FULFORD
SCHOOL
PROSPECTUS
2011 /12
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 school’s success has meant that it has become heavily oversubscribed. The number of registered students for the start of the 2011-12 academic year is
1363. This includes 321 in the Sixth Form.
The school’s 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. Mr I Dolben is the current Chair of the
Governing Body. Mr Smith has been in post since joining Fulford in 2001 and Mr Dolben took
over as Chair of Governors just prior to this 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 school’s 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:
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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 link with Millsduodu Junior High School
in Ghana is developing. 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 student’s 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 nonteaching 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 child’s 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 D Bodey,
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 Ms
Jago as Education Welfare Manager, the team comprises of Mr Scott (Senior 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 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. There is a designated area available for
students who wish to eat a packed lunch. 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 don’t. 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. The 24 hour notification period for after school
detentions is currently under national review.
Where an after-school detention does occur the parents of students who are placed in this will
be expected to arrange their child’s 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 school’s Rewards and Sanctions policy.
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 2010/11 unauthorised absence was 0.9% and authorised absence was 4.3% 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. 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 child’s 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 child’s 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
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correspondence to the Chair of Governors should be addressed to Mr I Dolben 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
student’s 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. 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.
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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.
Student Insurance
All students are automatically insured (up to £50,000) by the school against serious injury and
disablement sustained whilst taking part in a recognised school sports activity, including
physical education. A Comprehensive Disablement Insurance is also available through the
school. This provides insurance against injury for children at all times. The premium for the
latter type of insurance is approximately £10. Further information about insurance can be
obtained from the school office.
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.
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.
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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. 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 school’s 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
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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
English
Mathematics
Combined Science
ICT
Drama
French
History
Geography
Religious Studies
Year 8
English
Mathematics
Combined Science
ICT
Drama
French
German
History
Geography
Year 9
English
Mathematics*
ICT*
Biology
Chemistry
Music
Art
Design Technology
PE / Games
Personal Development
Religious Studies
Music
Art
Design Technology
PE / Games
Personal Development
Physics
Drama
French
German
History
Geography
Religious Studies*
Music
Art
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
IT
Mathematics
RE (short course)
Science
Physical Education
Personal Development
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
Music
D&T: Resistant Materials
D&T: Textile Technology
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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
Biology
Business Studies
Chemistry
Design and Technology
Economics
English Language
English Language and Literature
English Literature
Film Studies
Food Technology
French
German
General Studies
Geography
Geology
Government & Politics
History
IT
Mathematics
