THE GORSE ACADEMIES TRUST

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UID
3206
Group UID
TR00878
Group type
Multi-academy trust
Lead region
Yorkshire and the Humber Open help text for Lead region opens a popup
Further information
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2019 data may no longer reflect current performance. More info opens a popup

This is 2018/2019 data. No primary test or assessment data has been published for 2020, 2021 or 2022.

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 2019. These figures were published in December 2019.

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

Pupils meeting expected standard in reading, writing and maths Open help text for % of pupils meeting expected standard opens a popup

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Trust England average
Pupils meeting expected standard in reading, writing and maths 69% 65%

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 14.7 16.2

Types of school Open help text for Types of school opens a popup

Total schools: 3

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Converter academies Other
Types of school 1 2 0

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

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3 years 4+ years
Years in MAT 0 3

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

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Trust All state-funded schools
% disadvantaged pupils 49.4% 31%

% SEN pupils Open help text for % SEN pupils opens a popup

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Trust All state-funded schools
% SEN pupils 23.1% 18%

% English as an additional language pupils Open help text for English as an additional language (EAL) opens a popup

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Trust All state-funded schools
% English as an additional language pupils 35.9% 21%

Additional measures

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Progress and attainment of 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 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 4.3
(2.9 to 5.7) 		0.3
MAT writing progress score and confidence intervals 2.8
(1.5 to 4.1) 		0.3
MAT maths progress score and confidence intervals 3.2
(1.9 to 4.4) 		0.4
Percentage of pupils meeting the expected standard in reading, writing and maths 55% 71%
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Schools covering key stage 2 included in this MAT’s performance data

Number of schools covering key stage 2 included in 2019 MAT performance measures: 3 Open help text for Schools included in MAT (multi-academy trust) measures opens a popup

Number of key stage 2 pupils included in 2019 MAT performance measures: 156

Schools covering key stage 2 in this MAT's performance data

This is 2021/2022 data. MATs are included in these measures if they have at least 3 schools or colleges covering this phase of education that have been with the MAT for at least 3 academic years and for which we have published performance data.

In the 2022 measures, schools are counted under the MAT they were part of as of 14 September 2021, as long as they had been with the MAT since before 14 September 2019.

No MAT performance measures were published for 2019/2020 or 2020/2021.

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 2022. These figures were published in February 2023.

MAT Progress 8 score Open help text for Progress 8 score (MAT score) opens a popup

This score shows how much progress pupils at this MAT made across 8 qualifications between the end of key stage 2 and the end of key stage 4, compared to other similar pupils nationally.

The score for this MAT is 0.72.

The average score for all state-funded schools in England is -0.03.

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MAT England all state schools
Progress 8 score 0.72 -0.03

Entering EBacc Open help text for Entering EBacc opens a popup

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.

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Trust All state-funded schools
Entering EBacc 33% 39%

EBacc average point score Open help text for EBacc average point score opens a popup

The EBacc average points score calculates a pupil's average point scores across the 5 pillars of the English Baccalaureate.

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Trust All state-funded schools
EBacc average point score 4.62 4.27

Achieving EBacc at grade 5 or above Open help text for Achieving EBacc at grade 5 or above opens a popup

This is the percentage of pupils who achieved the English Baccalaureate opens in a new window (EBacc) at a grade 5 or above in English, maths, science, a language, and either history or geography.

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Trust All state-funded schools
Achieving EBacc at grade 5 or above 23% 20%

Achieving EBacc at grade 4 or above Open help text for Achieving EBacc at grade 4 or above opens a popup

This is the percentage of pupils who achieved the English Baccalaureate opens in a new window (EBacc) at a grade 4 or above in English, maths, science, a language, and either history or geography.

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Trust All state-funded schools
Achieving EBacc at grade 4 or above 28% 27%

Grade 5 or above in English & maths GCSEs

This tells you the percentage of pupils who achieved grade 5 or above in English and maths GCSEs.

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Trust All state-funded schools
Grade 5 or above in English & maths GCSEs 58% 50%

Attainment 8 score Open help text for Attainment 8 score opens a popup

Schools get a score based on how well pupils have performed in up to 8 qualifications.

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Trust All state-funded schools
Attainment 8 score 53.6 48.8

Additional measures

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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. Evidence shows that the progress and achievement of disadvantaged pupils is normally lower than that of 'other' pupils.

