The Department for Education has today published its own “league tables” for multi-academy trusts, fulfilling a manifesto pledge and promises by ministers for more transparency over the academies programme.
The publication of the data confirms a series of earlier analysis by experts that shows there are large differences between the performance of academy chains.
For example, the DfE report found for current key stage 2 value-added scores, trusts are “fairly evenly split above and below average performance”.
At key stage 4, more than half of MATs have current value-added scores that are “significantly below” average (main image).
The measures used to judge the performance of academy trusts has been a contentious one, with view differing across trusts.
But the government said by using a value-added measure of pupil performance, both current performance and improvement over time, will give schools and groups “time to improve while reacting in time to avoid chronic failure that irredeemably damages any child’s education”.
The publication also fulfils a pledge made under the government’s white paper. It also marks a seemingly new approach from the government, which turned down a freedom of information request in 2014 for the grades of academy trusts.
The department previously said disclosure of the information could destabilise academies sponsored by trusts.
So, who are the best and worst performers?
Key Stage 4
Highest performing trusts:
(Trusts significantly above average for both pupil progress and improvement added)
Ark
Bright Futures Educational Trust
City of London Corporation
Diocese of London
Diocese of Westminster Academy Trust
Harris Federation
Inspiration Trust
Kent Catholic Schools Partnership
Outwood Grange Academies Trust
Tapton School Academy Trust
Lowest performing trusts:
(Trusts significantly below average for both pupil progress and improvement added)
Academies Enterprise Trust (AET)
Barnfield Education Partnership Trust (BEPT
CfBT Education Trust
Creative Education Academies Trust (CEAT)
E-ACT
Grace Foundation
Greenwood Academies Trust
Learning Schools Trust
Ormiston Academies Trust
Prospects Academies Trust
School Partnership Trust Academies (SPTA)
Stoke-on-Trent College
Telford Co-operative Multi Academy Trust
The Midland Academies Trust
UCAT
Wakefield City Academies Trust
White Rose Trust
Woodard Academies Trust
Key Stage 2:
Highest performing trusts:
(Trusts significantly above average for both pupil progress and improvement added)
Academies Enterprise Trust (AET)
Burnt Mill Academy Trust
CfBT Education Trust
Christ the King MAC (North Staffordshire)
First Federation Trust
Harris Federation
L.E.A.D. Multi-Academy Trust
Lion Academy Trust
Outwood Grange Academies Trust
REAch2 Academy Trust
St Barnabas Catholic Academy Trust
St. Oswald’s Catholic Academy Trust
Tapton School Academy trust
The Central Learning Partnership Trust
The Co-operative Group
The Rainbow Multi Academy Trust
The Stour Academy Trust
Tudhoe Learning Trust
Victoria Park Primary Academy
Lowest performing trusts:
(Trusts significantly below average for both pupil progress and improvement added)
Academy Transformation Trust (ATT)
Blyth Quays Trust, The
Bradford Diocesan Academies Trust
Discovery Schools Academies Trust Ltd
Gateway Academy Trust
Kernow Collaborative Trust
Ninestiles Academy Trust
Ormiston Academies Trust
The All Saints Collegiate MAC (South Stoke)
The Education Fellowship Trust
A rose by any other name would smell as sweet…doesn’t matter what you call them, some educational organizations will do better than others. This was also the case before Academys. The current programme of Academisation is pure ideology and flag waving. It does not place the needs of the students first…Maybe any new Chief Inspector does need to have a skill base in data management ahead of school and childcare understanding? This might ensure that open and transparent information can be seen through the correct rose colored glasses the current Secretary of State seems to be using: The measures for SATs, recruitment volumes into the profession, cant wait for next years 1-9 GCSE gradings…can the students get a job and function in the world of work?, that should the real assessment of a schools worth.