RAISE-ONLINE Summary 2011
The RAISE-ONLINE profile schools receive from the DfE has just been made available to schools.
The data is usually published in the autumn term but is not finally validated until the following
spring term. For example, the data doesn’t reflect the child whose English papers were submitted
for re-marking. As an outcome, their writing and overall English level was raised from Level 3 to 4.
Therefore this will have a positive impact on our overall figures in the validated RAISE profile in
the spring term. As in previous years, a summary report of the now 78 pages of published
information and data is presented here for staff and governors.
As a context to the RAISE data, at our last OfSTED inspection in 2010, our attainment on entry
was judged as broadly average in relation to the national picture at Foundation Stage whilst
attainment (standards) on leaving our School at the end of Key Stage 2 (Year 6) is consistently
well above average compared to the national profile.
Science is not included in the RAISE statistics because Key Stage 2 SATS in this subject was
discontinued in the school year 2009/2010.
Basic Characteristics of Lindfield v National
Number on roll: School 425 National average 245
Percentage girls: School 47.8 National 49.0
Percentage of pupils for free school meals: School 0.7 National 19.2
Percentage of pupils from minority ethnic groups: School 7.8 National 26.7
Percentage of pupils whose first language is not English: School 3.1 National 16.8
Percentage of pupils with statement of SEN or school action plus: School 5.6 National 8.0
Percentage of pupils with SEN: School 16.4 National 19.3
Stability: School 88.9% National 85.0%
School deprivation indicator: School 0.04 National 0.23
Locality context, where our children live (wards):
Lindfield: 77.4% Haywards Heath (Bentswood): 6.4%
Haywards Heath (Heath): 4.0% High Weald: 2.8%
Haywards Heath (Franklands): 4.7% Haywards Heath (Lucastes): 1.2%
Haywards Heath (Ashenground): 1.6% Ardingly/Balcombe: 0.7%
Burgess Hill: 0.2% Cuckfield: 0.7%
Summary of Progress (Achievement) and Attainment (Standards) from KS1 to KS2 Data
Year 6 profile (2010-11 cohort):
Number of pupils: 60
Free School Meals: 3.3%
Minority Ethnic Group: 8.3%
1st Language not English: 5.0%
Special Educational Needs: 25.0%
Looked after Children: 0%
The data shows that this cohort had a significant degree of children with Special Educational Needs.
Within the overall SEN figure above (25.0%), 8% of this cohort was at School Action Plus (involving
outside agencies) or having a Statutory Statement of SEN.
Overall progress (now called Progress Measures Value Added) across English and maths for pupils
from KS1 to KS2 is 100.3 (against 100.1 in 2010). This has confirmed sustained improvement from
our lower Value Added (VA) of 99.2 in 2007. Our results in English produced a VA of 100.8 (100.5 in
2010), mathematics 99.9 (99.6 in 2010). The overall value added confirmed progress from the data
within the focus from the OfSTED inspection in 2007 (99.2) which was acknowledged in our grading
of ‘Outstanding’ for achievement/attainment in our last inspection during December 2010. As far as
coverage i.e. pupils who were at Lindfield in year 2 and in year 6, this amounted to a figure of 87%.
As in previous years, the overall figure again highlights the annual VA challenge our school faces in
converting all level 3C and 3B to level 5B plus a significant number of level 2A children at key stage 1
to level 5C by the end of key stage 2 to achieve an above average value added score. A reminder
again that we should be aware that any children who achieve level 3C (weaker level 3) at key stage 1
are entered on the DfE system as achieving level 3B (a solid level 3). Therefore even if a level 3C
child at key stage 1 achieves 5B at key stage 2 their value added figure would only be 100.
Across all subjects, similar to last year, in 2011 boys (100.8 against 100.3 in 2010) made better
progress from KS1 to KS2 than girls (100.0 against 99.8 in 2010). In 2011, the gender progress
difference in English between boys and girls was only 0.1 in favour of the boys, but in maths the
difference was 1.5. In our continued focus of attempting to close the gender achievement gap, this
confirms that over the last four years there is similar progress in English, but for the first time this
year boys made better progress in maths. We will need to monitor this over the next year to see
whether this becomes a trend rather than a specific cohort profile. English is definitely our
strongest subject area in progress terms and mathematics progression continues to require a focus
to see the impact of targeted intervention (e.g. springboard, WAVE 3 and 1 to 1 tuition) and
enrichment programmes (including the use of two mathematics websites which can be accessed at
home by children). We have certainly invested many resources in various reading and writing
programmes which has borne fruit over the past four years.
Children with SEN (25.0%) made very good progress in this cohort. Children with a statement
(102.8), at School Action plus (102.3) and School Action (100.1) against non-SEN (100.3) children.
Children on Free School Meals (FSM) made 100.4 progress against Non-FSM children who made 100.3
progress between KS1 and KS2.
91% of our children made at least the two level national curriculum progress between Key Stage 1 and
2 in English (national average: 83%) whilst 89% made this progress in mathematics (national average:
On average this cohort made 12.9 Average Point Score (APS) progress from Year 2 to Year 6 (ref.
Key Stage 1 APS 2007). As a context, 12 APS equates to two national curriculum levels.
Although each year cohort has different characteristics, in attainment, our school’s Key Stage 2
average point score (APS) per pupil (total for English and mathematics) has remained significantly
above the national figure for the past five years. By the end of Key Stage 2 when our children move
to secondary schools, this reflects very good/outstanding attainment within a national context.
2007: National: 28.0 School: 29.5
2008: National: 27.9 School: 30.2
2009: National: 27.8 School: 29.5
2010: National: 27.4 School: 28.6
2011: National: 27.5 School: 28.8
This position is generally reflected in the individual subject areas for English and maths with above
national average scores since 2007.
