1. © Crown copyright 2006 Primary & Secondary National Strategies RAISEonline and target-setting

2. © Crown copyright 2006 2 The content of this publication may be reproduced free of charge by schools and local education authorities provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to OPSI for a core licence. The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. Applications to reproduce the material from this publication should be addressed to: OPSI, The Information Policy Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQ Fax: 01603 723000 e-mail: hmsolicensing@cabinet-office.x.gsi.gov.uk Crown copyright statement

3. © Crown copyright 2006 3 The things teachers need to understand to make sense of RAISEonline 1. APS, VA, CVA 2. Statistical significance 3. Confidence intervals 4. Prior attainment measures 5. Relative performance indicators 6. Targets, estimates and predictions 7. Snake graphs and quadrant graphs

4. © Crown copyright 2006 4 Objectives To explore how RAISEonline supports effective target-setting To make links between target-setting and for learning and teaching To consider local implications for advice and support

5. © Crown copyright 2006 5 Target-setting process Attainment targets – bottom up. Schools set targets first, LA targets afterwards. Attendance targets – schools and LA set targets in line with ranges from DfES Minority ethnic groups – built up from pupil targets Looked after children – based on pupil targets LA targets are subject to challenge by the Secretary of State, where they do not meet criteria based on achieving reasonable levels of progression and ambition

6. © Crown copyright 2006 6 How should schools be supported to set challenging targets? Recognise that predictions of results and targets are not the same thing Understand how ambitious targets fit into the school’s improvement plan and support teaching and learning in the classroom Move away from looking at historical patterns of achievement which might conceal underperformance Use target-setting tools such as RAISEonline to benchmark performance against the most successful schools

7. © Crown copyright 2006 7 KS1-2 conversion - school EnglishMathematicsScience Number of Pupils Conversion to L4+ Number of Pupils Conversion to L4+ Number of Pupils Conversion to L4+ W10%W2 W1 1944%120%1729% 2C786%2C850%2C6100% 2B683%2B1593%2B10100% 2A3100%2A-- 3100% 3+1100%3+-- --

8. © Crown copyright 2006 8 KS1-2 conversion - national EnglishMathematicsScience Number of Pupils Conversion to L4+ Number of Pupils Conversion to L4+ Number of Pupils Conversion to L4+ W24,00011%W00%W11,00025% 174,00037%137,00014%174,00057% 2C125,00073%2C88,00043%2C80,00080% 2B143,00094%2B140,00076%2B145,00093% 2A73,00099%2A132,00093%2A105,00098% 3+121,00099%3+155,00099%3+145,00099%

9. © Crown copyright 2006 9 KS2-3 conversion - school EnglishMathematicsScience Number of Pupils Conversion to L5+ (%) Number of Pupils Conversio n to L5+ (%) Number of Pupils Conversio n to L5+ (%) B3*520%B3*40%B3*20% 3c1315%3c90%3c333% 3b933%3b1020%3b30% 3a978%3a1250%3a825% 4c1968%4c1776%4c2446% 4b3090%4b3892%4b2378% 4a21100%4a2095%4a2990%

10. © Crown copyright 2006 10 KS2-3 conversion - national EnglishMathematicsScience Number of Pupils Conversion to L5+ (%) Number of Pupils Conversion to L5+ (%) Number of Pupils Conversion to L5+ (%) B3*32,0006%B3*28,0002%B3*8,9003% 3c21,00017%3c26,0007%3c9,0002% 3b38,00035%3b38,00024%3b17,0006% 3a39,00054%3a48,00052%3a27,00015% 4c96,00074%4c80,00077%4c74,00039% 4b93,00089%4b98,00091%4b86,00066% 4a81,00095%4a89,00097%4a125,00085%

11. © Crown copyright 2006 11 Effective target-setting based on prior attainment not CVA ambitious by improving rates of progress focused on equity as well as excellence owned by pupils and teachers builds in the impact of National Strategies’ and other programmes leads to improvements in learning and teaching pupils’ progress is regularly tracked and reviewed

12. © Crown copyright 2006 12 Task [5 minutes] What are the features of effective target-setting?

13. © Crown copyright 2006 13 RAISEonline model based on each pupil’s prior attainment compares top 50% and 25% of schools allows moderation of the suggested targets produces targets for: pupils groups cohort

14. © Crown copyright 2006 14 RAISEonline

15. © Crown copyright 2006 15 RAISEonline

16. © Crown copyright 2006 16 RAISEonline

17. © Crown copyright 2006 17 RAISEonline A selection of reports showing aggregated results

18. © Crown copyright 2006 18 Delivering targets

19. © Crown copyright 2006 19 Effective target-setting based on prior attainment not CVA ambitious by improving rates of progress focused on equity as well as excellence owned by pupils and teachers builds in the impact of National Strategies’ and other programmes leads to improvements in learning and teaching pupils’ progress is regularly tracked and reviewed

20. © Crown copyright 2006 20 Task [5 minutes] What are the implications for your advice and support to your schools for next term’s target-setting process?

21. © Crown copyright 2006 21 Support for LAs RAISEonline website help facility 12 tutorials Today’s presentations on website Training for consultants?