Further Mathematics
Music
Photography
Physical Education
Physics
Psychology
Textiles
Theatre Studies
Applied AS/A2 courses
Business
A wide range of modular courses is available within the Integrated Studies programme
(full details are in our Sixth Form prospectus).
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TEACHING STAFF BY DEPARTMENT: SEPTEMBER 2011
Headteacher – Mr S W Smith
Deputy Headteachers – Mrs S Rees, Ms L Savage
Assistant Headteachers- Mr T Baker, Mr D Bodey, Mr T Johnson, Mr A Rosie
School Business Manager – Mrs S Keeble
TEACHING STAFF BY DEPARTMENT: SEPTEMBER 2011
Art
Mrs A Finch
Mrs S Howson
Mr E Hughes
AF
SH
TH
Design Technology
Mr D Wooldridge
Mrs E Clutton
Ms T James
Mr A Jobson
Miss R Pearson
Miss S Richardson
Mr P Rothwell-Wood
DW
EC
TJ
AJo
RP
SRi
PW
Geography
Mr P Hickling
Mrs L Butcher
Miss L Goodall
Mr T Morris
Ms E Sellers
PHk
LB
LG
TM
ES
History
Miss T Bowen
Ms L Booth
Mrs K Jenner
Mrs A Martin
Ms V Pearson
Ms L Savage
Mr S Smith
TBo
LBo
KJ
AM
VP
LS
SWS
Modern Languages
Mr M Richardson
Miss L Gibbs
Mrs E Green
Ms S Janssen-Havercroft
Mrs R Malone
Ms A Taylor
Mr C Towse
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MR
LGi
EG
SJa
RM
AT
CT
Business Studies
Mr G Maloy
Mr R Jones
Mrs L Newton
GM
RJ
LN
English
Ms K Brzozowska
Ms S Barker
Mrs R Baroni
Ms C Burdett
Mrs N Carter
Mrs L de Gaye
Mrs W Dishman (cover NC)
Ms C Dolphin
Mrs S Gatenby
Mrs N Goodwill
Miss A Greene
Mr T Johnson
Ms J Lavender
Mrs K McBride
Ms N Towle
KB
SB
RBa
CBu
NC
LD
WD
CD
SG
NG
AG
TJo
JL
KM
NT
ICT
Mr N Jackson
Mr C Charles
Ms E Humphreys
Mr S Lacy
NJ
CC
EHu
SLa
Mathematics
Mr P Gatenby
Mrs K Gowland
Mrs H Granger (cover LPe)
Ms C Griffiths
Ms H Hughes
Mr D Isanski
Mr A Kel
Mr S Lyon
Mrs C Millington
Mrs Louise Perkis
PG
KG
HG
CG
HH
DI
AK
SL
CM
LPe
11
Sociology/Psychology
Mr D Archer
Ms S Bardy
DAr
SBa
Religious Studies
Mrs E Teasdale
Mrs V Parker
Mrs L Proctor
ET
VP
LP
Biology
Ms E Hickson
Miss A Britton
Mrs S Charles
Mrs E Faiers
Mrs M Faint
Mrs L Robinson
EH
AB
SC
EF
MF
LR
Chemistry
Mr S Bailey
Mrs R Carew
Mrs F Nelson
Miss L Robertson
SBy
RC
FN
LRo
Physics
Mr P Davies
Mr T Baker
Mrs A Wainwright
PD
TB
AW
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Physical Education
Mr J Shutt
Miss D Allen
Mr A Lunn
Miss S Murray
JSh
DA
AL
SM
Music
Dr S Griffiths
Mrs H Denwood
SG
HD
Learning Support
Mrs S Rees
Mrs A Fenech
SR
AFe
Autism Centre
Ms J Maris
Cover Supervisors
Mr N Bradley
Mrs C Derbyshire
Mr A Milner
NB
CDe
AMi
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DESTINATIONS OF Y13 LEAVERS
Name
Ainslie, Lucy
Ainsworth, Joe
Ali, Leonardo
Allan, Amy
Allen, Daniel
Allen, Elizabeth
Angove, Charlotte
Bailey, Ruby
Bartliff, Lucy
Bastiman, Scott
Beilby, Joseph
Bell, Jack
Bell, Megan
Bentley, Rachel
Bixby, Hannah
Boultwood-Neale, Joshua
Bradley, Isobel
Brassey, Jake
Brooke, Benjamin
Butterfield, Oliver
Callow, William
Carty, Hannah
Chadwick, Laura
Chapman, Simon
Institution
Leicester University
Northumbria University
University of Kent
Queen Margaret University,
Edinburgh
Lancaster University
Cambridge University
Bangor University
Northumbria University
Manchester Met University
York St John University
York St John University
Northumbria University
Northumbria University
Sheffield Hallam University
Liverpool Institute of
Performing Arts
Edinburgh University
Teeside University
Durham University
Newcastle University
Sheffield University
Charnock, Lily
Charters, Benjamin
Manchester University
Aston University
Chown, Rachel
Lancaster University
Clare, Joe
Clarke, Helen
Cowling, Frances
Cox, Amelia
Craven, Joshua
Glasgow University
Nottingham University
Manchester University
University of East Anglia
York College
Crocket, Rachel
Anglia Ruskin College
Central School of Speech &
Drama
St Andrew's University
York College
Darton, Abigail
Davies, Elliot
Davis, Samuel
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Subject
History
Media & Journalism
Architecture
Costume Design &
Construction
Media & Cultural Studies
History
Marine Biology
Accounting
Primary Education
Business Management &
HR Management
Psychology
Mechanical Engineering
Occupational Therapy
English & Screen Studies
Music, Theatre &
Entertainment Management
Gap Year
Biological Sciences
Chemical Engineering
Gap Year
Accountancy
Apprenticeship
History
English Literature
Gap Year
Zoology
Social Anthropology &
Sociology
Biomedical Science
Film Studies & English
Literature
English Literature &
Philosophy
Law
Sociology & Criminology
Film & English Studies
Art Foundation
English Language &
Linguistics
Drama, Applied Theatre &
Education
Computer Science
