MATs by pupil characteristics
The table below shows that the percentage of pupils that are disadvantaged or have English as an additional language (EAL) are higher in MATs (eligible MATs and schools only) than the national average, the percentage of pupils with special educational needs is the same in MATs compared to the national average, and that prior attainment at key stage 1 is slightly lower in MATs than the national average.
The analysis by characteristics described in the sections below shows that a similar percentage of disadvantaged pupils in MATs achieve the expected standard in the attainment measure compared to disadvantaged pupils nationally, the same can be seen for pupils with high prior attainment. A higher percentage of pupils with low prior attainment in MATs achieve the expected standard compared to pupils with low prior attainment nationally. However, EAL pupils, SEN pupils, non-SEN pupils, medium prior attainment pupils, non-disadvantaged pupils and pupils with English as a first language perform worse in this measure than their respective national averages.
The gap between disadvantaged and non-disadvantaged pupils, SEN and non-SEN pupils, pupils with low prior attainment and pupils with high prior attainment is smaller in MATs than the respective national averages. The gap between EAL pupils and pupils with English as a first language is similar in MATs to the national average.
Attainment for disadvantaged pupils in MATs
For the combined reading, writing and maths measure, attainment was similar for disadvantaged pupils in MATs (53%) and disadvantaged pupils nationally (53%). For non-disadvantaged pupils, a slightly lower percentage of pupils in MATs (70%) achieve the expected standard when compared to the national average for non-disadvantaged pupils (71%).
The gap between disadvantaged and non-disadvantaged pupils is smaller for pupils in MATs than for pupils in state-funded maintained schools (17 percentage points and 19 percentage points respectively): the percentage of disadvantaged pupils in MATs achieving the expected standard in all of reading, writing and maths is 53% compared to 70% for non-disadvantaged pupils, whereas nationally 71% of non-disadvantaged pupils reached the expected standard, compared to 53% of disadvantaged pupils.
Attainment for pupils with English as an additional language (EAL) in MATs
In MATs, a lower percentage of EAL pupils (62%) meet the expected standard when compared with the national average for EAL pupils (65%), a gap of 2 percentage points. The same pattern can be seen for pupils with English as first language (EFL; 64% versus 66%).
The difference between EAL and EFL pupils in MATs and EAL and EFL pupils nationally is 2 percentage points: 62% of EAL pupils in MATs achieve the expected standard in the combined reading, writing and maths measure compared to 64% for EFL pupils, which compares nationally with 65% and 66% respectively.
Attainment for pupils with special educational needs (SEN) in MATs
A slightly lower percentage of SEN pupils in MATs (23%) reach the expected standard in all of reading, writing and maths than the national average for SEN pupils (24%). The same can be seen for non-SEN pupils (72% versus 74%; a difference of 2 percentage points). The gap between SEN and non-SEN pupils is smaller in MATs than the national average.
In the combined reading, writing and maths attainment measure, a higher proportion of non-SEN pupils in MATs achieve the expected standard (72%) compared to SEN pupils (23%). Nationally, 24% of SEN pupils and 74% of non-SEN pupils achieve the expected standard.
Attainment by prior attainment at key stage 1
Prior attainment at key stage 1 is split into three groups: low, medium and high prior attainment. A higher percentage of pupils in the low prior attainment group in MATs achieved the expected standard than the national average for this group. A similar proportion of pupils in the high prior attainment group in MATs achieved the expected standard when compared with the national average. The gap between low and high prior attainment pupils is smaller in MATs than the national average.
8% of low prior attainment pupils in MATs achieved the expected standard in the combined reading, writing and maths attainment measure compared to 95% for high prior attainment pupils. Nationally, 95% of high prior attainment pupils achieve the expected standard. The difference between low, medium and high prior attainment pupils in MATs and low, medium and high prior attainment pupils nationally is similar.