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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.
MAT progress scores in reading, writing and maths
Types of school
Total schools: 4
|Converter academies||Sponsored academies||Other|
|Types of school||1||3||0|
Years in MAT
|1 year||2 years||3 years||4 years||5+ years|
|Years in MAT||0||0||2||1||1|
Key stage 1 average point score on entry
|Key stage 1 average point score on entry||15.3||15.8|
% disadvantaged pupils
|% disadvantaged pupils||36.9%||32%|
% SEN pupils with statement or EHC plan and SEN support
|% SEN pupils with statement or EHC plan and SEN support||1.8%||3%|
% English as an additional language pupils
|% English as an additional language pupils||73.7%||20%|
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||
(-1.7 to 0.5)
(0.0 to 0.0)
|MAT writing progress score and confidence intervals||
(1.2 to 3.4)
(0.0 to 0.0)
|MAT maths progress score and confidence intervals||
(0.4 to 2.4)
(0.0 to 0.0)
Schools covering key stage 2 in this MAT
Number of schools covering key stage 2 included in 2017 MAT performance measures: 4
Number of key stage 2 pupils included in 2017 MAT performance measures: 388
|Schools covering key stage 2 in this MAT||Included in 2017 MAT performance measures|
|Cranford Park Academy||cross|
|James Elliman Academy||tick|
|Lake Farm Park Academy||cross|
|The Godolphin Junior Academy||cross|
|West Drayton Academy||cross|
|Western House Academy||tick|
|Wood End Park Academy||tick|
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