Art Foundation
13
Day, Josh
Denison, Anna
Domeracki, Karl
Duncan, Jacob
Dunn, Jessica
Edwards, Thomas
Elcock, Aaron
Ellison, Hannah
Epton, Joshua
Fowler, Max
Sheffield University
York College
University of Central
Lancashire
Manchester Met University
Thames Valley University
Leicester University
Academy of Central Music,
Guildford
Queen's University Belfast
Gannaway, Melissa
Northumbria University
Gardiner, Rory
Garland, Matthew
Gibson, Rebecca
Gillett, Louise
Grant, Christopher
Gregory, Emily
Hall, Jacob
Halstead - Harris, Dominic
Hamilton, Bethan
Harrison, Joseph
Haughton-Shaw, Eliza
Haynes, Jake
Haziem, Jumana
Helliwell, Lauren
Hull University
Glasgow University
Newcastle University
Nottingham Trent
Nottingham Trent
Birmingham University
Leeds Met University
Hickson, Natalya
Hollingworth, Olivia
Holmes, Camilla
Horan, Jack
Horwell, Samuel
Hovington, Edward
University of Sunderland
Manchester University
York College
Northumbria University
Hovington, Olivia
Howard, Iain
Howden, Daniel
Hudson, Paige
Jackson, Kerry
Durham University
Newcastle University
York College
Northumbria University
York University
Jameson, Robert
Johns, Elizabeth
Nottingham University
York St John University
Liverpool John Moores
University
Newcastle University
Jones, Laura
Kadow, Jessica
Document1
Newcastle University
University Of Kent
Bradford University
York College
Nottingham University
Japanese Studies & German
Art Foundation
Adventure Sports Coaching
Gap Year
Primary Education
Music Performance &
Recording
History & Politics
Contemporary Music
Aerospace Engineering
Gap Year
Communications & Public
Relations
Economics & Business
Economics (International)
Audio & Video Engineering
Agriculture
International Relations
Geography (Physical)
Maths with Psychology
Business Studies
Gap Year
Psychology
Computer Science
Gap Year
Gap Year
Diagnostic Radiography
Childhood Studies & Media
Studies
Drama
Art Foundation
Law
Gap Year
Industrial Economics
Sport, Exercise & Physical
Activity
Mechanical Engineering
Art Foundation
Criminology & Sociology
Management
Chemistry & Molecular
Physics
Primary Education
Event Management
English Language &
14
Khan, Raheela
Lacock, Joseph
Lapworth, Emily
Lawrence, Ashley
Lawrie, Stewart
Glasgow School of Art
Queen Mary, University of
London
Newcastle University
Liverpool Hope University
Edinburgh Napier University
Lee, Samuel
University of Kent
Livesey, Thomas
Lodge, Ben
Low, Katherine
Mason, Harry
Massey, Katherine
Mazza, Maria
Northumbria University
University of Derby
Northumbria University
Oxford University
Cambridge University
Oxford University
McCarthy, Eleanor
McGarry, Patrick
McKelvey-Williams, Niall
McSeveney, Lyndsay
Metcalfe, David
Miller, Katherine
Miller, Rebecca
Monkhouse, Jack
Morris, Christopher
Munro, Connor
Myers, Nicholas
Nesom, Virginia
Nott, Oliver
O'Grady, Matilda
University of Kent
Oxford Brookes University
Manchester Met University
York College
Painter, Chris
Parkinson, Constance
Parkinson, Roisin
Pearce, Jamie
Penso, Joanna
Piercy, Andrew
Ratcliff, Jack
Ray, David
Lancaster University
Leeds Met University
Northumbria University
York College
York College
Sheffield University
Coventry University
London School of Economics
Rebeiro, Luke
Loughborough University
London South Bank
University
University College London
University of East London
Newcastle University
Leeds Met University
Southampton University
Richardson, Ashley
Ridley, Joseph
Rivzi, Salaar
Roberts, Benjamin
Ross, Anna
Sansoni, Michael
Document1
Sheffield Hallam University
Loughborough University
York University
York St John University
Leeds University
Keele University
St Andrew's University
Literature
Architecture (2012)
History
Modern Languages
Music
Nursing (Adult)
Astronomy, Space Science
& Astrophysics
Business with International
Management
Education Studies
Business Studies
Biomedical Engineering
Natural Sciences
Medicine
Classical & Archaeological
Studies
Biomedical Sciences
European Film/History
Art Foundation
Apprenticeship
Criminology & Sociology
Maths
Physics
Physiotherapy
Geography
Gap Year
American Studies
International Relations
Gap Year
English Literature &
Philosophy
Events Management
History
Multimedia Technologies
Art Foundation
Sociology
Finance & Investment
Business Maths & Statistics
History & International
Relations
Psychology with Criminal
Psychology
Biochemistry
Sport & Exercise Science
Biochemistry
Psychology & Criminology
Aeronautics &
15
Scott, Alexander
Shaw, April
Smith, Cherry
Smith, Heather
Stacey, Natasha
Thomson, Lucy
Torgerson, William
Uddin, Rebekah
Unthank, Nathan
Watson, Rebecca
Wayper, Philip
