 100 61%
%

DT ELECTRONICS Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 12 0 0 3 3 5 1 0 0 0 100% 50%
Girls 1 0 0 0 1 0 0 0 0 0 100% 100%
TOTAL 13 0 0 3 4 5 1 0 0 0 100 54%
%

DT - FOOD Entrie A* A B C D E F G U A*-G A*-C

s % %
/var/www/apps/conversion/tmp/scratch_7/352403515.docx 25
Boys 6 0 0 2 0 3 1 0 0 0 100% 33%
Girls 14 0 3 3 1 5 2 0 0 0 100% 50%
TOTAL 20 0 3 5 1 8 3 0 0 0 100 45%
%

DT - GRAPHICS Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 6 0 1 2 2 1 0 0 0 0 100% 83%
Girls 12 1 2 6 2 1 0 0 0 0 100% 92%
TOTAL 18 1 3 8 4 2 0 0 0 0 100 89%
%

DT RESISTANT Entrie A* A B C D E F G U A*-G A*-C

MATERIALS s % %
Boys 43 2 2 5 6 3 16 5 3 1 98% 35%
Girls 14 0 2 1 3 5 3 0 0 0 100% 43%
TOTAL 57 2 4 6 9 8 19 5 3 1 98% 37%

DT TEXTILES Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 0 0 0 0 0 0 0 0 0 0 N/a N/a
Girls 20 3 7 7 2 1 0 0 0 0 100% 95%
TOTAL 20 3 7 7 2 1 0 0 0 0 100 95%
%

FRENCH Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 22 0 7 7 4 2 1 1 0 0 100% 82%
Girls 45 8 13 13 4 6 1 0 0 0 100% 84%
TOTAL 67 8 20 20 8 8 2 1 0 0 100 84%
%

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FURTHER Entrie A* A B C D E F G U A*-G A*-C
MATHEMATICS s % %
Boys 12 0 1 7 4 0 0 0 0 0 100% 100%
Girls 13 0 2 6 4 0 0 0 0 1 92% 92%
TOTAL 25 0 3 13 8 0 0 0 0 1 96% 96%

GEOGRAPHY Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 54 9 11 5 17 8 4 0 0 0 100% 78%
Girls 32 10 3 7 8 4 0 0 0 0 100% 88%
TOTAL 86 19 14 12 25 12 4 0 0 0 100 81%
%

GERMAN Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 36 1 8 4 12 6 5 0 0 0 100% 69%
Girls 45 3 8 19 6 6 3 0 0 0 100% 80%
TOTAL 81 4 16 23 18 12 8 0 0 0 100 75%
%

HISTORY Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 43 3 11 11 6 5 5 0 0 2 95% 72%
Girls 34 3 15 8 6 1 1 0 0 0 100% 94%
TOTAL 77 6 26 19 12 6 6 0 0 2 97% 82%

iMEDIA Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 20 0 0 20 0 0 0 0 0 0 100% 100%
Girls 35 0 0 35 0 0 0 0 0 0 100% 100%
TOTAL 55 0 0 55 0 0 0 0 0 0 100 100
% %

I.T. Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 353 18 103 104 128 0 0 0 0 0 100% 100%
/var/www/apps/conversion/tmp/scratch_7/352403515.docx 27
Girls 301 65 127 78 31 0 0 0 0 0 100% 100%
TOTAL 654 83 230 182 159 0 0 0 0 0 100 100
% %

JAPANESE Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 0 0 0 0 0 0 0 0 0 0 N/a N/a
Girls 1 1 0 0 0 0 0 0 0 0 100% 100%
TOTAL 1 1 0 0 0 0 0 0 0 0 100 100
% %

MEDIA STUDIES Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 3 0 0 0 0 1 2 0 0 0 100% 0%
Girls 0 0 0 0 0 0 0 0 0 0 N/a N/a
TOTAL 3 0 0 0 0 1 2 0 0 0 100 0%
%

MUSIC Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 6 1 1 3 0 1 0 0 0 0 100% 83%
Girls 4 1 1 1 1 0 0 0 0 0 100% 100%
TOTAL 10 2 2 4 1 1 0 0 0 0 100 90%
%

PHYSICAL Entrie A* A B C D E F G U A*-G A*-C

EDUCATION s % %
Boys 18 1 4 6 3 4 0 0 0 0 100% 78%
Girls 10 0 1 3 3 2 0 1 0 0 100% 70%
TOTAL 28 1 5 9 6 6 0 1 0 0 100 75%
%

RELIGIOUS STUDIES Entrie A* A B C D E F G U A*-G A*-C

(FULL) s % %
Boys 35 11 13 5 6 0 0 0 0 0 100% 100%
Girls 43 26 10 7 0 0 0 0 0 0 100% 100%
TOTAL 78 37 23 12 6 0 0 0 0 0 100 100
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 % %

