Castleford Three Lane Ends Academy

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Results by pupil characteristics

Disadvantaged pupils Click to expand

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).

You can compare the pupils' results with performance at state-funded schools at local authority and national level.

School dis. pupils Local authority (non-dis. pupils) England (non-dis. pupils)
Progress in reading (score, description and confidence intervals) -8.5
(-11.9 to -5.1)
-0.3
(-0.5 to -0.1)
0.3
(0 to 0)
Progress in writing (score, description and confidence intervals) -4.4
(-7.6 to -1.2)
0.3
(0.1 to 0.5)
0.2
(0 to 0)
Progress in maths (score, description and confidence intervals) -4.6
(-7.7 to -1.5)
-0.3
(-0.5 to -0.1)
0.3
(0 to 0)
Percentage of pupils meeting the expected standard in reading, writing and maths 25% 68% 70%
Percentage of pupils achieving a high standard in reading, writing and maths 0% 11% 12%
Average score in reading 97 106 106
Average score in maths 100 105 105

Prior attainment Click to expand

Prior attainment is the attainment level of a pupil at the end of the previous key stage - key stage 1 opens a popup . These figures indicate how well a school helps all of its pupils to meet their potential. Low prior attainers achieved an average point score of below 12. Middle prior attainers achieved an average point score of 12 or higher and below 18. High prior attainers achieved an average point score of 18 or higher. Pupils without key stage 1 results are not included in these figures. Read more about average point scores.

You can view the pupils' results in the context of their prior attainment (low, middle or high).

All pupils Low Middle High
Pupils eligible for key stage 2 assessment 41 3 22 16
Progress in reading (score, description and confidence intervals) -4
(-5.9 to -2.1)
SUPP opens a popup -5.2
(-7.8 to -2.6)
-2.4
(-5.3 to 0.5)
Progress in writing (score, description and confidence intervals) -3.4
(-5.2 to -1.6)
SUPP opens a popup -3.7
(-6.1 to -1.3)
-3.7
(-6.5 to -0.9)
Progress in maths (score, description and confidence intervals) -2.5
(-4.2 to -0.8)
SUPP opens a popup -2.6
(-4.9 to -0.3)
-2
(-4.7 to 0.7)
Percentage of pupils meeting the expected standard in reading, writing and maths 44% SUPP opens a popup 18% 88%
Percentage of pupils achieving at a higher standard in reading, writing and maths 5% SUPP opens a popup 0% 13%
Average score in reading 102 SUPP opens a popup 99 107
Average score in maths 102 SUPP opens a popup 100 107

English as an additional language (EAL) Click to expand

Pupils whose first language is not English.

All pupils EAL pupils
Progress in reading (score, description and confidence intervals) -4
(-5.9 to -2.1)
SUPP opens a popup
Progress in writing (score, description and confidence intervals) -3.4
(-5.2 to -1.6)
SUPP opens a popup
Progress in maths (score, description and confidence intervals) -2.5
(-4.2 to -0.8)
SUPP opens a popup
Percentage of pupils meeting the expected standard in reading, writing and maths 44% SUPP opens a popup
Percentage of pupils achieving at a higher standard in reading, writing and maths 5% SUPP opens a popup
Average score in reading 102 SUPP opens a popup
Average score in maths 102 SUPP opens a popup

Girls and boys Click to expand

All pupils Girls Boys
Progress in reading (score, description and confidence intervals) -4
(-5.9 to -2.1)
-2.6
(-5.1 to -0.1)
-5.8
(-8.6 to -3)
Progress in writing (score, description and confidence intervals) -3.4
(-5.2 to -1.6)
-1.7
(-4.1 to 0.7)
-5.5
(-8.1 to -2.9)
Progress in maths (score, description and confidence intervals) -2.5
(-4.2 to -0.8)
-2.3
(-4.6 to 0)
-2.9
(-5.4 to -0.4)
Percentage of pupils meeting the expected standard in reading, writing and maths 44% 59% 26%
Percentage of pupils achieving at a higher standard in reading, writing and maths 5% 5% 5%

Non-mobile pupils Click to expand

Non-mobile pupils are pupils who were at the school throughout both year 5 and year 6.

All pupils Non-mobile pupils
Progress in reading (score, description and confidence intervals) -4
(-5.9 to -2.1)
-4
(-5.9 to -2.1)
Progress in writing (score, description and confidence intervals) -3.4
(-5.2 to -1.6)
-3.4
(-5.2 to -1.6)
Progress in maths (score, description and confidence intervals) -2.5
(-4.2 to -0.8)
-2.5
(-4.2 to -0.8)
Percentage of pupils meeting the expected standard in reading, writing and maths 44% 44%
Percentage of pupils achieving at a higher standard in reading, writing and maths 5% 5%
Average score in reading 102 102
Average score in maths 102 102

About this data

Abbreviations Click to expand
  • LOWCOV = Low coverage: shown for the ‘value added’ measure and coverage indicator where schools have less than 50% of pupils included in calculation of the measure
  • NA = Not applicable: figures are either not available for the year in question, or the data field is not applicable to the school or college
  • NE = No entries: the school or college did not enter any pupils or students for the qualifications covered by the measure
  • NEW = New school or college
  • NP = Not published: for example, we do not publish Progress 8 data for independent schools and independent special schools, or breakdowns by disadvantaged and other pupils for independent schools, independent special schools and non-maintained special schools
  • SP = Small percentage: the number is between 0% and 0.5%
  • SUPP = Suppressed: in certain circumstances we will suppress an establishment's data. This is usually when there are 5 or fewer pupils or students covered by the measure (29 for apprenticeships measures). We avoid making these figures public to protect individual privacy. We may also suppress data on a case-by-case basis.
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