White, Sophie
Willerton, Aaron
Williams, Charlotte
Williams, Toby
Wilson, Alice
Wilson, Daniel
Winfield, Jack
Wooldridge, Thomas
Wragg, Courtney
Wrigglesworth, Steven
Wright, Amy
Wulder, Hannah
Young, Elizabeth
Document1
Leeds College of Music
Northumbria University
Huddersfield University
Edge Hill University
University of Cumbria
Durham University
Manchester Met University
Lancaster University
Staffordshire University
York College
Liverpool University
University of Maastricht
Sheffield Hallam University
Nottingham Trent University
York University
Huddersfield University
Northumbria University
Nottingham University
Northumbria University
Open University
Astronautics/Aerodynamics
Music (Popular Music)
Criminology
Criminology
Geography
Gap Year
Child & Family Studies
Natural Sciences
Geography
Gap Year
Financial Maths
Aeronautical Technology
Gap Year
Apprenticeship
Art Foundation
Dental Surgery
English
Business Economics
Product Design
Politics
Events Management
Forensic Science
French Studies
Business with Finance
Psychology
16
SUMMARY OF YEAR 11 DESTINATIONS 2011
Fulford
York College
Other School
Apprenticeships/Employment
Moved out of area
119
54
26
3
2
Total number of students
204
2% 1%
Fulford
13%
York College
Other School
26%
58%
Apprenticeships/Employ
ment
Moved out of area
Document1
17
Fulford School
Examination Results
2011
(Provisional)
Document1
18
EXAMINATION RESULTS 2011: SUMMARY
GCSE - YEAR 11 – 2011 (figures for 2010 in brackets)
Entered for
5+ GCSEs
% of boys
% of Girls
% of all
Pupils
% of 5+
A*-C
% of 5 + A* - C
inc En + Ma
99.2
(100)
100
(100)
99.5
(100)
2001
75.8
2002
78.6
Achieving
5+ A*-C
92.7
(81.8)
94
(95.4)
92.3
(88.9)
2003
81.6
Achieving Entered
5+ A*-G
for
1+GCSE
99.2
(99)
100
(99.1)
99.5
(99)
2004
69
2005
71.8
100
(100)
100
(100)
100
(100)
Achieving Achieving
1+ A-C
5+ A*-C
Including English
& Maths
99.2
(100)
100
(100)
99.5
(100)
70.7
(60.6)
75.9
(80.7)
72.8
(71.2)
2006
73.3
2007
77.4
2008
77.1
2009
82.5
2010
88.9
2011
93.2
66
71.2
69.4
78
71.2
72.8
GCSE TARGETS FOR 2011
5+ A* - C inc
EN & MA
74
72.8
Target
Actual
% A* - C
Target
Actual
Document1
English
85
86
Maths
83
77
5+ A* - C
5+ A* - G
88
93.2
99
99.5
Average Points
per Student
525
593.8
Science (based on total number of entries)
83
85
19
A-LEVEL RESULTS SUMMARY 2011
A-Level/ AS-Level - Year 13 2011 (includes AS taken in Year 12)
2010 figures in brackets:
0-60pts
% of Boys
61-119ts
0
(0)
0
(0)
0
(0)
% of Girls
% of Total
120180pts
0
(0)
0
(0)
0
(0)
4.2
(0)
0
(1.7)
2.1
(0.8)
181239pts
240300pts
2.8
(4.8)
2.9
(5)
2.8
(4.9)
19.4
(9.7)
11.6
(18.3)
15.6
(13.9)
301359 pts
13.9
(8.1)
11.6
(10)
12.8
(9)
360+ pts
Average Score
per Candidate
59.7
(77.4)
73.9
(65)
66.7
(71.3)
406.9
(429.7)
442.7
(407.5)
418.8
(418.8)
Number of pupils in school aged 17+ : 141
Number of boys in school aged 17+ : 72
Number of girls in school aged 17+ : 69
Key
A-Level
Grade A*=
Grade A =
Grade B =
Grade C =
Grade D =
Grade E =
140 points
120 points
100 points
80 points
60 points
40 points
A*
B
AS Exams
Grade A =
Grade B =
Grade C =
Grade D =
Grade E =
60 points
50 points
40 points
30 points
20 points
A Level (2011)
OVERALL
% of Total
Document1
A
C
D
E
14.3 20.3 24.2 22.2 10.5 6.7
U
1.9
A*-B (inc
GS)
58.8
A*-E (inc
GS)
98.1
A*-B (exc A*-E (exc
GS)
GS)
63.7
99.1
20
KS3 RESULTS 2001 - 2011
KEY STAGE 3 TARGETS AND RESULTS 2011 – Based upon teacher assessments
Level 5 + Target
Level 5 + Actual
Level 6 + Target
Level 6 + Actual
English
95%
97%
72%
83%
Mathematics
93%
95%
79%
79%
Science
94%
93%
72%
67%
ENGLISH %
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
Level 4
12
13
10
12
10
9
2
4
9
4
2
Level 5
27
30
48
46
40
27
40
22
23
27
14
Level 6
39
36
27
29
33
38
44
35
44
40
43
Level 7
17
16
22
5
7
20
14
36
22
28
40
Levels 5 - 7
83
81
87
80
80
85
98
93
89
95
97
Level 4
11
9
9
8
3
5
6
5
7
6
4
Level 5
16
14
19
14
13
11
11
11
13
13
16
Level 6
24
33
32
33
37
29
33
24
23
31
32
Level 7
37
32
30
26
35
35
32
32
29
31
31
Level 8
8
6
9
12
5
13
19
23
27
19
16
Levels 5 - 8
84
85
87
75
90
88
94
91
91
94
95
Level 4
11
12
11
12
10
10
6
5
9
1
7
Level 5
16
34
18
30
28
27
20
22
30
15
26
Level 6
43
30
49
30
37
29
39
39
32
48
41
Level 7
22
14
20
21
21
27
35
30
29
37
26
Level 8
3
1
Levels 5 - 8
84
80
87
81
87
83
94
91
91
99
93
MATHEMATICS %
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
SCIENCE %
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
Document1
21
SCHOOL RESULTS
This table shows the percentage of pupils at each level at the end of Key Stage 3 2011.
The number of pupils at the end of Key Stage 3 is 204.
Figures may not total 100 percent because of rounding.