2007: National 27.6 School: 30.8
2008: National 27.5 School: 30.1
2009: National 27.2 School: 29.5
2010: National 27.3 School: 29.0
2011: National: 27.3 School: 28.9
2007: National 27.3 School: 28.6
2008: National 27.4 School: 29.6
2009: National 27.5 School: 28.8
2010: National 27.4 School: 28.2
2011: National: 27.6 School: 28.7
Unlike 2010, there wasn’t such a significant difference in gender attainment across both
subjects. Boys had an average total score of 29.0 (29.6 in 2010) whilst girls scored 28.6 (26.7 in
2010). This was against a national trend where the attainment gap was 0.6 in favour of girls APS.
At Lindfield, girls scored better in English (29.4 v 28.3) and in maths boys scored better than
girls (29.7 v 27.6). We will continue to monitor our pupil tracker data carefully over the next two
years to see whether a consistent gender trend in attainment is developing but as these figures
show they is no trend from last year.
In English 93% of our pupils achieved Level 4+ against the national average of 81%. 42% of our
cohort achieved Level 5 against the national average of 29%.
In mathematics, 90% of our pupils achieved Level 4+ against the national average of 80%. 42% of
our cohort achieved Level 5 against the national average of 35%.
Key Stage 1 Attainment
Regarding attainment, our school’s Key Stage 1 average point score per pupil (total for both core
subjects) has on average remained around the national figure since 2007 (National 15.2 v School
15.4). The position this year (current year 3) reflected a broadly average cohort. This level of
attainment was also reflected in the cohort profile when this year group were assessed at
Foundation Stage in 2009 :
2007: National 15.2 School: 15.9
2008: National 15.2 School: 14.9
2009: National 15.2 School: 15.9
2010: National 15.2 School: 15.2
2011: National 15.3 School: 15.3
This position is generally reflected in the individual areas of reading, writing and maths:
2007: National 15.6 School: 16.2
2008: National 15.7 School: 15.3
2009: National 15.7 School: 16.6
2010: National: 15.7 School: 16.1
2011: National 15.8 School: 16.2
2007: National 14.2 School: 15.1
2008: National 14.3 School: 13.9
2009: National 14.3 School: 15.1
2010: National 14.4 School: 14.2
2011: National 14.4 School: 13.7
2007: National 15.8 School: 16.4
2008: National 15.8 School: 15.4
2009: National 15.7 School: 15.9
2010: National 15.7 School: 15.4
2011: National 15.7 School: 16.1
The attainment gap between national and Lindfield has closed across the three areas in key stage 1.
Since 2008, more robust teacher assessments (agreed as a locality group of schools), particularly with
the use of Assessment of Pupil Progress (APP) complementing the task assessments, alongside teachers
being certain before awarding a child a sound level 3 (3B), has meant a more realistic profile of a child
and indeed the cohort. However more significantly, it should be noted that the attainment on entry at
Foundation Stage is now broadly average (see EYFS profiles 2008-11) compared to a position of being
above average over many previous years. This was the judgement made in our OfSTED inspection in 2007
and confirmed again in the 2010 inspection. The overall data for 2011 reflects good attainment in reading
and mathematics against the national picture, with an identified weakness in writing for this cohort
which is very similar to the Year 2 group in 2008 (now the current Year 6). As with the 2008 cohort,
targeted teaching for the current Year 3 will take place in writing during their time in Key Stage 2. As a
context, within this cohort 17 children (28.3%) are on the SEN register which is high.
This year girls outperformed boys across all subjects combined. Girls had an average total score for
APS of 15.8 whilst boys scored 14.7. The girls’ attainment was equal to the national average whilst
our boys were below the national average of 14.9 (-0.2). In individual subject areas the gender
difference at Lindfield was as follows: reading (boys 15.2 v girls 17.1), writing (boys 12.8 v girls 14.5)
and mathematics (boys 16.2 v girls 15.9).
In this cohort, non-SEN children (71.6%) attained an APS of 16.2 against a national average of 16.4,
those on the SEN register (28.3%) attained an APS of 13.0 against a national average of 11.8.
With regards to attainment at key stage 1 and the child’s term of birth, spring born children
performed better (16.0 points) than autumn (15.1) and summer born (14.9). This wasn’t as consistent
as is usually the case against the national picture (autumn 16.1, spring 15.3, summer 14.5) because the
children in our school who were born in spring or summer did better than the national APS figures.
As a context to average points scores (APS) shown above, the National Curriculum sub-levels, points
and progress are shown below:
Level 1C: 7 points
Level 1B: 9 points (equivalent to scale 9, which is the maximum on the Foundation Profile)
Level 1A: 11 points
Level 2C: 13 points
Level 2B: 15 points
Level 2A: 17 points
Level 3C: 19 points
Level 3B: 21 points
Level 3A: 23 points
Level 4C: 25 points
Level 4B: 27 points
Level 4A: 29 points
Level 5C: 31 points
Level 5B: 33 points
Level 5A: 35 points
If a child makes ‘expected’ progress, their attainment will move 6 points (1 NC level) every two years.
Therefore to achieve ‘‘very good/outstanding’ progress a child would need to move 4 points in a year and 8
points over two years. ‘Expected’ progress between the end of key stages 1 and 2 (6 points every 2 years)
would give the school a value added measure of 100.
In summary, looking at a context of attainment being judged as broadly average on entry (Foundation Stage)
and attainment being well above average at the end of Key Stage 2, we believe that our children are making
very good progress (achievement) with very good/outstanding attainment (standards) by Year 6.
4th October 2011