Arun

Value Added v2.1 for the secondary schools of Arun, West Sussex.

NoteAbout this page

Value Added v2.1 for Arun’s state-funded secondary schools, 2021/22 to 2024/25, measured against England (see the method), with the analyses of the original Sussex document refitted on the v2.1 model. Built from published DfE and Ofsted data; nothing uses pupil-level records.

Summary

  • 6 schools, with value added for all pupils averaging -0.1 points against England: 2 significantly above expectation and 1 below.
  • Disadvantaged pupils -1.6, non-disadvantaged -0.4; girls -0.2, boys -0.1.
  • Strongest: St Philip Howard Catholic School (+2.7). Weakest: The Littlehampton Academy (-2.8).
  • Absence runs 0.1 points above what the intake predicts on average over 2021/22 to 2024/25; The Littlehampton Academy more than a point above.
  • 2 of 6 schools add value with attendance at or better than their intake predicts; 0 add value despite worse attendance, and 3 are below expectation with worse attendance (value added and attendance).
  • No district effect can be found on the v2.1 model.
  • Suspensions: 19.3 episodes per 100 pupils (England 21.2); 6.5 pupils per 100 suspended at least once (England 7.3). Reduced timetables run at 0.9 times the national rate.
  • Trusts that stand out nationally on v2.1: United Learning Trust (all pupils +7.3% and disadvantaged pupils +8.6%).
  • Latest Ofsted: 2 report cards, 2 graded inspections and 2 ungraded visits only.
  • 2025/26, provisional: value added for all pupils averages +0.5 points across the area’s schools on DfE’s provisional results. This will be updated with the revised release in February 2027.

The schools

Each school coloured by Value Added v2.1 for all pupils; choose another measure, including absence against intake, from the menu. Circle size is the school’s roll; hover for every group’s value added, absence against intake, the published v1 figure, and Ofsted.

Table 1: Every school, with Value Added v2.1 against England (Attainment 8 points, 95% interval for all pupils), absence against what the intake predicts (percentage points, 2021/22 to 2024/25), the published v1 figure, the latest Ofsted judgement as at 30 September 2026, and provisional 2025/26 value added for all pupils. 2025/26 is provisional: predicted from the v2.1 model using DfE’s provisional KS4 results (October 2026), with absence bridged from autumn and spring and the intake data not yet published carried forward. It will be updated with the revised KS4 release in February 2027.
School District All pupils Disadv. Non-disadv. Girls Boys Absence vs intake 2025/26 (provisional) v1 Ofsted latest Run by (2024/25)
St Philip Howard Catholic School Arun +2.7 (+0.4 to +5.0) -1.6 +3.1 +2.5 +2.5 -1.3 +2.8 +1.0 Report card (Apr 2026): achievement Strong standard, curriculum and teaching Strong standard Bosco Catholic Education Trust
The Regis School Arun +2.7 (+0.8 to +4.6) +1.2 +2.3 +2.9 +2.1 -0.7 +6.8 +2.4 Remains Good (Mar 2023, ungraded visit) United Learning Trust
Ormiston Six Villages Academy Arun -0.4 (-2.2 to +1.5) -2.9 -0.3 -2.0 +1.0 -0.5 -0.3 +0.7 Good (Nov 2022) Ormiston Academies Trust
The Angmering School Arun -1.3 (-3.0 to +0.5) -2.6 -1.6 -0.5 -1.6 +0.1 -1.0 -2.4 Good (Oct 2022) Maintained by the council
Felpham Community College Arun -1.6 (-3.4 to +0.3) -1.3 -2.2 -1.0 -2.1 +0.8 -1.9 -2.1 Standards maintained (Oct 2024, ungraded visit) Maintained by the council
The Littlehampton Academy Arun -2.8 (-4.4 to -1.2) -2.5 -3.4 -3.0 -2.2 +2.1 -3.1 -3.5 Report card (Feb 2026): achievement Needs attention, curriculum and teaching Expected standard Woodard Academies Trust

Who runs them

Figure 1: Who ran each school in 2024/25, and its Value Added v2.1 for all pupils. Each panel is a governing body; the shape is how the school came to be run that way.