TEACHER ASSESSMENT
Percentage at each level
W
1
2
3
4
5
6
7
8
EP
Pupils
disapplied
Pupils
absent
English
0
0
0
0
2
14
43
39
1
0
0
0
Mathematics
0
0
0
0
4
16
32
31
16
0
0
0
Science
0
0
0
0
7
25
41
25
0
0
0
0
Modern Foreign Languages
0
0
0
3
19
59
17
0
0
0
0
0
Design and Technology
0
0
0
0
0
17
64
18
0
0
0
0
Geography
0
0
0
0
4
30
45
20
0
0
0
0
History
0
0
0
0
1
19
33
42
3
0
0
0
ICT +
0
0
0
0
2
17
49
31
0
0
0
0
Art and Design
0
0
0
0
6
34
54
4
0
0
0
0
Music
0
0
0
0
4
56
29
9
0
0
0
0
Physical Education
0
0
0
0
9
70
20
0
0
0
0
0
Document1
22
2011 YEAR 11 GCSE RESULTS
ENGLISH
Boys
Girls
TOTAL
Entries
119
83
202
A*
21
17
38
A
31
25
56
B
24
19
43
C
20
17
37
D
12
4
16
E
9
1
10
F
2
0
2
G
0
0
0
U
0
0
0
A*-G%
100
100
100
A*-C%
81
94
86
ENGLISH LIT
Boys
Girls
TOTAL
Entries
105
82
187
A*
20
13
33
A
38
30
68
B
26
22
48
C
12
7
19
D
6
7
13
E
2
3
5
F
0
0
0
G
0
0
0
U
1
0
1
A*-G%
99
100
99
A*-C%
91
88
90
MATHEMATICS
Boys
Girls
TOTAL
Entries
123
83
206
A*
19
7
26
A
35
18
53
B
24
20
44
C
17
18
35
D
11
11
22
E
5
5
10
F
6
2
8
G
6
2
8
U
0
0
0
A*-G%
100
100
100
A*-C%
77
76
77
SCIENCE (BTEC)
Boys
Girls
TOTAL
Entries
24
12
36
A*
0
0
0
A
0
0
0
B
0
0
0
C
24
12
36
D
0
0
0
E
0
0
0
F
0
0
0
G
0
0
0
U
0
0
0
A*-G%
100
100
100
A*-C%
100
100
100
SCIENCE (SINGLE AWARD)
Boys
Girls
TOTAL
Entries
68
55
123
A*
0
0
0
A
7
4
11
B
13
8
21
C
21
14
35
D
9
19
28
E
8
5
13
F
5
5
10
G
5
0
5
U
0
0
0
A*-G%
100
100
100
A*-C%
60
47
54
SCIENCE (ADDITIONAL)
Boys
Girls
TOTAL
Entries
32
16
48
A*
0
0
0
A
5
2
7
B
9
6
15
C
6
3
9
D
8
2
10
E
4
2
6
F
0
1
1
G
0
0
0
U
0
0
0
A*-G%
100
100
100
A*-C%
63
69
65
Document1
23
SCIENCE (ADDITIONAL APPLIED)
Boys
Girls
TOTAL
Entries
13
27
40
A*
0
0
0
A
0
1
1
B
0
10
10
C
6
8
14
D
7
7
14
E
0
1
1
F
0
0
0
G
0
0
0
U
0
0
0
A*-G%
100
100
100
A*-C%
46
70
63
BIOLOGY
Boys
Girls
TOTAL
Entries
53
27
80
A*
14
6
20
A
21
10
31
B
15
8
23
C
3
3
6
D
0
0
0
E
0
0
0
F
0
0
0
G
0
0
0
U
0
0
0
A*-G%
100
100
100
A*-C%
100
100
100
CHEMISTRY
Boys
Girls
TOTAL
Entries
53
27
80
A*
11
8
19
A
27
10
37
B
10
5
15
C
5
3
8
D
0
1
1
E
0
0
0
F
0
0
0
G
0
0
0
U
0
0
0
A*-G%
100
100
100
A*-C%
100
96
99
PHYSICS
Boys
Girls
TOTAL
Entries
53
27
80
A*
12
6
18
A
23
7
30
B
16
8
24
C
2
6
8
D
0
0
0
E
0
0
0
F
0
0
0
G
0
0
0
U
0
0
0
A*-G%
100
100
100
A*-C%
100
100
100
APPLIED BUSINESS
Boys
Girls
TOTAL
Entries
24
12
36
A*
0
2
2
A
3
2
5
B
11
0
11
C
2
3
5
D
0
3
3
E
2
0
2
F
4
1
5
G
2
1
3
U
0
0
0
A*-G%
100
100
100
A*-C%
67
58
64
ART
Boys
Girls
TOTAL
Entries
20
40
60
A*
2
8
10
A
2
6
8
B
1
12
13
C
8
9
17
D
5
4
9
E
2
1
3
F
0
0
0
G
0
0
0
U
0
0
0