MAT disadvantaged pupils England state-funded schools other (non-disadvantaged) pupils
Progress 8 and confidence intervals
more info Click to expand

This score shows how much progress disadvantaged pupils at this school made across 8 qualifications between the end of key stage 2 and the end of key stage 4, compared to other similar pupils nationally.

 0.29
(0.14 to 0.44) 		0.15
(0.15 to 0.16)
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 opens in a new window (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. It is not appropriate to expect the same rates of EBacc entry from these types of schools and colleges. They should decide on a case-by-case basis whether their specialist curriculum is compatible with the full EBacc.

 24% 43%
EBacc average point score
more info Click to expand

The EBacc APS calculates a pupil's average point scores across the 5 pillars of the English Baccalaureate, allocating points to a pupil's best grades and dividing by 6 (the science grades count in 2 pillars, meaning a total of 6 pillars) to create an average point score per pupil. This measure is an average across the subjects (i.e. we divide the total by 6) and so is on a different scale to Attainment 8 which we calculated by simply awarding points score across 8 qualifications (without dividing the total).

This measure is based on the better result of either English language or English literature when both subjects are taken, maths, the best 2 results from the single sciences (3 out of 4 must be taken), or results from the combined science, the better result from either geography or history and the best result in languages.

For more information about how the EBacc average point score is calculated view the detailed guide to EBacc APS opens in a new window .

 3.63 4.66
Achieving EBacc at grade 5 or above
more info Click to expand

The English Baccalaureate is not a test or qualification; it is a measure used to provide information about a particular range of qualifications.

 12% 24%
Achieving EBacc at grade 4 or above
more info Click to expand

The English Baccalaureate is not a test or qualification; it is a measure used to provide information about a particular range of qualifications.

 17% 31%
Grade 5 or above in English & maths GCSEs
more info Click to expand

This tells you the percentage of pupils who achieved grade 5 or above in English and maths GCSEs.

 38% 57%
Attainment 8 score
more info Click to expand

Schools get a score based on how well pupils have performed in up to 8 qualifications, which include English, maths, 3 English Baccalaureate opens in a new window qualifications including sciences, computer science, history, geography and languages, and 3 other additional approved qualifications opens in a new window .

 43.4 52.8

MAT key stage 4 characteristics Click to expand

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

Proportion of disadvantaged pupils in the trust at the end of KS4.

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Trust All state-funded schools
% disadvantaged pupils 31% 26%

% SEN pupils Open help text for % SEN pupils opens a popup

This refers to pupils with special educational needs (SEN) who have learning difficulties or disabilities that make it harder for them to learn than most children of the same age at the end of KS4.

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Trust All state-funded schools
% SEN pupils 11% 16%

% English as an additional language pupils

Proportion of pupils whose first language is not English at the end of KS4.

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Trust All state-funded schools
% English as an additional language pupils 15% 17%

Types of school Open help text for Types of school opens a popup

Total number of academies included in the KS4 measures: 5

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Converter academies Other
Types of school 2 2 1

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

MATs are included in these measures if they have at least 3 schools covering this phase of education that have been with the MAT for at least 3 academic years and for which we have published performance data.

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

Key stage 2 average point score on entry Open help text for Key stage 2 average point score on entry opens a popup

The average attainment that the year 11 pupils, who were measured by the Progress 8 measure, achieved 5 years previously at the end of key stage 2.

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Trust All state-funded schools
Key stage 2 average point score on entry 102.1 103.5
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Schools covering key stage 4 included in this MAT’s performance data

Number of schools covering key stage 4 included in 2022 MAT performance measures: 5 Open help text for Schools included in MAT (multi-academy trust) measures opens a popup

Number of key stage 4 pupils included in 2022 MAT performance measures: 1153

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

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.

    For a multi-academy trust, the schools or colleges eligible for inclusion in the trust's performance measures, did not enter any pupils or students for the qualifications covered by the measure
  • NEM = No entries: We suppress multi-academy trust (MAT) figures if the MAT has fewer than three schools/colleges with eligible pupils or students in this measure, or where there are 5 or fewer pupils or students 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
  • RE = Redacted: We redact these figures if they do not allow the calculation of a reliable estimate and therefore don’t provide a fair measure of performance. For transparency, we publish the headline information for these providers separately in the national achievement rates tables.
  • SN = Small number: The number is subject to rounding and is less than 3
  • SP = Small percentage: The percentage is subject to rounding and 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.