Value added and attendance

Two questions, kept apart. Does the school add value? Value Added v2.1 answers that with absence allowed for: a school with more absence is expected to score lower, so it is judged on what it achieves given its attendance. Does it hold attendance? Absence against intake answers that: how far its absence runs above or below what pupils like its own would predict. The chart sets one against the other. Neither contains the other, so the four corners mean what they say.

Figure 2: Every school in England on the two questions, 2021/22 to 2024/25. Across, absence above or below what its intake predicts. Up, Value Added v2.1. The area’s schools in colour; hover for each school’s figures, drag to zoom, double-click to reset.

Of 6 schools, 2 add value with attendance at or better than their intake predicts, and 0 add value despite worse attendance. 3 are below expectation with worse attendance, and 1 is below expectation despite attendance at or better than predicted. Across England the two are close to independent (correlation -0.07; -0.87 across Arun’s schools). Adding value and holding attendance are different things, and plenty of schools do one without the other.

Value added with no allowance for absence. The map also offers value added from the model without its absence term. It does not excuse a school its absence: for every percentage point its absence runs above what its intake predicts, it loses about 1.1 Attainment 8 points against Value Added v2.1. It is the two axes above folded into one number, so it belongs on the map, not on this chart, where it would contain the absence it is plotted against.

See the methodology.

Value added allowing for the kind of absence. The map also offers value added with the illness share of absence in the expectation: where more of a school’s absence is illness, the same absence is expected to cost less. It is published beside Value Added v2.1, not in it, because what is authorised as illness is partly the school’s own coding (methodology). Across Arun’s schools the two agree at 1.00; no school moves by as much as half a point.

Table 2: The schools furthest above and below expectation on Value Added v2.1 (Attainment 8 points, 2021/22 to 2024/25), with absence against intake and value added with no allowance for absence.
School District Value added v2.1 Absence vs intake No allowance for absence Run by (2024/25)
Furthest above
St Philip Howard Catholic School Arun +2.7 -1.3 +4.0 Bosco Catholic Education Trust
The Regis School Arun +2.7 -0.7 +3.1 United Learning Trust
Ormiston Six Villages Academy Arun -0.4 -0.5 -0.6 Ormiston Academies Trust
Furthest below
The Angmering School Arun -1.3 +0.1 -2.3 Maintained by the council
Felpham Community College Arun -1.6 +0.8 -3.5 Maintained by the council
The Littlehampton Academy Arun -2.8 +2.1 -5.6 Woodard Academies Trust

What Arun’s schools add, and what absence takes away

Value added already counts absence as part of a school’s context, so what absence moves and what the school moves are separate quantities rather than one counted twice. Below, the blue bar is what this area’s absence is worth against the England average of 8.6% in 2024/25, run through the national gradient; the purple bar is the area’s mean value added, which is measured against England already. The diamond is the two together. Absence here is full-year absence in 2024/25, the mean of schools; value added covers 2021/22 to 2024/25. How the bars are computed from the model is set out in the methodology.

Figure 3: Arun and its comparators. Blue is what the area absence level in 2024/25 (full year, mean of schools) is worth against the England average, through the national gradient. Purple is mean Value Added v2.1, which is measured against England already. The diamond is the two together, and zero is the England average.

Arun’s schools ran at 9.1% absence in 2024/25 against England’s 8.6%, which on the national gradient is worth -0.6 Attainment 8 points. Their mean value added is -0.1, so the two together leave the area -0.7 points against England. Both are pulling the same way, downwards.

For disadvantaged pupils the same absence is worth -0.7 points of their Attainment 8 (mean 38.4), against -0.5 for non-disadvantaged pupils (mean 50.3) and -0.6 for pupils as a whole (47.5): the gradient is 77% steeper for them than for non-disadvantaged pupils, so wherever attendance is the problem it is a sharper problem for the pupils with least room to absorb it.

The gradient is associational. It says what schools with this much absence look like once intake is accounted for, not what this area would gain by changing it.