A*-G%
100
100
100
A*-C%
65
88
80
BUSINESS STUDIES
Boys
Girls
TOTAL
Entries
22
0
22
A*
1
0
1
A
7
0
7
B
5
0
5
C
6
0
6
D
0
0
0
E
1
0
1
F
1
0
1
G
1
0
1
U
0
0
0
A*-G%
100
0
100
A*-C%
86
0
86
Document1
24
DANCE
Boys
Girls
TOTAL
Entries
0
2
2
A*
0
0
0
A
0
2
2
B
0
0
0
C
0
0
0
D
0
0
0
E
0
0
0
F
0
0
0
G
0
0
0
U
0
0
0
A*-G%
0
100
100
A*-C%
0
100
100
DRAMA
Boys
Girls
TOTAL
Entries
5
8
13
A*
0
3
3
A
0
2
2
B
1
1
2
C
2
0
2
D
1
2
3
E
1
0
1
F
0
0
0
G
0
0
0
U
0
0
0
A*-G%
100
100
100
A*-C%
60
75
69
DT – ELECTRONICS
Boys
Girls
TOTAL
Entries
16
1
17
A*
0
0
0
A
2
0
2
B
3
0
3
C
4
0
4
D
3
1
4
E
3
0
3
F
0
0
0
G
1
0
1
U
0
0
0
A*-G%
100
100
100
A*-C%
56
0
53
DT - FOOD
Boys
Girls
TOTAL
Entries
6
6
12
A*
0
0
0
A
0
1
1
B
0
2
2
C
2
0
2
D
1
0
1
E
1
3
4
F
1
0
1
G
1
0
1
U
0
0
0
A*-G%
100
100
100
A*-C%
33
50
42
DT - GRAPHICS
Boys
Girls
TOTAL
Entries
12
7
19
A*
2
1
3
A
4
1
5
B
3
2
5
C
2
3
5
D
0
0
0
E
1
0
1
F
0
0
0
G
0
0
0
U
0
0
0
A*-G%
100
100
100
A*-C%
92
100
95
DT – RESISTANT MATERIALS
Boys
Girls
TOTAL
Entries
40
12
52
A*
2
1
3
A
5
3
8
B
8
2
10
C
11
3
14
D
4
2
6
E
7
0
7
F
2
0
2
G
1
1
2
U
0
0
0
A*-G%
100
100
100
A*-C%
65
75
67
DT – TEXTILES
Boys
Girls
TOTAL
Entries
1
16
17
A*
0
4
4
A
0
5
5
B
0
3
3
C
1
2
3
D
0
0
0
E
0
2
2
F
0
0
0
G
0
0
0
U
0
0
0
A*-G%
100
100
100
A*-C%
100
88
88
Document1
25
FRENCH
Boys
Girls
TOTAL
Entries
51
40
91
A*
5
4
9
A
13
5
18
B
10
16
26
C
9
9
18
D
10
3
13
E
4
2
6
F
0
1
1
G
0
0
0
U
0
0
0
A*-G%
100
100
100
A*-C%
73
85
78
GEOGRAPHY
Boys
Girls
TOTAL
Entries
77
25
102
A*
10
3
13
A
23
5
28
B
11
8
19
C
12
1
13
D
6
5
11
E
8
1
9
F
5
1
6
G
1
1
2
U
1
0
1
A*-G%
99
100
99
A*-C%
73
68
72
GERMAN
Boys
Girls
TOTAL
Entries
35
30
65
A*
4
1
5
A
8
8
16
B
13
7
20
C
3
6
9
D
3
3
6
E
2
5
7
F
2
0
2
G
0
0
0
U
0
0
0
A*-G%
100
100
100
A*-C%
80
73
77
HISTORY
Boys
Girls
TOTAL
Entries
30
33
63
A*
13
10
23
A
9
13
22
B
2
3
5
C
2
3
5
D
0
0
0
E
1
0
1
F
1
2
3
G
1
2
3
U
1
0
1
A*-G%
97
100
98
A*-C%
87
88
87
MUSIC
Boys
Girls
TOTAL
Entries
8
5
13
A*
1
0
1
A
4
1
5
B
2
4
6
C
1
0
1
D
0
0
0
E
0
0
0
F
0
0
0
G
0
0
0
U
0
0
0
A*-G%
100
100
100
A*-C%
100
100
100
PHYSICAL EDUCATION
Boys
Girls
TOTAL
Entries
27
11
38
A*
3
0
3
A
3
0
3
B
10
6
16
C
8
3
11
D
2
1
3
E
1
1
2
F
0
0
0
G
0
0
0
U
0
0
0
A*-G%
100
100
100
A*-C%
89
82
87
RELIGIOUS STUDIES (FULL)
Boys
Girls
TOTAL
Entries
33
37
70
A*
15
19
34
A
11
13
24
B
5
4
9
C
2
1
3
D
0
0
0
E
0
0
0
F
0
0
0
G
0
0
0
U
0
0
0
A*-G%
100
100
100
A*-C%
100
100
100
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26
RELIGIOUS STUDIES (SHORT)
Boys
Girls
TOTAL
Entries
83
43
126
A*
8
2
10
A
