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THE DIOCESE OF WESTMINSTER ACADEMY TRUST

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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 2017. These figures were published in January 2017.

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: 5

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Converter academies Other
Types of school 5 0 0

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

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

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 17.2 15.8

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

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Trust England average
% disadvantaged pupils 6.6% 32%

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

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Trust England average
% SEN pupils with statement or EHC plan and SEN support 0.7% 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 14.6% 20%

Additional measure

Progress of disadvantaged pupils Click to expand

These scores show how much progress pupils at this school 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 this school 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.

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

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 has failed, rather it means pupils in the school made less progress than other pupils across England with similar results at the end of key stage 1.

The majority of schools 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 a school does 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 3.4
(-0.7 to 7.6)
0.3
(0.0 to 0.0)
MAT writing progress score and confidence intervals 2.6
(-1.4 to 6.7)
0.2
(0.0 to 0.0)
MAT maths progress score and confidence intervals 0.5
(-3.3 to 4.2)
0.3
(0.0 to 0.0)

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

Number of schools covering key stage 2 included in 2017 MAT performance measures: 5 Open help text for Schools included in MAT (multi-academy trust) measures opens a popup

Number of key stage 2 pupils included in 2017 MAT performance measures: 151

Schools covering key stage 2 in this MAT

In the 2017 results, schools are counted under the MAT / sponsor they were part of as of 12 September 2016, as long as they had been with that MAT / sponsor since 12 September 2014. To view all schools currently under the MAT / sponsor visit the THE DIOCESE OF WESTMINSTER ACADEMY TRUST school table.

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 2017. These figures were published in January 2017.

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: 6

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Converter academies Other
Types of school 6 0 0

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

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1 year 2 years 3 years 4 years 5+ years
Years in MAT 0 0 0 0 6

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 29.3 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 18.7% 27.20%

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

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Trust England average
% SEN pupils with statement or EHC plan and SEN support 1.8% 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 30.1% 15.90%

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 31.1% 21.30%

Entering EBacc Open help text for Entering EBacc opens a popup

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Trust England average
Entering EBacc 52.8% 38.20%

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 35.9% 23.80%

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.

MAT disadvantaged pupils England state-funded schools other (non-disadvantaged) pupils
Progress 8 multi-academy trust measure score and confidence intervals -0.13
(-0.32 to 0.06)
0.11
(0.1 to 0.11)
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 (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. Our position is that it is not appropriate to expect the same rates of EBacc entry from these types of provision and that each school should decide on a case-by-case basis whether its specialist curriculum is compatible with the full EBacc.

44.3% 43.00%
Achieving EBacc at grade 5/C or above
more info Click to expand

This is the percentage of pupils who achieved the English Baccalaureate (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. 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.

23.4% 25.60%
Achieving EBacc at grade 4/C or above
more info Click to expand

This is the percentage of pupils who achieved the English Baccalaureate (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. 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.

26.6% 28.20%

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

Number of schools covering key stage 4 included in 2017 MAT performance measures: 6 Open help text for Schools included in MAT (multi-academy trust) measures opens a popup

Number of key stage 4 pupils included in 2017 MAT performance measures: 1028

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

In the 2017 results, schools are counted under the MAT / sponsor they were part of as of 12 September 2016, as long as they had been with that MAT / sponsor since 12 September 2014. To view all schools currently under the MAT / sponsor visit the THE DIOCESE OF WESTMINSTER ACADEMY TRUST school table.

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