How Arun compares

Table 3: Arun against West Sussex and Brighton and Hove and England, 2024/25. Means of school-level figures; ranks among England’s districts with five or more schools (1 = highest). Value added and absence against intake are v2.1, 2021/22 to 2024/25.
Measure Arun West Sussex Brighton and Hove England
Attainment 8, all pupils 43.1 (215th) 46.4 45.5 46.8
Attainment 8, disadvantaged 31.2 (248th) 33.5 33.9 37.7
Attainment 8, non-disadvantaged 45.8 (233rd) 48.9 49.6 49.9
Disadvantage gap (points) 14.6 (70th) 15.4 15.7 12.2
Disadvantaged (FSM6) % 18.6 (219th) 17.1 28.8 28.4
Overall absence % 9.1 (83rd) 8.7 11.3 8.6
Persistent absence % 26.3 (51st) 23.9 30.6 23.9
Mean KS2 (centred) 3.30 (230th) 4.26 4.71 4.47
EAL % 11.1 (140th) 11.0 13.0 18.4
Value added v2.1, all pupils -0.1 -0.3 +1.4 0.0
Value added v2.1, disadvantaged -1.6 -1.7 +0.4 0.0
Value added v2.1, non-disadvantaged -0.4 -0.4 +1.5 0.0
Absence against intake (pp) +0.1 -0.3 +1.7 0.0

What explains attainment in Arun

Figure 4: Why average Attainment 8 differs from England’s, by factor, all school-years, on the v2.1 model, for Arun, West Sussex and Brighton and Hove. Approximate Attainment 8 points; the pieces sum to each panel’s gap. ‘Unexplained (school)’ is the schools’ own residual, before shrinkage and net of the authority and region effects.
Table 4: The decomposition for Arun, Attainment 8 points.
Factor All pupils Disadvantaged Non-disadvantaged
Prior attainment (KS2) -1.65 -1.11 -1.60
Neighbourhood education -0.85 -0.23 -0.95
Absence -0.80 -0.86 -0.64
Place (region and local authority) -0.36 -2.29 -0.44
Single-sex school -0.14 -0.16 -0.13
Special educational needs -0.12 -0.04 -0.10
School stops at 16 -0.10 -0.10 -0.13
English as an additional language -0.04 -0.08 -0.04
Pupil mobility -0.02 -0.01 -0.01
Unexplained (school) +0.11 -0.12 -0.01
Other model terms +0.17 -0.27 +0.11
Disadvantage +0.55 -0.25 +0.20

For all pupils, Arun is 3.3 points below England. The pieces of at least a quarter of a point:

  • prior attainment (KS2) (-1.65);
  • neighbourhood education (-0.85);
  • absence (-0.80);
  • disadvantage (+0.55);
  • region (-0.40);
  • and the schools themselves (+0.11).

For disadvantaged pupils, Arun is 5.5 points below England. The pieces of at least a quarter of a point:

  • region (-1.23);
  • prior attainment (KS2) (-1.11);
  • local authority (-1.06);
  • absence (-0.86);
  • admissions (selection) (-0.28);
  • and the schools themselves (-0.12).

For non-disadvantaged pupils, Arun is 3.7 points below England. The pieces of at least a quarter of a point:

  • prior attainment (KS2) (-1.60);
  • neighbourhood education (-0.95);
  • absence (-0.64);
  • region (-0.40);
  • and the schools themselves (-0.01).

Place: authorities and districts

Figure 5: Local authority effects on the v2.1 model, all, disadvantaged and non-disadvantaged pupils, every authority in England with a 95% interval. Sussex’s authorities picked out.

The district test adds a district level to the v2.1 model, with and without each school’s own record. An effect that disappears once schools are counted belongs to particular schools; one that survives is something the district’s schools share.

Figure 6: District effects over and above each authority’s, on the v2.1 model, with 95% intervals, without and with a school term.

None of Arun has a district effect distinguishable from zero on the v2.1 model.

Trusts

The v2.1 model with a multi-academy trust level, allowing for each school’s own record and for how it came to be an academy, so trusts that take on struggling schools are not penalised for it. Nationally a trust moves results by about 3.0%, and absence by about 6.5%.

