This guide contains profiles of more than 2,200 of the most academically successful schools in the United Kingdom.
Information is derived from many sources, including the Department for Education and Skills and the Office for Standards in Education (Ofsted) in England, or the equivalent government departments and inspection bodies, in Wales, Northern Ireland and Scotland. There are also links from this disk to the Independent SchoolsΓÇÖ Inspectorate.
Most information, however, come from questionnaires sent to thousands and completed by almost all of the schools that are featured, enabling us to use the most up-to-date information possible provided by the school for parents seeking places for their children in September 2006.
State secondary schools
In advance of official statistics, the reported results of A-levels and GCSEs taken in the summer of 2005 are used to rank state secondary schools with sixth forms in England, Wales and Northern Ireland.
The Sunday Times ranking, covering the top 500 state secondary schools, is determined by the percentage of A or B grades obtained at A-level (which is given a double weighting in the overall ranking) and the percentage of A* and A grades obtained at GCSE.
Separately, there is a ranking for the top 50 state secondary schools without sixth forms. This ranking is determined only by the percentage of A* and A grades obtained at GCSE.
The top 50 state sixth-form colleges are ranked according to the average A-level points per student in examinations taken in the summer of 2004.
In Scotland, the top 50 state secondary schools are ranked separately, according to pupils' performance from 2002 to 2004 in Standard/Intermediate 2 grades and Higher/SCE Higher exams, with the latter double-weighted. Schools are ranked on the proportion gaining five or more credit-level passes at Standard/Intermediate 2 by the end of S4 and three or more Higher passes at grades A to C by the end of S5. Both percentages are expressed as a proportion of the S4 roll. As a consequence, schools that have a major influx of students at the end of S4 from junior high schools will have an inflated Highers performance as their results in S5 will be included but they will not appear on the S4 headcount used to calculate the percentage success rates. This applies most notably to Anderson High School, in Lerwick, ranked 7th.
Independent secondary schools
Independent secondary schools are ranked on the same basis as state secondary schools: the proportion of all A-levels resulting in A or B grades (double-weighted) and the proportion of GCSEs resulting in A* or A grades (single-weighted) in summer 2005. Examination data has been provided by Julian Bewick of Monkton Combe Computing Service and is accurate as published on September 28, 2005.
Where schools enter their pupils for the International Baccalaureate, we take IB Grades 7, 6 and 5 as equivalent to A and B at A-level.
Independent secondary schools in Scotland are ranked according to the examination system followed by the majority of pupils. For those following the Scottish system, schools were ranked on the proportion of all Higher examinations resulting in A or B grades (double-weighted) and the proportion of Standard Grade 1s and Intermediate 2 grade As (single-weighted). Twenty-eight schools were ranked by this methodology. A further seven schools were ranked on the same basis as English independent secondary schools using A-level and GCSE attainment. Of these seven schools, only Loretto School, Musselburgh and St Leonards, St Andrews entered all their upper sixth-form students for A-levels. The remainder entered variable proportions of their most senior students (but at least 50% in all cases) for A-levels.
Separately, there is a ranking for the top 50 independent secondary schools with no or small (fewer than 10 A-level candidates) sixth forms. Their rankings are determined only by the percentage of A* and A grades obtained at GCSE.
State primary schools
The top 500 primary schools in England are ranked by the proportion of 11-year-olds attaining Level 4 or above in national curriculum Key Stage 2 tests from 2002 to 2004. This ranking includes all schools where an average of 20 or more pupils took the tests in English, mathematics and science. Although Key Stage 2 Level 4 results from 2005 are also published on the disk, where schools have provided them, they are not included in the league table calculations.
There is a separate ranking, using the same criteria, of the top 50 small primary school in England, where an average of more than 10 but fewer than 20 pupils took the tests in English, mathematics and science from 2002 to 2004.
A selection of state primary schools in Scotland, Wales and Northern Ireland have been included based on their good reputation and good inspection reports and/or because they are feeder schools to high-performing secondary schools.
Independent preparatory and junior schools
For the first time, The Sunday Times can provide a definitive ranking of independent preparatory schools that submit their 11-year-old pupils for the national curriculum Key Stage 2 tests. Although not all independent schools use these examinations, more than 600 do and our top 250 ranking is based on the proportion of children achieving Level 5 or above between 2002 and 2004. This data was obtained from the Department for Education and Skills under the Freedom of Information Act, having been blocked by many schools in the past.