9
9
18
B
13
3
16
C
15
13
28
D
113
4
17
E
9
6
15
F
11
3
14
G
5
3
8
U
0
0
0
A*-G%
100
100
100
A*-C%
54
63
57
RUSSIAN
Boys
Girls
TOTAL
Entries
1
0
1
A*
1
0
1
A
0
0
0
B
0
0
0
C
0
0
0
D
0
0
0
E
0
0
0
F
0
0
0
G
0
0
0
U
0
0
0
A*-G%
100
0
100
A*-C%
100
0
100
SPANISH
Boys
Girls
TOTAL
Entries
0
1
1
A*
0
1
1
A
0
0
0
B
0
0
0
C
0
0
0
D
0
0
0
E
0
0
0
F
0
0
0
G
0
0
0
U
0
0
0
A*-G%
0
100
100
A*-C%
0
100
100
STATISTICS
Boys
Girls
TOTAL
Entries
30
26
56
A*
0
0
0
A
7
2
9
B
6
7
13
C
11
10
21
D
5
4
9
E
1
2
3
F
0
0
0
G
0
0
0
U
0
1
1
A*-G%
100
96
98
A*-C%
80
73
77
Document1
27
2011 YEAR 13 A-LEVEL RESULTS
APPLIED BUSINESS
Boys
Girls
TOTAL
Entries
3
3
6
A*
1
1
2
A
0
1
1
B
2
1
3
C
0
0
0
D
0
0
0
E
0
0
0
U
0
0
0
A*-E%
100
100
100
A*-B%
100
100
100
APPLIED LEISURE (single)
Boys
Girls
TOTAL
Entries
2
1
3
A*
0
0
0
A
1
1
2
B
0
0
0
C
1
0
1
D
0
0
0
E
0
0
0
U
0
0
0
A*-E%
100
100
100
A*-B%
50
100
67
APPLIED LEISURE (double)
Boys
Girls
TOTAL
Entries
4
2
6
A*
0
0
0
A
0
1
1
B
0
1
1
C
2
0
2
D
2
0
2
E
0
0
0
U
0
0
0
A*-E%
100
100
100
A*-B%
0
100
34
ART AND DESIGN
Boys
Girls
TOTAL
Entries
4
7
11
A*
0
1
1
A
0
2
2
B
1
2
3
C
1
1
2
D
2
1
3
E
0
0
0
U
0
0
0
A*-E%
100
100
100
A*-B%
25
71
55
BIOLOGY
Boys
Girls
TOTAL
Entries
20
22
42
A*
2
6
8
A
6
4
10
B
4
6
10
C
2
4
6
D
5
1
6
E
1
1
2
U
0
0
0
A*-E%
100
100
100
A*-B%
60
73
67
BUSINESS STUDIES
Boys
Girls
TOTAL
Entries
20
13
33
A*
3
3
6
A
4
2
6
B
7
4
11
C
4
4
8
D
2
0
2
E
0
0
0
U
0
0
0
A*-E%
100
100
100
A*-B%
70
69
70
CHEMISTRY
Boys
Entries
18
A*
3
A
4
B
2
C
1
D
3
E
3
U
2
A*-E%
89
A*-B%
50
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28
Girls
TOTAL
9
27
1
4
6
10
1
3
1
2
0
3
0
3
0
2
100
93
89
63
DESIGN & TECHNOLOGY
Boys
Girls
TOTAL
Entries
6
1
7
A*
0
1
1
A
1
0
1
B
1
0
1
C
2
0
2
D
0
0
0
E
2
0
2
U
0
0
0
A*-E%
100
100
100
A*-B%
33
100
43
D & T - TEXTILES
Boys
Girls
TOTAL
Entries
0
6
6
A*
0
2
2
A
0
1
1
B
0
1
1
C
0
1
1
D
0
1
1
E
0
0
0
U
0
0
0
A*-E%
0
100
100
A*-B%
0
67
67
ENGLISH LANGUAGE
Boys
Girls
TOTAL
Entries
4
1
5
A*
0
0
0
A
1
0
1
B
1
1
2
C
2
0
2
D
0
0
0
E
0
0
0
U
0
0
0
A*-E%
100
100
100
A*-B%
50
100
60
ENGLISH LANG/LIT
Boys
Girls
TOTAL
Entries
15
12
27
A*
3
3
6
A
4
3
7
B
4
1
5
C
4
4
8
D
0
1
1
E
0
0
0
U
0
0
0
A*-E%
100
100
100
A*-B%
73
58
67
ENGLISH LITERATURE
Boys
Girls
TOTAL
Entries
7
13
20
A*
1
4
5
A
3
5
8
B
1
1
2
C
2
2
4
D
0
0
0
E
0
1
1
U
0
0
0
A*-E%
100
100
100
A*-B%
71
77
75
EXTENDED PROJECT
Boys
Girls
TOTAL
Entries
8
4
12
A*
1
2
3
A
1
1
2
B
2
0
2
C
2
1
3
D
0
0
0
E
1
0
1
U
1
0
1
A*-E%
88
100
92
A*-B%
50
75
58
Document1