Figure 7: The v2.1 effect of each trust that ran one of the area’s schools in 2024/25, with 95% intervals; its number of schools in the national data in brackets.

The disadvantaged gap, and girls and boys

Figure 8: Each school’s Value Added v2.1 against England with its 95% interval, for all, disadvantaged and non-disadvantaged pupils. Attainment 8 points, mean over the four years, shrunk by reliability.

Of 6 schools:

  • 1 is above expectation for both disadvantaged and non-disadvantaged pupils.
  • 1 is above expectation for non-disadvantaged pupils but more than a point below it for disadvantaged ones: the gap schools.
  • 1 has girls’ and boys’ value added more than two points apart.
Table 5: Schools by the pattern of their disadvantaged and non-disadvantaged value added (Attainment 8 points against England, shrunk). The gap is non-disadvantaged minus disadvantaged.
School Disadvantaged Non-disadvantaged Gap
Gap schools: above for non-disadvantaged, more than a point below for disadvantaged
St Philip Howard Catholic School -1.6 +3.1 +4.7
Above expectation for both groups
The Regis School +1.2 +2.3 +1.1
Table 6: Schools where girls’ and boys’ value added differ by more than two points (Attainment 8 points against England, shrunk).
School Girls Boys Boys minus girls
Ormiston Six Villages Academy -2.0 +1.0 +3.0
Figure 9: Value added for girls and for boys in each school (single-sex schools show one). Attainment 8 points, against England, shrunk.

Absence

Figure 10: Overall absence, autumn and spring terms, 2016/17 to 2025/26. Sessions-weighted; 2019/20 not collected.
  • 8.7% absence in autumn and spring 2025/26 (9.1% a year earlier), against 8.0% for England. These are all sessions together, so a large school counts for more than a small one; the full-year 2024/25 figures in what absence takes away are a mean of schools.
  • Against its intake, on the v2.1 intake terms, the area’s schools ran 0.09 points above what their pupils’ profiles predict over 2021/22 to 2024/25 (West Sussex -0.28 and Brighton and Hove +1.67).
  • The Littlehampton Academy runs more than a point above its prediction.
  • St Philip Howard Catholic School runs more than a point below.
Table 7: Each school’s absence against what its intake predicts (v2.1 intake terms, mean 2021/22 to 2024/25), and its reasons in autumn and spring 2025/26 (percentage of sessions).
School Absence % Predicted by intake % Above prediction Illness Unauthorised Reduced timetable Suspended
The Littlehampton Academy 12.2 10.0 +2.1 6.0 3.2 0.57 0.55
Felpham Community College 9.6 8.8 +0.8 4.6 2.1 0.41 0.14
The Angmering School 10.0 9.9 +0.1 4.0 3.0 0.24 0.20
Ormiston Six Villages Academy 9.2 9.8 -0.5 5.2 2.2 0.09 0.11
The Regis School 9.1 9.8 -0.7 4.3 2.2 0.08 0.11
St Philip Howard Catholic School 6.9 8.2 -1.3 4.3 0.9 0.15 0.05
Figure 11: Absence by register reason, autumn and spring 2025/26, percentage of possible sessions. The ten largest reasons nationally.

What goes with absence here

The national absence analysis models seven kinds of absence in every secondary school in England, using autumn and spring 2025/26 and the January 2026 census. Here it is applied to Arun’s 6 schools with full data. It compares them with England, with West Sussex and Sussex, and with the neighbouring districts (Adur, Chichester, Horsham and Worthing).