We have added results omitted from the DfES data, where notified to us by schools. Homefield School, Sutton, which first entered its children for Key Stage 2 tests in 2003, is included in the table, based upon its outcomes from 2003 to 2005. Otherwise, although 2005 Key Stage 2 Level 5 data is published in school profiles where it has been released to us by schools, we do not include it in the league table calculations.
Because independent schools are not required to follow the national curriculum or enter their children for the Key Stage 2 tests, more than 200 prep schools are included on this disk not based on academic results. Without another means of measuring attainment, these schools are included on a less precise basis. In many cases, they are feeder schools to leading senior schools; some are the junior departments of profiled senior schools that offer ΓÇ£all-throughΓÇ¥ education on one site or neighbouring sites to children from the age of four to 18. Only schools completing our annual Parent Power survey are included.
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School profiles are clearly set out to deliver key information to parents. Each profile begins with basic contact information, - including postal address, telephone and fax numbers, along with email and website addresses, where available - and public examination or national curriculum test data. Each profile also includes the age range and number of pupils, the entry gender and where relevant the gender of the sixth-form.
For the best-performing schools, an extended profile is included, derived from official data, questionnaires, prospectuses, school websites, and inspection reports. This focuses on the school's history and locality, facilities, curriculum strengths, sports and other extra-curricular activities, and achievements, awards, and provision for pupils with special educational needs (SEN).
For independent schools, details of fees and the range of scholarships and bursaries available are included, together the principal entry ages and criteria for admission.
Depending on the type, location and ranking of schools, information in the profiles is broken down under the following headings, where relevant. The highest-ranked schools have the most comprehensive listings.
Type of institution In the state sector this covers both the school designation (Foundation, voluntary, community etc) and at secondary level details of any specialist teaching designation (performing arts, science, media etc). For independent secondary schools, schools are designated Day, Boarding, Weekly Boarding or a combination of the above with the category accounting for most students listed first.
Head The name of the headteacher, with the year in which he or she was appointed. A long-serving head can bring stability and consistency of purpose to a school, often crucial to its success.
Staff The number of teaching staff, showing numbers of men and women listed separately. Parents may prefer schools where there are teachers of both genders, or only one.
Inspection A brief extract from the most recent report by independent inspectors often accompanies our link to the full inspection report. These inspections have been carried out, mostly in the past five years by: Ofsted (www.ofsted.gov.uk), in England; Estyn - Her Majesty's Inspectorate for Education and Training in Wales (www.estyn.gov.uk); Department of Education in Northern Ireland (www.denidata.nics.gov.uk/insp); HM Inspectorate of Education in Scotland (www.hmie.gov.uk); and the Independent Schools Inspectorate (www.isinspect.org.uk). It is important to note if the report is at risk of being out of date and to bear in mind that issues or concerns raised might have been addressed subsequently. If in doubt, ask the school.
Selective Whether or not a school is selective and if it is what proportion are selected.
Streaming Secondary schools are asked if they pupils into streams or sets for particular subjects at particular ages. It is often important for children to be taught with others of the same or similar ability, to prevent them being held back or over-stretched.
Vocational qualfiications Secondary schools, renowned for the academic achievements of their students, are asked to indicate the range and nature of the vocational qualifications they offer. For some children, A-levels and GCSEs are not the most appropriate options or measure of success. Information here indicates a schoolΓÇÖs ability to cope with students of differing aptitudes.
Homework Schools are asked to estimate the number of hours of homework expected of students at 11, 14 and 16. Children spend only a few hours a day in lessons; the amount of homework that is set - and done - can be crucial.
Higher education For state and independent schools, the proportion progressing to university or other higher education in 2004 (or 2005 following a gap year).
Oxbridge The number of students who left in 2004 who won places at Oxford or Cambridge universities for admission in October 2004/05.
Special educational needs Brief outline of provision for children with special needs. This may include information on dyslexia units, remedial teaching, provision for both statemented and non-statemented children, and also teaching for gifted and talented students.
Feeder schools Secondary schools are asked to list the primary schools from which they most commonly draw their pupils. This helps parents of younger children identify primary schools where their child may have a better chance of moving up to a successful secondary school.
