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THE DAVID ROSS EDUCATION TRUST
This is 2017/2018 data
MAT progress scores in reading, writing and maths Open help text for MAT progress scores in reading, writing and maths opens a popup
Reading
Above average
0.9
Open help text for Reading progress multi-academy trust performance measure)More score details
Writing
Above average
1
Open help text for Writing progress multi-academy trust performance measure)More score details
Maths
Above average
0.8
Open help text for Maths progress multi-academy trust performance measure)More score details
Types of school Open help text for Types of school opens a popup
Total schools: 21
Years in MAT Open help text for Years in MAT opens a popup
Key stage 1 average point score on entry Open help text for Key stage 1 average point score on entry opens a popup
% disadvantaged pupils Open help text for Disadvantaged pupils opens a popup
% SEN pupils with statement or EHC plan Open help text for % SEN pupils with statement or EHC plan opens a popup
% English as an additional language pupils Open help text for English as an additional language (EAL) opens a popup
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 |
0.9 (0.2 to 1.5) |
0.3 (0 to 0) |
| MAT writing progress score and confidence intervals |
0.6 (0 to 1.2) |
0.2 (0 to 0) |
| MAT maths progress score and confidence intervals |
0.7 (0.1 to 1.2) |
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: 21 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: 855
Schools covering key stage 2 in this MAT's performance data
- Abbey CofE Academy
- Ainthorpe Primary School
- Briar Hill Primary School
- Bringhurst Primary School
- Cedar Road Primary School
- Eastfield Academy
- Edward Heneage Primary Academy
- Endike Academy
- Fairfield Academy
- Falconer's Hill Academy
- Greenfields Primary School and Nursery
- Hogsthorpe Primary Academy
- Ingoldsby Academy
- Kings Heath Primary Academy
- Newnham Primary School
- Quay Academy
- Rockingham Primary School
- The Arbours Primary Academy
- Thomas Hinderwell Primary Academy
- Welton Church of England Academy
- Wold Academy
This is 2017/2018 data
MAT Progress 8 score Open help text for Progress 8 score (MAT score) opens a popup
Below average
-0.12
Open help text for Progress 8 multi-academy trust performance measure)More score details Entering EBacc Open help text for Entering EBacc opens a popup
EBacc average point score Open help text for EBacc average point score opens a popup
Achieving EBacc at grade 5/C or above Open help text for Achieving EBacc at grade 5/C or above opens a popup
Achieving EBacc at grade 4/C or above Open help text for Achieving EBacc at grade 4/C or above opens a popup
Types of school Open help text for Types of school opens a popup
Total schools: 10
Years in MAT Open help text for Years in MAT opens a popup
Key stage 2 average point score on entry Open help text for Key stage 2 average point score on entry opens a popup
% disadvantaged pupils Open help text for Disadvantaged pupils (key stage 4) opens a popup
% SEN pupils with statement or EHC plan Open help text for % SEN pupils with statement or EHC plan opens a popup
% English as an additional language pupils Open help text for English as an additional language (EAL) opens a popup
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 |
-0.48 (-0.61 to -0.34) |
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. |
17% | 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 . |
2.76 | 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. |
3.2% | 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. |
8.3% | 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: 10 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: 1095
Schools covering key stage 4 included this MAT's performance data
This is 2017/2018 data
Academic qualifications include A levels but also other ‘level 3’ academic qualifications such as International Baccalaureates and Pre-U. These figures are based on students who were entered for at least one academic qualification that takes the same amount of time to study as an AS level or above. For further details, see the 16 to 18 Accountability Technical Guide opens in a new window .
Types of school or college Open help text for Types of school opens a popup
Years in MAT Open help text for Years in MAT opens a popup
% disadvantaged students Open help text for Disadvantaged students (16-18) opens a popup
Disadvantaged students for academic qualifications
Disadvantaged students are those who attract pupil premium funding at the end of key stage 4, meaning students claiming free school meals at any point in the last six years and students in care, or who left care through adoption or another formal route.
| MAT disadvantaged students | England state-funded schools other (non-disadvantaged) students | |
|---|---|---|
| MAT progress score and confidence intervals |
-0.04 (-0.23 to 0.15) |
0.00 |
Applied general are qualifications that provide broad study of a vocational area. They are designed to lead to higher education and they include areas such as performing arts, business and health and social care. See technical and vocational qualifications opens in a new window for more details. These figures are based on students who were entered for at least one applied general qualification. For further details, see the 16 to 18 Accountability Technical Guide opens in a new window .
Types of school or college Open help text for Types of school opens a popup
Years in MAT Open help text for Years in MAT opens a popup
% disadvantaged students Open help text for Disadvantaged students (16-18) opens a popup
Disadvantaged students for applied general qualifications
Disadvantaged students are those who attract pupil premium funding at the end of key stage 4, meaning students claiming free school meals at any point in the last six years and students in care, or who left care through adoption or another formal route.
| MAT disadvantaged students | England state-funded schools other (non-disadvantaged) students | |
|---|---|---|
| MAT progress score and confidence intervals |
0.04 (-0.27 to 0.36) |
0.02 |
Schools or colleges covering 16-18 study included in this MAT's performance data
Number of schools or colleges covering academic qualifications included in 2018 MAT performance measures: 5 Open help text for Schools or colleges included in MAT (multi-academy trust) measures opens a popup
Number of schools or colleges covering applied general qualifications included in 2018 MAT performance measures: 4 Open help text for Schools or colleges included in MAT (multi-academy trust) measures opens a popup
Number of 16-18 students included in 2018 MAT performance measures academic qualifications cohort: 261
Number of 16-18 students included in 2018 MAT performance measures applied general qualifications cohort: 83
Schools or colleges covering 16-18 study in this MAT's performance data
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