Figure 12: Absence in Arun and its comparators against England’s average school, autumn and spring 2025/26. Hollow, the whole difference; filled, the part the schools’ intake, needs and setting do not account for (the national models’ region, authority and school effects). Schools in brackets.
  • Overall, Arun’s schools have 9% more absence than England’s average school. Once their intake is allowed for, the difference is +4%.
  • By kind, against England (in brackets, once intake is allowed for): illness is 31% higher (18% higher), unauthorised absence 5% higher (1% higher), and severe absence 15% higher (1% lower).
  • What pushes absence up most here, against England, is ethnicity and language (+7% overall). What holds it down most is poverty (-5%). For illness, the biggest push is poverty (+5%).
  • West Sussex’s own effect, after intake: illness +4% (57th of 152 authorities), unauthorised +5% (52nd).
Figure 13: Why absence in Arun’s schools differs from England’s, group by group, autumn and spring 2025/26. Each group’s part is its national coefficients times the gap between the area’s and England’s average characteristics. Blue is what is left, the region, authority and the schools themselves. The parts add up on the log scale, so they are close to, but not exactly, additive as percentages.
  • The Littlehampton Academy runs more than a point above the absence its intake predicts.
Table 8: Each school’s absence by kind, autumn and spring 2025/26, with what its intake, needs and setting predict anywhere in England in brackets (national models; % of sessions, and % of pupils for severe). Ordered by overall absence above prediction.
School Overall Above prediction Illness Unauthorised Severe (50%+)
The Littlehampton Academy 12.5 (8.5) +4.0 6.0 (4.0) 3.9 (2.8) 7.6 (4.0)
Ormiston Six Villages Academy 9.1 (8.8) +0.3 5.2 (4.1) 2.8 (3.0) 2.9 (4.3)
Felpham Community College 8.1 (8.2) -0.1 4.6 (4.1) 2.5 (2.7) 3.3 (3.5)
St Philip Howard Catholic School 6.5 (6.7) -0.2 4.3 (4.0) 1.3 (1.7) 2.2 (2.4)
The Angmering School 8.1 (9.0) -0.9 4.0 (4.3) 3.2 (3.0) 3.5 (4.4)
The Regis School 8.0 (9.0) -1.0 4.3 (3.9) 2.6 (3.6) 2.7 (4.6)

For heads and governors

The national page sets out what the school’s part in absence is. In short:

  • Who runs a school, its size and its religious character make little difference to absence once intake is allowed for.
  • Schools with the same intake can differ a great deal, and the differences persist from year to year.

The table compares each of Arun’s schools with similar schools in its own authority, in 2024/25 and 2025/26. Click a school to open it in Find a twin, which finds its look-alikes across England, and the look-alikes that do much better.

  • The Littlehampton Academy has unauthorised absence more than 20% above similar schools in both years. That is the pattern worth asking about.
  • The Regis School has unauthorised absence more than 20% below similar schools in both years. What it does may be worth sharing.
Table 9: Each school’s absence against schools with the same intake, needs and setting in the same local authority (%; the national models’ school-level residuals), 2024/25 full year and 2025/26 autumn and spring. Ordered by unauthorised absence in 2025/26.
School Overall 24/25 Overall 25/26 Unauthorised 24/25 Unauthorised 25/26 Severe 24/25 Severe 25/26
The Littlehampton Academy +39% +41% +76% +37% +104% +81%
The Angmering School +5% -13% +26% +6% +17% -24%
Ormiston Six Villages Academy -18% -1% -31% -6% -59% -35%
Felpham Community College +0% -5% -0% -8% -2% -10%
St Philip Howard Catholic School -2% -7% -18% -22% -6% -12%
The Regis School -20% -14% -46% -27% -47% -43%

Suspensions were 19.3 episodes per 100 pupils in 2024/25, against 21.2 for England. One pupil can be suspended several times: 6.5 pupils per 100 were suspended at least once, about 3.0 times each, against 7.3 per 100 and 2.9 times in England. Reduced timetables take 0.27% of sessions, 0.9 times England’s rate.