    For a multi-academy trust, we will supress data when there are 5 or fewer pupils or students, covered by the measure, in total across the establishments eligible for inclusion in the trusts performance measures.
  • SUPPM = Suppressed: We suppress multi-academy trust (MAT) figures if the MAT has fewer than three schools/colleges with eligible pupils or students in this measure, or where there are 5 or fewer pupils or students covered by the measure.
  • -- = Null: Figures are either not available for the year in question, or the data field is not applicable to the school or college.
  • NELIG = Not Eligible: The school, college or multi-academy trust (MAT) was not eligible for inclusion in MAT performance measures in accordance with the rules* on MAT eligibility.
    KS2: (Page 11)
    KS4: (Page 31)
    16-18: (Page 69)
  • SUPPMAT = Suppressed MAT: In addition to suppression outlined in SUPP. A multi-academy trust will additionally have its data suppressed for a particular measure if exactly one of the establishments, eligible for inclusion in the trusts performance measures, has its data suppressed. This is to avoid multi-academy trust data inadvertently undoing suppression applied to an establishment.

This is 2021/2022 data. MATs are included in these measures if they have at least 3 schools or colleges covering this phase of education that have been with the MAT for at least 3 academic years and for which we have published performance data.

In the 2022 measures, schools are counted under the MAT they were part of as of 14 September 2021, as long as they had been with the MAT since before 14 September 2019.

No MAT performance measures were published for 2019/2020 or 2020/2021.

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 16-18 study opens a popup in the summer of 2022. These figures were published in February 2023.

See Multi-academy trust performance measures opens in a new window for full details of how we calculate MAT measures.

2022 performance data is not available for this MAT (multi-academy trust).

MATs are included in these measures if they have at least 3 schools or colleges covering this phase of education that have been with the MAT for at least 3 academic years and for which we have published performance data.

Special schools, pupil referral units, alternative provision academies and alternative provision free schools within the MAT are not included.

In the 2022 measures, schools and colleges are counted under the MAT they were part of as of 14 September 2021, as long as they had been with that MAT since 14 September 2019. To view all schools and colleges currently under the MAT visit the THE GORSE ACADEMIES TRUST school list.

See 16 to 18 accountability headline measures opens in a new window for full details of how we calculate MAT measures.

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.

    For a multi-academy trust, the schools or colleges eligible for inclusion in the trust's performance measures, did not enter any pupils or students for the qualifications covered by the measure
  • NEM = No entries: We suppress multi-academy trust (MAT) figures if the MAT has fewer than three schools/colleges with eligible pupils or students in this measure, or where there are 5 or fewer pupils or students 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
  • RE = Redacted: We redact these figures if they do not allow the calculation of a reliable estimate and therefore don’t provide a fair measure of performance. For transparency, we publish the headline information for these providers separately in the national achievement rates tables.
  • SN = Small number: The number is subject to rounding and is less than 3
  • SP = Small percentage: The percentage is subject to rounding and 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.

    For a multi-academy trust, we will supress data when there are 5 or fewer pupils or students, covered by the measure, in total across the establishments eligible for inclusion in the trusts performance measures.
  • SUPPM = Suppressed: We suppress multi-academy trust (MAT) figures if the MAT has fewer than three schools/colleges with eligible pupils or students in this measure, or where there are 5 or fewer pupils or students covered by the measure.
  • -- = Null: Figures are either not available for the year in question, or the data field is not applicable to the school or college.
  • NELIG = Not Eligible: The school, college or multi-academy trust (MAT) was not eligible for inclusion in MAT performance measures in accordance with the rules* on MAT eligibility.
    KS2: (Page 11)
    KS4: (Page 31)
    16-18: (Page 69)
  • SUPPMAT = Suppressed MAT: In addition to suppression outlined in SUPP. A multi-academy trust will additionally have its data suppressed for a particular measure if exactly one of the establishments, eligible for inclusion in the trusts performance measures, has its data suppressed. This is to avoid multi-academy trust data inadvertently undoing suppression applied to an establishment.
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