Includes the percentage of pupils meeting the expected standard in reading, writing TA, maths (combined) and in reading, writing TA and maths for MATs, broken down by academy type and pupils use of English as an additional language.

KS2 attainment by academy type and English as an additional language

Includes the percentage of pupils meeting the expected standard in reading, writing TA, maths (combined) and in reading, writing TA and maths for MATs and institutions that are not academies, broken down by academy type and pupils special educational needs.

KS2 attainment by academy type and special educational needs

Includes the percentage of pupils meeting the expected standard in reading, writing TA, maths (combined) and in reading, writing TA and maths for MATs, broken down by academy type and pupils gender.

KS2 attainment by trust type, academy type and gender

This table shows the number of eligible pupils and percentage of pupils meeting the expected standard for reading, writing, maths (combined) in MATs broken down by academy type and number of years in MAT.

KS2 attainment by trust type, academy type and years in MAT

KS4 headline performance measures broken down by English as an additional language status, MAT academy type, and institution type

KS4 performance measures by English as an additional language status

KS4 headline performance measures broken down by ethnicity, MAT academy type, and institution type

KS4 performance measures by ethnicity

KS4 headline performance measures broken down by special educational needs status, MAT academy type, and institution type

KS4 performance measures by special educational needs status

KS4 headline performance measures broken down by the number of years the academies have been in their MATs

KS4 performance measures by the number of years the academies have been in their MATs

Headline attainment and progress performance measures at KS4 broken down by MAT academy type (converter and sponsored academies, and free schools), institution type (multi-academy trusts, single-academy trusts, institutions that were not academies, and all state-funded mainstream institutions), and pupil characteristics (gender, disadvantage status, ethnicity, prior attainment group, special educational needs status, and English as an additional language status).

KS4 headline measures broken down by MAT academy type, institution type, and pupil characteristics

Headline attainment and progress performance measures at KS4 in MATs broken down MAT academy type (converter and sponsored academies, and free schools) and trust characteristics (MAT size and length of time spent in MAT). Total figures for institutions that were not academies, single-academy trusts, and all state-funded mainstream institutions are provided for comparison.

KS4 headline measures in MATs broken down by MAT academy type and trust characteristics

Headline attainment and progress performance measures at KS2 broken down by MAT academy type (converter and sponsored academies, and free schools), institution type (multi-academy trusts, single-academy trusts, institutions that were not academies, and all state-funded mainstream institutions), and pupil characteristics (gender, disadvantage status, ethnicity, prior attainment group, special educational needs status, and English as an additional language status).

KS2 headline measures broken down by institution type, trust type, academy type, and pupil characteristics

Headline attainment and progress performance measures at KS2 in MATs broken down MAT academy type (converter and sponsored academies, and free schools) and trust characteristics (MAT size and length of time spent in MAT).

KS2 headline measures in MATs broken down by MAT academy type and trust characteristics

Headline attainment performance measures at 16 to 18 broken down by MAT academy type (converter and sponsored academies, and free schools), institution type (multi-academy trusts, single-academy trusts, institutions that are not academies, and all state-funded mainstream institutions), and student characteristics (gender, disadvantage status, ethnicity, and prior attainment group).

1618 headline measures broken down by trust type, academy type, and pupil characteristics

Headline attainment performance measures at 16 to 18 in MATs broken down MAT academy type (converter and sponsored academies, and free schools) and trust characteristics (MAT size and length of time spent in MAT).

1618 headline measures broken down by trust type, academy type, and Trust characteristics

The number of multi-academy trusts at key stage 2, stage 4, and 16 to 18 by the number of academies the MATs had at each key stage.

Number of MATs at each key stage by MAT size

The number of multi-academy trusts that had mainstream academies at each key stage and whether these MATs had academies at multiple key stages. Also includes the number of multi-academy trusts that had only converter academies or a mix of academy types.

Number of MATs covering each key stage and MAT academy type

The number of pupils and institutions in the multi-academy trusts at each key stage and overall.

Number of pupils and institutions across key stages by institution type

All performance measures from each key stage for multi-academy trusts, institutions that were not academies, single-academy trusts, and all state-funded mainstream institutions.

Headline measures across key stages by institution type

Including children in need and child protection, children looked after and social work workforce statistics

Children's social care

Including Attendance in education and early years settings during the coronavirus (COVID-19) outbreak

COVID-19

Including not in education, employment or training (NEET) statistics

Destination of pupils and students

Including early years foundation stage profile and early years surveys statistics

Early years

Including local authority (LA) and student loan statistics

Finance and funding

Including advanced learner loan, benefit claimant and apprenticeship and traineeship statistics

Further education

Including university graduate employment, graduate labour market and participation statistics

Higher education

Labour market and skills

Including absence, application and offers, capacity, exclusion and special educational needs (SEN) statistics

Pupils and schools

School and college outcomes and performance

Including initial teacher training (ITT) statistics

Teachers and school workforce

Including summarised expenditure, post-compulsory education, qualification and school statistics

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