Table 10: Suspension episodes and pupils suspended at least once, per 100 pupils, and permanent exclusions, by school, 2024/25.
School Pupils Suspension episodes per 100 Pupils suspended per 100 Permanent exclusions
The Littlehampton Academy 1369 56.2 12.6 9
The Angmering School 1345 17.3 6.5 8
Ormiston Six Villages Academy 698 14.3 7.0 0
Felpham Community College 1557 13.6 6.4 0
The Regis School 1665 8.8 3.5 2
St Philip Howard Catholic School 1301 5.2 3.8 0
Table 11: Predicted Attainment 8 gain if each school’s absence fell to England’s school average (8.6%, 2024/25), on the v2.1 absence coefficients. Indicative only.
School Absence % Gain, all pupils Gain, disadvantaged
The Littlehampton Academy 12.6 +3.5 +3.6
The Angmering School 10.3 +1.8 +1.7
Felpham Community College 8.8 +0.3 +0.3

Over time

Value added is computed for every year separately, then averaged. A single year moves a good deal; a three-year moving average centred on a year (that year, the one before and the one after) shows the trajectory more steadily. Years at the ends use the years they have. 2025/26 is provisional and shown as a hollow point. The explorer lets you choose the centre year and the window.

Figure 14: The area’s schools’ average value added by year, for each pupil group, against England (zero). 2025/26 provisional.

On the three-year centred average from 2022/23 to 2024/25, the largest rises are at St Philip Howard Catholic School (+0.9) and The Littlehampton Academy (+0.7) and the largest falls at Felpham Community College (-0.9) and Ormiston Six Villages Academy (-1.3). The later windows include the provisional 2025/26 year.

Figure 15: Each school’s value added for all pupils, year by year (points; hollow is provisional 2025/26), with its three-year centred moving average (line).
Table 12: Three-year centred moving average of value added for all pupils (Attainment 8 points), by centre year; the last includes provisional 2025/26 where the school has it.
School 2022/23 2023/24 2024/25
St Philip Howard Catholic School +2.6 +3.1 +3.5
The Regis School +3.3 +1.7 +3.4
Ormiston Six Villages Academy +0.1 -1.6 -1.2
The Angmering School -2.0 -1.7 -1.4
Felpham Community College -1.6 -2.5 -2.5
The Littlehampton Academy -3.5 -3.4 -2.8

Contextual league tables

Warning2025/26 is provisional

2025/26 is provisional: predicted from the v2.1 model using DfE’s provisional KS4 results (October 2026), with absence bridged from autumn and spring and the intake data not yet published carried forward. It will be updated with the revised KS4 release in February 2027. It is shown beside the four-year figure, not averaged into it, and is not shrunk: one provisional year of a school’s results moves a good deal.

