In 2009 the school had the best contextual value added scores of any school in Suffolk.

In the academic year 2009-10, the Sixth Form achieved a contextual value added score of 1,102.

Some schools have also claimed that contextual value added disadvantages schools with a record of high performance.

The third category includes those structures of contextual value.

Results at A level are weaker - below the national average, however the school performs strongly in measures of contextual value added.

In 2006 it was the highest achieving comprehensive school in West Berkshire using contextual value added results.

The school's contextual value added score of 984.5 was the fourth lowest in the county.

The school's contextual value added now stands at 999 - 1000 being the country's national average.

It is the view that scientific knowledge is shaped by contextual values as well as constitutive ones.

But if contextual value added has been rejected as too complex, what might that "better measure" be?