Large multi-academy trusts (MATs) on average have higher rates of persistent absence and pupil suspensions, an analysis of three years of data has shown.
Bigger MATs - defined as having 10 or more schools in the same phase of education - also admit greater rates of disadvantaged pupils and have higher attainment outcomes for low prior attaining and disadvantaged pupils.
The findings come from a new online web tool produced by the Education Policy Institute (EPI), which allows users to explore the performance of MATs, local authorities, dioceses and federations in England.
It has used data from 2016-17 to 2018-19 to create an average result across a number of metrics over the time period.
The EPI said this period represents the “latest three-year series of metrics unaffected by the disruption to schools during the Covid-19 pandemic”.
The tool will allow users to benchmark performance between different school groups as well as to compare the relative strengths and weaknesses of individual groups.
“This project supports a move away from a historic tendency to focus on pupil attainment and progress to a wider set of criteria to judge the relative performance of schools and school groups,” the EPI said.
The data, available from today, is focused on inclusion and attainment outcomes. Performance measures included in the tool include attainment, suspensions, persistent absence and a special educational needs and disabilities admission score.
Further releases will include measures of financial health and workforce indicators.
The EPI has published a report today that brings together its first set of findings.
It found that there are differences between school group types, with the median local authority having a lower rate of suspensions in its schools than the median MAT.
However, the median MAT has higher progress scores for both disadvantaged and low prior attaining pupils than the median local authority.
Accountability and inspection
The report also found that the highest performing groups of schools on overall attainment receive a lower proportion of applications from disadvantaged pupils and have lower rates of absence and suspension.
The EPI has today called for the accountability and inspection system to be reviewed, with consideration given to “how it can better reflect the different pupil demographics and circumstances of individual schools”.
Schools that admit representative proportions of disadvantaged pupils or those with additional needs “should not be penalised under any potential new system”, the report also recommends.
The EPI also urged the Department for Education to publish metrics for school groups to allow users to see their “strengths and weaknesses”, “allow a more informed understanding of their performance” and “how they reflect their local communities”.
It also wants the school admissions code to be reviewed, with a focus on inclusion.
Best practice in pupil inclusion
Louis Hodge, associate director for school system and performance at the EPI, said that “with large increases in academisation over the last decade, an increasing number of schools are now working as part of wider groups and networks”.
He added: “Given how schools’ attainment outcomes are impacted by different pupil demographics, this must be reflected in the school accountability system, ensuring that those who admit higher proportions of disadvantaged pupils and pupils with additional needs are not penalised, and that best practice in pupil inclusion is recognised.”
The report comes after Sutton Trust analysis showed poorer pupils are less likely to get into top-performing comprehensives.
The charity is planning to launch a campaign urging school leaders to carry out reviews of their admissions policies.
A Department for Education spokesperson said: “As this report recognises, our academies programme to play a crucial role in improving education standards, especially for those from disadvantaged backgrounds.
“Improving attendance is our top priority which is why we recently expanded our support for schools to reach over one million pupils to reduce absences. Our plan is working with 380,000 fewer pupils persistently absent last year compared to the previous year.
“We back heads to use suspensions and permanent exclusions where required as part of behaviour management, so they can provide calm, safe, and supportive environments for learning.”
For the latest education news and analysis delivered directly to your inbox every weekday morning, sign up to the Tes Daily newsletter