Value Added v2.1, all pupils, by year (against England, unshrunk), then the four-year figure shrunk by reliability with its interval.
School 2021/22 2022/23 2023/24 2024/25 v2.1, four years (shrunk) 95% interval 2025/26 (provisional)
St Philip Howard Catholic School +2.3 +1.5 +4.1 +3.7 +2.7 +0.4 to +5.0 +2.8
The Regis School +6.7 +1.8 +1.4 +1.9 +2.7 +0.8 to +4.6 +6.8
Ormiston Six Villages Academy +2.8 -1.6 -0.8 -2.5 -0.4 -2.2 to +1.5 -0.3
The Angmering School -1.1 -1.9 -3.0 -0.4 -1.3 -3.0 to +0.5 -1.0
Felpham Community College +0.1 -2.0 -2.8 -2.8 -1.6 -3.4 to +0.3 -1.9
The Littlehampton Academy -2.7 -5.0 -2.7 -2.5 -2.8 -4.4 to -1.2 -3.1
Value Added v2.1, disadvantaged pupils. Small groups: read across years.
School 2021/22 2022/23 2023/24 2024/25 v2.1, four years (shrunk) 95% interval 2025/26 (provisional)
The Regis School +3.8 +1.2 -1.0 +1.3 +1.2 -1.5 to +4.1 +3.1
Felpham Community College +0.3 +2.1 -4.1 -5.3 -1.3 -3.9 to +1.6 -4.8
St Philip Howard Catholic School -8.8 -1.5 +1.7 -0.8 -1.6 -4.6 to +1.6 +0.8
The Littlehampton Academy -3.6 -2.7 -3.8 -3.8 -2.5 -4.8 to -0.1 -4.0
The Angmering School -7.3 +1.8 -4.5 -3.8 -2.6 -4.9 to -0.0 -3.0
Ormiston Six Villages Academy +3.5 -7.8 -6.0 -4.4 -2.9 -5.3 to -0.2 +4.3
Value Added v2.1, non-disadvantaged pupils.
School 2021/22 2022/23 2023/24 2024/25 v2.1, four years (shrunk) 95% interval 2025/26 (provisional)
St Philip Howard Catholic School +3.9 +1.9 +4.1 +3.9 +3.1 +0.7 to +5.7 +2.9
The Regis School +6.3 +1.2 +1.4 +1.4 +2.3 +0.3 to +4.4 +7.0
Ormiston Six Villages Academy +1.7 -0.8 -0.2 -2.9 -0.3 -2.4 to +1.8 -2.5
The Angmering School -0.2 -3.4 -3.4 -0.6 -1.6 -3.5 to +0.4 -0.7
Felpham Community College -0.6 -3.4 -3.4 -3.2 -2.2 -4.2 to -0.2 -2.1
The Littlehampton Academy -3.1 -6.6 -3.1 -3.1 -3.4 -5.2 to -1.6 -3.2
Value Added v2.1, girls.
School 2021/22 2022/23 2023/24 2024/25 v2.1, four years (shrunk) 95% interval 2025/26 (provisional)
The Regis School +5.6 +0.5 +4.2 +3.9 +2.9 +0.6 to +5.4 +7.3
St Philip Howard Catholic School +3.3 +1.9 +4.1 +2.3 +2.5 -0.3 to +5.4 +2.9
The Angmering School +2.4 -3.3 -3.8 +2.1 -0.5 -2.7 to +1.8 +0.3
Felpham Community College +0.6 -1.2 -3.5 -1.1 -1.0 -3.3 to +1.4 -1.1
Ormiston Six Villages Academy -2.0 -4.9 +0.7 -3.8 -2.0 -4.1 to +0.3 -0.1
The Littlehampton Academy -4.8 -4.9 -1.7 -3.5 -3.0 -4.9 to -1.0 -5.1
Value Added v2.1, boys.
School 2021/22 2022/23 2023/24 2024/25 v2.1, four years (shrunk) 95% interval 2025/26 (provisional)
St Philip Howard Catholic School +1.2 +1.1 +4.3 +4.7 +2.5 -0.3 to +5.5 +2.8
The Regis School +7.5 +3.0 -0.5 +0.1 +2.1 -0.1 to +4.5 +6.3
Ormiston Six Villages Academy +7.0 +1.6 -1.9 -1.9 +1.0 -1.3 to +3.5 -1.4
The Angmering School -3.8 -0.5 -1.9 -2.4 -1.6 -3.7 to +0.6 -2.0
Felpham Community College -0.3 -3.4 -2.4 -4.6 -2.1 -4.3 to +0.2 -2.9
The Littlehampton Academy -0.7 -5.0 -3.9 -1.4 -2.2 -4.2 to -0.2 -1.1

Questions for discussion

  1. Disadvantaged pupils. Their value added averages -1.6 points across Arun’s schools against -0.4 for other pupils. What does The Regis School, above expectation for them, do that others could share?
  2. Attendance is a modest lever. Absence costs 0.8 points against England.
  3. Schools, not the place. No district effect survives each school’s own record on v2.1: the differences that matter are between schools.
  4. Practice. Reduced timetables and suspensions are close to or below the national rate.
  5. The authority. West Sussex’s own v2.1 effect for disadvantaged pupils is -2.7% (125th of 151), distinguishable from zero, and for non-disadvantaged pupils -0.1% (83rd).

Notes on method

Value Added v2.1 is described on the method page. The absence-against-intake measure, the district test, the trust analysis, the attendance-counted-in value added and the scenarios are refitted on the v2.1 specification by R/04_place_and_absence.R. The absence series, reasons and suspensions are the original project’s (R/17_area_analysis.R). School districts come from each school’s postcode. The decomposition splits each area’s mean log Attainment 8 against England’s into one piece per model term, exactly, and converts to points at England’s mean. This page is generated from templates/area.qmd by R/03_area_pages.R; the format is recorded in AREA_REPORTS.md.