RELIGIOUS STUDIES Entrie A* A B C D E F G U A*-G A*-C

(SHORT) s % %
Boys 75 1 5 7 24 19 9 5 3 2 97% 49%
Girls 62 1 11 16 16 10 8 0 0 0 100% 71%
TOTAL 137 2 16 23 40 29 17 5 3 2 99% 59%

RUSSIAN Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 2 2 0 0 0 0 0 0 0 0 100% 100%
Girls 0 0 0 0 0 0 0 0 0 0 N/a N/a
TOTAL 2 2 0 0 0 0 0 0 0 0 100 100
% %

STATISTICS Entrie A* A B C D E F G U A*-G A*-C

s % %
Boys 35 0 3 9 13 6 3 1 0 0 100% 71%
Girls 35 0 0 10 18 7 0 0 0 0 100% 80%
TOTAL 70 0 3 19 31 13 3 1 0 0 100 76%
%
2012 YEAR 13 A-LEVEL RESULTS
APPLIED BUSINESS Entrie A* A B C D E U A*-E% A*-B%
s
Boys 2 0 1 0 0 1 0 0 100% 50%
Girls 5 1 2 2 0 0 0 0 100% 100%
TOTAL 7 1 3 2 0 1 0 0 100% 86%

APPLIED LEISURE Entrie A* A B C D E U A*-E% A*-B%

(single) s
Boys 3 0 0 0 2 1 0 0 100% 0%
Girls 3 0 1 1 1 0 0 0 100% 67%
TOTAL 6 0 1 1 3 1 0 0 100% 33%

ART AND DESIGN Entrie A* A B C D E U A*-E% A*-B%

s
Boys 2 0 0 0 1 1 0 0 100% 0%
/var/www/apps/conversion/tmp/scratch_7/352403515.docx 29
Girls 17 0 2 6 7 2 0 0 100% 47%
TOTAL 19 0 2 6 8 3 0 0 100% 42%

BIOLOGY Entrie A* A B C D E U A*-E% A*-B%

s
Boys 22 3 5 5 5 4 0 0 100% 59%
Girls 23 4 5 9 2 2 1 0 100% 78%
TOTAL 45 7 10 14 7 6 1 0 100% 69%

BUSINESS STUDIES Entrie A* A B C D E U A*-E% A*-B%

s
Boys 10 1 4 2 2 1 0 0 100% 70%
Girls 12 1 4 3 4 0 0 0 100% 67%
TOTAL 22 2 8 5 6 1 0 0 100% 68%

CHEMISTRY Entrie A* A B C D E U A*-E% A*-B%

s
Boys 28 5 8 3 6 3 3 0 100% 57%
Girls 11 1 5 3 1 0 1 0 100% 82%
TOTAL 39 6 13 6 7 3 4 0 100% 64%

DESIGN & Entrie A* A B C D E U A*-E% A*-B%

TECHNOLOGY s
Boys 2 0 0 0 0 0 2 0 100% 0%
Girls 8 1 0 2 3 0 2 0 100% 38%
TOTAL 10 1 0 2 3 0 4 0 100% 30%

D & T - TEXTILES Entrie A* A B C D E U A*-E% A*-B%

s
Boys 0 0 0 0 0 0 0 0 N/a N/a
Girls 7 4 0 2 0 1 0 0 100% 86%
TOTAL 7 4 0 2 0 1 0 0 100% 86%

ECONOMICS Entrie A* A B C D E U A*-E% A*-B%

s
Boys 9 1 3 3 0 1 1 0 100% 78%
Girls 3 2 0 0 1 0 0 0 100% 67%
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TOTAL 12 3 3 3 1 1 1 0 100% 75%

ENGLISH LANGUAGE Entrie A* A B C D E U A*-E% A*-B%

s
Boys 5 0 1 1 2 1 0 0 100% 40%
Girls 10 0 2 3 3 2 0 0 100% 50%
TOTAL 15 0 3 4 5 3 0 0 100% 47%

ENGLISH LANG/LIT Entrie A* A B C D E U A*-E% A*-B%

s
Boys 7 0 0 0 3 2 1 1 86% 0%
Girls 19 4 3 4 6 1 1 0 100% 58%
TOTAL 26 4 3 4 9 3 2 1 96% 42%

ENGLISH LITERATURE Entrie A* A B C D E U A*-E% A*-B%

s
Boys 5 2 0 1 1 1 0 0 100% 60%
Girls 20 2 7 8 3 0 0 0 100% 85%
TOTAL 25 4 7 9 4 1 0 0 100% 80%

EXTENDED PROJECT Entrie A* A B C D E U A*-E% A*-B%

s
Boys 2 1 1 0 0 0 0 0 100% 100%
Girls 1 0 1 0 0 0 0 0 100% 100%
TOTAL 3 1 2 0 0 0 0 0 100% 100%

FILM STUDIES Entrie A* A B C D E U A*-E% A*-B%

s
Boys 8 0 1 1 3 2 1 0 100% 25%
Girls 4 2 1 1 0 0 0 0 100% 100%
TOTAL 12 2 2 2 3 2 1 0 100% 50%