Secondary schools For similar reasons, primary schools are asked to list the secondary schools to which their pupils most commonly progress.
Alumni Secondary schools are asked to name former students, living or dead, who went on to establish a national reputation.
Fees Broken down into day and boarding fees where relevant for fully-profiled independent senior and preparatory schools. Where a range of fees is shown the lower ones will apply to the youngest children, the higher to the oldest children (final year preparatory or sixth-form).
Bursaries and scholarships The number, range and value of these awards is detailed for independent senior schools. Bursaries are usually means-tested, while scholarships are often linked to academic achievement or tied to specific subjects or activities (sport, music etc).
Class size An indication of average class sizes in independent senior schools in both the main school and sixth-form.
Entry ages and criteria For independent senior schools, the principal ages when children are admitted to the school and the schoolΓÇÖs selection procedures.
Pupils prepared for Common Entrance For independent preparatory schools an indication of whether children are coached for the Common Entrance examination used to determine admissions to many of the more traditional independent senior schools.
Extra information
This section on the opening pages of both independent and state secondary schools and state primary schools with extended profiles contains a number of icons awarded to schools by either The Sunday Times or outside bodies for achievement in specific areas.
For independent schools, there are four icons available:
[Icon ΓÇô scroll] 100% progression of pupils to higher education
[Icon ΓÇô hand giving money] More than 10% of pupils receiving some form of scholarship or bursary contribution towards fees
[Icon ΓÇô open book] Strong support for pupils with dyslexia, including teaching in a special support unit.
[Icon ΓÇô ΓÇ£schoolΓÇ¥ road sign] A senior school with an attached or closely associated preparatory school from which progression to the senior school may or may not be automatic
For state secondary and primary schools, there are up to 11 icons available denoting excellence in specified areas. These include:
Artsmark Awarded to schools which show a commitment to the full range of arts - music, dance, drama and art & design. It is a national award scheme and is managed by Arts Council England. The Artsmark is available at three levels (Artsmark, Artsmark Silver and Artsmark Gold) to all schools in England. It is awarded after an application, assessment and validation process. For more information see www.artscouncil.org.uk/artsmark .
Basic Skills The Quality Mark recognises schools that meet minimum standards in teaching literacy and numeracy. Over 4,000 schools have been awarded the basic skills quality mark to date. For more information see www.quality-mark.org.uk .
Beacon Status There are more than 250 schools with Beacon status, a scheme first introduced in 1998 to recognise sustained excellence across a wide number of areas. For more information see www.standards.dfes.gov.uk/beaconschools .
Charter Mark Awarded to organisations, including schools, that demonstrate high quality customer Service. Charter Mark holders have demonstrated that they offer choice to parents and children so that a wide range of needs are catered for. Parents, children and staff are consulted; local communities have a say in the design and delivery of school services. For more information see www.chartermark.gov.uk.
DfES Achievement The School Achievement Awards Scheme has now closed. The scheme was originally developed to recognise the achievements of schools that have either made significant improvement or are high-performing. Over the three years that the scheme was in operation, nearly 13,800 schools won awards. For more information see www.teachernet.gov.uk/educationoverview/events/eventsarchive/schoolachievementawards
[Icon ΓÇô scroll] 100% progression of pupils to higher education.
Investor In People A national standard which sets out a level of good practice for training and development of staff. See www.iipuk.co.uk.
Leading Edge status Some of the best and most innovative schools in the country are being selected to act as a lever to transform secondary education and teaching practice within the sector, and to engineer the growth of collaborative learning communities and federations. For more information see www.standards.dfes.gov.uk/leadingedge.
School Curriculum Award ΓÇô detail to come
Sportsmark/Sportsmark Gold A national award presented by Sport England, the country's leading sports development agency, to schools that can demonstrate a commitment to PE and sport and that work in partnership with their local community to provide a range of out-of-school-hours activities. The Gold award is the higher of the two. More than 3,000 schools have received one of the awards since they were introduced six years ago. For more information, see www.sportengland.org .
Training School Awarded to schools with a strong track record in the training of teachers. Training Schools demonstrate excellent practice especially in initial teacher training and the continuing training of the whole school workforce. For more information se e www.standards.dfes.gov.uk/trainingschools .
