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This is 2017/2018 data
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.
MAT progress scores in reading, writing and maths Open help text for MAT progress scores in reading, writing and maths 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
|Key stage 1 average point score on entry||16.1||16|
% disadvantaged pupils Open help text for Disadvantaged pupils opens a popup
|% disadvantaged pupils||16.1%||31%|
% SEN pupils with statement or EHC plan Open help text for % SEN pupils with statement or EHC plan opens a popup
|% SEN pupils with statement or EHC plan||0%||3%|
% English as an additional language pupils Open help text for English as an additional language (EAL) opens a popup
|% English as an additional language pupils||5.4%||20%|
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||
(-5.2 to 3.1)
(0 to 0)
|MAT writing progress score and confidence intervals||
(-4.4 to 3.5)
(0 to 0)
|MAT maths progress score and confidence intervals||
(-4.2 to 3.3)
(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: 4 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: 56
Schools covering key stage 2 in this MAT's performance data
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