FRENCH Entrie A* A B C D E U A*-E% A*-B%

s
Boys 3 0 2 1 0 0 0 0 100% 100%
Girls 8 0 4 2 2 0 0 0 100% 75%
TOTAL 11 0 6 3 2 0 0 0 100% 82%
/var/www/apps/conversion/tmp/scratch_7/352403515.docx 31
GENERAL STUDIES Entrie A* A B C D E U A*-E% A*-B%
s
Boys 67 1 6 15 15 13 14 3 96% 33%
Girls 88 8 9 20 22 16 4 9 90% 42%
TOTAL 155 9 15 35 37 29 18 12 92% 38%

GEOGRAPHY Entrie A* A B C D E U A*-E% A*-B%

s
Boys 8 0 1 5 2 0 0 0 100% 75%
Girls 26 2 9 12 2 1 0 0 100% 88%
TOTAL 34 2 10 17 4 1 0 0 100% 85%

GERMAN Entrie A* A B C D E U A*-E% A*-B%

s
Boys 2 0 0 1 1 0 0 0 100% 50%
Girls 6 0 2 1 1 1 0 1 93% 50%
TOTAL 8 0 2 2 2 1 0 1 88% 50%

HISTORY Entrie A* A B C D E U A*-E% A*-B%

s
Boys 12 3 2 5 2 0 0 0 100% 83%
Girls 12 5 1 6 0 0 0 0 100% 100%
TOTAL 24 8 3 11 2 0 0 0 100% 92%

INFORMATION Entrie A* A B C D E U A*-E% A*-B%

TECHNOLOGY s
Boys 1 0 0 0 0 1 0 0 100% 0%
Girls 1 0 0 0 0 1 0 0 100% 0%
TOTAL 2 0 0 0 0 2 0 0 100% 0%

MATHEMATICS Entrie A* A B C D E U A*-E% A*-B%

s
Boys 28 5 10 9 2 0 2 0 100% 86%
Girls 14 3 1 5 3 2 0 0 100% 64%
TOTAL 42 8 11 14 5 2 2 0 100% 79%

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FURTHER Entrie A* A B C D E U A*-E% A*-B%
MATHEMATICS s
Boys 7 3 2 2 0 0 0 0 100% 100%
Girls 1 0 0 1 0 0 0 0 100% 100%
TOTAL 8 3 2 3 0 0 0 0 100% 100%

PHOTOGRAPHY Entrie A* A B C D E U A*-E% A*-B%

s
Boys 1 0 0 0 0 1 0 0 100% 0%
Girls 9 0 0 0 2 3 1 3 67% 0%
TOTAL 10 0 0 0 2 4 1 3 70% 0%

PHYSICAL EDUCATION Entrie A* A B C D E U A*-E% A*-B%

s
Boys 7 0 1 1 2 3 0 0 100% 29%
Girls 2 0 1 0 1 0 0 0 100% 50%
TOTAL 9 0 2 1 3 3 0 0 100% 33%

PHYSICS Entrie A* A B C D E U A*-E% A*-B%

s
Boys 22 5 5 6 2 2 2 0 100% 73%
Girls 3 0 3 0 0 0 0 0 100% 100%
TOTAL 25 5 8 6 2 2 2 0 100% 76%

POLITICS Entrie A* A B C D E U A*-E% A*-B%

s
Boys 7 2 2 1 2 0 0 0 100% 71%
Girls 4 0 1 2 1 0 0 0 100% 75%
TOTAL 11 2 3 3 3 0 0 0 100% 73%

PYSCHOLOGY Entrie A* A B C D E U A*-E% A*-B%

s
Boys 6 0 1 1 1 3 0 0 100% 33%
Girls 21 3 1 8 6 1 2 0 100% 57%
TOTAL 27 3 2 9 7 4 2 0 100% 52%

RELIGIOUS STUDIES Entrie A* A B C D E U A*-E% A*-B%

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 s
Boys 0 0 0 0 0 0 0 0 N/a N/a
Girls 9 1 2 2 3 1 0 0 100% 56%
TOTAL 9 1 2 2 3 1 0 0 100% 56%

RUSSIAN Entrie A* A B C D E U A*-E% A*-B%

s
Boys 1 0 1 0 0 0 0 0 100% 100%
Girls 0 0 0 0 0 0 0 0 N/a N/a
TOTAL 1 0 1 0 0 0 0 0 100% 100%

SOCIOLOGY Entrie A* A B C D E U A*-E% A*-B%

s
Boys 2 1 0 0 1 0 0 0 100% 50%
Girls 18 3 7 5 2 1 0 0 100% 83%
TOTAL 20 4 7 5 3 1 0 0 100% 80%

THEATRE STUDIES Entrie A* A B C D E U A*-E% A*-B%

s
Boys 2 0 0 1 1 0 0 0 100% 50%
Girls 8 0 0 2 5 1 0 0 100% 25%
TOTAL 10 0 0 3 6 1 0 0 100% 30%

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