Now published: 16-18 completion and attainment measures and 16-18 multi-academy trust data. In April 2019: Absence data
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BRIGHT TRIBE TRUST

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This is 2017/2018 data

About these results Click to expand

MAT (multi-academy trust) performance measures are intended to give an indication of how well MATs are currently performing. This page shows revised opens a popup results data for pupils who completed key stage 2 opens a popup in the summer of 2018. These figures were published in December 2018.

See Multi-academy trust performance measures for full details of how we calculate MAT measures.

Types of school Open help text for Types of school opens a popup

Total schools: 3

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Converter academies Other
Types of school 2 1 0

Years in MAT Open help text for Years in MAT opens a popup

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3 years 4+ years
Years in MAT 2 1

Key stage 1 average point score on entry Open help text for Key stage 1 average point score on entry opens a popup

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Trust England average
Key stage 1 average point score on entry 14.4 16

% disadvantaged pupils Open help text for Disadvantaged pupils opens a popup

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Trust England average
% disadvantaged pupils 38.8% 31%

% SEN pupils with statement or EHC plan Open help text for % SEN pupils with statement or EHC plan opens a popup

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Trust England average
% SEN pupils with statement or EHC plan 5.3% 3%

% English as an additional language pupils Open help text for English as an additional language (EAL) opens a popup

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Trust England average
% English as an additional language pupils 36.2% 20%

Additional measure

Progress of disadvantaged pupils Click to expand

These scores show how much progress pupils at this multi-academy trust (MAT) made in reading, writing and maths between the end of key stage 1 and the end of key stage 2, compared to pupils across England who got similar results at the end of key stage 1.

The scores are calculated by comparing the key stage 2 test and assessment results of pupils at schools in this MAT with the results of pupils in schools across England who started with similar assessment results at the end of the previous key stage – key stage 1.

In a small number of cases, pupils can have extremely negative progress scores that disproportionately affect a MAT's overall progress score. To reduce the impact of these extreme scores, we set a limit on how negative a pupil's progress score can be when calculating the MAT average. This will normally apply to 1 or 2 pupils per school, if any. Where a pupil's score is more negative than this minimum value, an adjusted score will replace the pupil's original progress score for the purpose of calculating a MAT's overall progress average.

A score below zero means pupils made less progress, on average, than pupils across England who got similar results at the end of key stage 1.

A negative progress score does not mean pupils have made no progress, or the school or MAT has failed, rather it means pupils in the school or MAT made less progress than other pupils across England with similar results at the end of key stage 1.

The majority of MATs have progress scores between -5 and +5.

See School performance tables: about the data for more information about how the progress measures are calculated.

Evidence shows that, overall, performance of disadvantaged pupils is lower than that of other pupils. This data indicates how well schools in a MAT do at tackling this difference. Disadvantaged pupils are those who were eligible for free school meals at any time during the last 6 years and children looked after (in the care of the local authority for a day or more or who have been adopted from care).

MAT disadvantaged pupils England state-funded schools other (non-disadvantaged) pupils
MAT reading progress score and confidence intervals -2.8
(-4.1 to -1.4)
0.3
(0 to 0)
MAT writing progress score and confidence intervals -1.3
(-2.6 to 0)
0.2
(0 to 0)
MAT maths progress score and confidence intervals -1.4
(-2.7 to -0.1)
0.3
(0 to 0)

Schools covering key stage 2 included in this MAT’s performance data

Number of schools covering key stage 2 included in 2018 MAT performance measures: 3 Open help text for Schools included in MAT (multi-academy trust) measures opens a popup

Number of key stage 2 pupils included in 2018 MAT performance measures: 188

Schools covering key stage 2 in this MAT's performance data

This is 2017/2018 data

About these results Click to expand

MAT (multi-academy trust) performance measures are intended to give an indication of how well MATs are currently performing. This page shows revised opens a popup results data for pupils who completed key stage 4 opens a popup in the summer of 2018. These figures were published in January 2019.

See Multi-academy trust performance measures for full details of how we calculate MAT measures.

EBacc average point score Open help text for EBacc average point score opens a popup

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Trust England average
EBacc average point score 3.48 4.04

Achieving EBacc at grade 5/C or above Open help text for Achieving EBacc at grade 5/C or above opens a popup

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Trust England average
Achieving EBacc at grade 5/C or above 6.7% 16.70%

Achieving EBacc at grade 4/C or above Open help text for Achieving EBacc at grade 4/C or above opens a popup

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Trust England average
Achieving EBacc at grade 4/C or above 11.8% 24.10%

Types of school Open help text for Types of school opens a popup

Total schools: 3

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Converter academies Other
Types of school 0 3 0

Years in MAT Open help text for Years in MAT opens a popup

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3 years 4 years 5+ years
Years in MAT 2 1 0

Key stage 2 average point score on entry Open help text for Key stage 2 average point score on entry opens a popup

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Trust England average
Key stage 2 average point score on entry 27.5 28.3

% disadvantaged pupils Open help text for Disadvantaged pupils (key stage 4) opens a popup

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Trust England average
% disadvantaged pupils 35.5% 27.00%

% SEN pupils with statement or EHC plan Open help text for % SEN pupils with statement or EHC plan opens a popup

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Trust England average
% SEN pupils with statement or EHC plan 1.2% 3.70%

% English as an additional language pupils Open help text for English as an additional language (EAL) opens a popup

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Trust England average
% English as an additional language pupils 8.1% 16.50%

Additional measures

Disadvantaged pupils Click to expand

Disadvantaged pupils are those who attract pupil premium funding, meaning pupils claiming free school meals at any point in the last six years and pupils in care, or who left care through adoption or another formal route. Evidence shows that the progress and achievement of disadvantaged pupils is normally lower than that of ‘other’ pupils.