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FILM STUDIES
Boys
Girls
TOTAL
Entries
10
13
23
A*
2
2
4
A
1
5
6
B
1
0
1
C
5
5
10
D
1
1
2
E
0
0
0
U
0
0
0
A*-E%
100
100
100
A*-B%
40
54
48
FRENCH
Boys
Girls
TOTAL
Entries
3
7
10
A*
0
1
1
A
2
0
2
B
1
4
5
C
0
1
1
D
0
1
1
E
0
0
0
U
0
0
0
A*-E%
100
100
100
A*-B%
100
71
80
GENERAL STUDIES
Boys
Girls
TOTAL
Entries
71
67
138
A*
4
3
7
A
7
12
19
B
18
15
33
C
16
17
33
D
9
12
21
E
14
4
18
U
3
4
7
A*-E%
96
94
95
A*-B%
41
45
43
GEOGRAPHY
Boys
Girls
TOTAL
Entries
11
17
28
A*
4
5
9
A
1
1
2
B
1
4
5
C
4
6
10
D
0
1
1
E
1
0
1
U
0
0
0
A*-E%
100
100
100
A*-B%
55
59
57
GERMAN
Boys
Girls
TOTAL
Entries
1
2
3
A*
0
0
0
A
1
1
2
B
0
0
0
C
0
1
1
D
0
0
0
E
0
0
0
U
0
0
0
A*-E%
100
100
100
A*-B%
100
50
67
HISTORY
Boys
Girls
TOTAL
Entries
14
14
28
A*
2
1
3
A
2
2
4
B
5
9
14
C
5
1
6
D
0
0
0
E
0
1
1
U
0
0
0
A*-E%
100
100
100
A*-B%
64
86
75
INFORMATION TECHNOLOGY
Boys
Girls
TOTAL
Entries
1
0
1
A*
0
0
0
A
0
0
0
B
0
0
0
C
1
0
1
D
0
0
0
E
0
0
0
U
0
0
0
A*-E%
100
0
100
A*-B%
0
0
0
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30
MATHEMATICS
Boys
Girls
TOTAL
Entries
23
13
36
A*
4
3
7
A
5
3
8
B
5
2
7
C
2
2
4
D
4
1
5
E
3
1
4
U
0
1
1
A*-E%
100
92
97
A*-B%
61
62
61
FURTHER MATHEMATICS
Boys
Girls
TOTAL
Entries
4
1
5
A*
0
1
1
A
1
0
1
B
2
0
2
C
0
0
0
D
1
0
1
E
0
0
0
U
0
0
0
A*-E%
100
100
100
A*-B%
75
100
80
MUSIC
Boys
Girls
TOTAL
Entries
4
2
6
A*
0
0
0
A
0
0
0
B
1
1
2
C
1
1
2
D
2
0
2
E
0
0
0
U
0
0
0
A*-E%
100
100
100
A*-B%
25
50
33
PHYSICAL EDUCATION
Boys
Girls
TOTAL
Entries
6
3
9
A*
0
1
1
A
0
0
0
B
0
1
1
C
2
0
2
D
3
1
4
E
1
0
1
U
0
0
0
A*-E%
100
100
100
A*-B%
0
67
22
PHYSICS
Boys
Girls
TOTAL
Entries
17
3
20
A*
2
1
3
A
5
2
7
B
3
0
3
C
3
0
3
D
2
0
2
E
2
0
2
U
0
0
0
A*-E%
100
100
100
A*-B%
59
100
65
POLITICS
Boys
Girls
TOTAL
Entries
11
2
13
A*
0
0
0
A
3
1
4
B
5
1
6
C
2
0
2
D
1
0
1
E
0
0
0
U
0
0
0
A*-E%
100
100
100
A*-B%
73
100
77
PYSCHOLOGY
Boys
Girls
TOTAL
Entries
5
18
23
A*
0
5
5
A
2
0
2
B
1
6
7
C
1
5
6
D
0
1
1
E
1
1
2
U
0
0
0
A*-E%
100
100
100
A*-B%
60
61
61
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31
RELIGIOUS STUDIES
Boys
Girls
TOTAL
Entries
0
7
7
A*
0
1
1
A
0
0
0
B
0
3
3
C
0
3
3
D
0
0
0
E
0
0
0
U
0
0
0
A*-E%
0
100
100
A*-B%
0
57
57
SOCIOLOGY
Boys
Girls
TOTAL
Entries
4
16
20
A*
0
2
2
A
1
5
6
B
1
3
4
C
0
4
4
D
2
2
4
E
0
0
0
U
0
0
0
A*-E%
100
100
100
A*-B%
50
63
60
THEATRE STUDIES
Boys
Girls
TOTAL
Entries
3
4
7
A*
0
0
0
A
1
2
3
B
2
1
3
C
0
0
0
D
0
0
0
E
0
1
1
U
0
0
0
A*-E%
100
100
100
A*-B%
100
75
86
Document1
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