MAT disadvantaged pupils England state-funded schools other (non-disadvantaged) pupils
Progress 8 multi-academy trust measure score and confidence intervals -0.38
(-0.64 to -0.11)
0.13
(0.13 to 0.14)
Entering EBacc
more info Click to expand

A pupil is considered to have entered for the English Baccalaureate if they entered for qualifications in English, maths, sciences, a language and either history or geography. The English Baccalaureate opens in a new window (EBacc) is not a test or qualification; it is a measure used to provide information about a particular range of qualifications.

University technical colleges, studio schools and some further education colleges with key stage 4 provision provide a specialist technical and professional education. It is not appropriate to expect the same rates of EBacc entry from these types of schools and colleges. They should decide on a case-by-case basis whether their specialist curriculum is compatible with the full EBacc.

14.4% 42.80%
EBacc average point score
more info Click to expand

The EBacc APS calculates a pupil's average point scores across the 5 pillars of the English Baccalaureate, allocating points to a pupil's best grades and dividing by 6 (the science grades count in 2 pillars, meaning a total of 6 pillars) to create an average point score per pupil. This measure is an average across the subjects (i.e. we divide the total by 6) and so is on a different scale to Attainment 8 which we calculated by simply awarding points score across 8 qualifications (without dividing the total).

This measure is based on the better result of either English language or English literature when both subjects are taken, maths, the best 2 results from the single sciences (3 out of 4 must be taken), or results from the combined science, the better result from either geography or history and the best result in languages.

For more information about how the EBacc average point score is calculated view the detailed guide to EBacc APS opens in a new window .

2.9 4.4
Achieving EBacc at grade 5/C or above
more info Click to expand

This is the percentage of pupils who achieved the English Baccalaureate opens in a new window (EBacc) at a grade 5 or above in English and maths, and at a grade C or above in the following subject areas: sciences, a language, and either history or geography. The English Baccalaureate is not a test or qualification; it is a measure used to provide information about a particular range of qualifications. The grading of English and maths GCSEs changed in the 2017 GCSEs reforms opens in a new window . Reformed GCSEs are graded 1 (low) to 9 (high). Grade 5 in the new grading is a similar level of achievement to a high grade C or low grade B in the old grading.

2.1% 20.20%
Achieving EBacc at grade 4/C or above
more info Click to expand

This is the percentage of pupils who achieved the English Baccalaureate opens in a new window (EBacc) at a grade 4 or above in English and maths, and at a grade C or above in the following subject areas: sciences, a language, and either history or geography. The English Baccalaureate is not a test or qualification; it is a measure used to provide information about a particular range of qualifications. The grading of English and maths GCSEs changed in the 2017 GCSEs reforms opens in a new window . Reformed GCSEs are graded 1 (low) to 9 (high). Grade 4 or above in the new grading is a similar level of achievement to a grade C or above in the old grading.

6% 28.50%

Schools covering key stage 4 included in this MAT’s performance data

Number of schools covering key stage 4 included in 2018 MAT performance measures: 3 Open help text for Schools included in MAT (multi-academy trust) measures opens a popup

Number of key stage 4 pupils included in 2018 MAT performance measures: 248

Schools covering key stage 4 included this MAT's performance data

This is 2017/2018 data

About these results Click to expand

MAT (multi-academy trust) performance measures are intended to give an indication of how well MATs are currently performing. This page shows revised opens a popup results data for pupils who completed 16-18 study opens a popup in the summer of 2018. These figures were published in January 2019.

See Multi-academy trust performance measures opens in a new window for full details of how we calculate MAT / sponsor measures.

2018 performance data is not available for this MAT (multi-academy trust) / sponsor.

MATs are included in these measures if they have at least 3 schools or colleges covering this phase of education that have been with the MAT / sponsor for at least 3 academic years and for which we have published performance data.

Special schools, pupil referral units, alternative provision academies and alternative provision free schools within the MAT / sponsor are not included.

In the 2018 results, schools and colleges are counted under the MAT / sponsor they were part of as of 12 September 2017, as long as they had been with that MAT / sponsor since 12 September 2015. To view all schools and colleges currently under the MAT / sponsor visit the BRIGHT TRIBE TRUST school table.

See Multi-academy trust performance measures opens in a new window for full details of how we calculate MAT / sponsor measures.

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