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2 Devon Joint School Improvement Partner CPD 9 th October 2008 Tiverton Hotel Target Setting 2010 Hilary Jones

3 Statutory targets – Key Stage 3 Secondary schools should set and report 4 targets for attainment at the end of Key Stage 3 in 2010 National Curriculum tests: a.The proportion of 14 year olds achieving level 5+ in both English and mathematics b.The proportion of 14 year olds achieving level 5 in science c.The proportion making 2 National Curriculum levels progress in English from the level attained at the end of Key Stage 2 d.The proportion making 2 National Curriculum levels progress in mathematics from the level attained at the end of Key Stage 2

4 Key Stage 3 “Schools should be focussing on improving the progression of pupils who were at or above National expectations at the end of Key Stage 2.” “A substantial number of pupils make too little progress at key stage 3 to move up even one level.” “Despite early promise in Key Stage 2 they go onto miss out on good grades at GCSE.” “The pace of learning needs to be maintained.”

5 Key Stage 3 continued….. The key national expectations which should inform discussion with secondary schools around their Key Stage 3 school level progression and threshold targets for English and mathematics are: Key Stage 3 all pupils achieving level 4 in English or maths, and at least 40% of those with level 3 (50% for maths) at the end of Key Stage 2 should be capable of progressing to level 5 and an increasing majority to level 6 and above. all pupils achieving level 5 in English and maths should be capable of progressing to level 6 and an increasing majority to level 7 and above. no pupils should fail to make at least 1 level of progress from Key Stage 2 pupils with special educational needs and assessed as being unlikely to reach Level 5 should have targets which help them to progress as far as possible and by 2 levels if appropriate schools should set targets which involve a significant element of challenge beyond the current school progression rates in the RAISEonline indicative targets report. unless the 2010 cohort is significantly different in terms of prior attainment or numbers of children with SEN, schools should not set targets below their 2008 performance. where FFT estimates are used to inform target setting schools should be directed towards model D (equivalent to the average of schools at 25th percentile of value added performance) provided that the school is not already exceeding model D Estimates.

6 Statutory targets Key Stage 4 Secondary schools should set and report 3 targets for attainment at the end of Key Stage 4 in 2010 a. The proportion achieving 5 A*-C grades at GCSE and equivalent including GCSE English and mathematics b.The proportion making the equivalent of 2 National Curriculum levels progress in English from the level attained at the end of Key Stage 3 c.The proportion making the equivalent of 2 National Curriculum levels progress in mathematics from the level attained at the ends of Key Stage 3

7 Low progression rates from 3-4 Only 11% who achieved level 5 in both English & maths in 2005 went onto achieve 5 A*-C grades including English & maths in % who achieved level 6 achieved 5A*-C grades.

8 Key Stage 4 targets Should not be based on Key Stage 3 alone Pupils at National expectation at end of Key Stage 2 (i.e. level 4+) should be aiming at atleast 5 A*-C grades (E&M)

9 Key Stage 4 all pupils averaging level 6 or above in English and mathematics, and 30% of those averaging level 5 at the end of Key Stage 3 should be capable of achieving 5 A*-C grades at GCSE and equivalent including English and mathematics all pupils achieving level 6 and above in both English and mathematics at the end of Key Stage 3 should make the equivalent of 2 levels progress in both subjects. an increasing majority of those achieving level 5 and above in both English and mathematics should make the equivalent of 2 levels progress in both subjects. pupils with special educational needs and assessed as being unlikely to achieve 5 A*-C grades including English and mathematics should have targets which help them to progress as far as possible and by 2 levels if appropriate unless the 2010 cohort is significantly different in terms of prior attainment or numbers of children with SEN, schools should not set targets below their 2008 performance schools should set targets which involve a significant element of challenge beyond the current school progression rates in the RAISEonline indicative targets report where FFT estimates are used to inform target setting schools should be directed towards model D (equivalent to the average of schools at 25th percentile of value-added performance) provided that the school is not already exceeding model D estimates. The key national expectations which should inform discussions with secondary schools around their Key Stage 4 school level threshold and progression targets should be:

10 Target Setting Targets do not always have to build in year on year improvement BUT schools should be able to demonstrate that targets seek to maximise all children's’ progress. Higher achieving schools should show that where target is below current outcomes it will still maintain high standards If schools set below current performance factors such as ; prior attainment top quantile performance high levels of pupil mobility above average levels of SEN small cohorts are taken into account. (SIPs to note in visit note)

11 Timescale Targets have to be submitted to LA by 30 th November SIP Visit notes also by 30 th November LA to scrutinise and check that targets are sufficiently stretching SIPs might need to go back to schools for further discussion before targets are submitted to DCSF by the end of December

12 Visit Note

13 Attendance targets  Set by EWO  Discussion with SIP Devon is recommending the target to be Persistent Absence is now a target (PA = the percentage of the school roll with less than 80% absence) Recommended target no more than 5.9% Criteria for priority designation will be 6%

14 Post 16 targets No statutory LA targets 2 National targets to increase number of young people achieving level 2 & 3 by age 19. SIPs to discuss and comment

15 You might also discuss targets for; SEN Children in care

16 Progress targets sheet KS1 level Required KS2 level to meet progress target Level 3Level 5 Levels 2A, 2B, 2CLevel 4+ Level 1Level 3+ WLevel 2+ A, D- KS2 level Required KS3 level to meet progress target Level 5Level 7+ Level 4Level 6+ Level 3Level 5+ Level 2Level 4+ For B, N use teacher assessments: Level 1Level 3+ WLevel 2+ A, D- For the purposes of the progression targets the following conversion tables show how pupils will be judged to have made 2 levels progress KS3 level Required KS4 level to meet progress target Level 8A* (in maths) Level 7A (A* in English) 6B 5C 4D 3E 2F Below level 2G

17 Progression and conversion data Schools should ensure targets are based on high expectations for the achievements of certain individual or groups of pupils by looking at national or local authority progression/ conversion data. For example: In the top 25% of primary schools 96% of pupils make 2 levels of progress in English from KS1 and 58% of pupils with level 1 and 91% of pupils with level 2c go on to achieve level 4+ in English at KS2 In the top 25% of schools at KS3, 47% of pupils make 2 levels of progress in English from KS2 and 57% of pupils with level 3 and 94% of those with level 4 go on to achieve level 5+ in English at KS3 In the top 25% of schools at KS4, 77% of pupils make the equivalent of 2 levels of progress in English from KS3 and 58% of pupils with level 4 at KS2 go on to achieve 5 A*-C grades including English and mathematics at GCSE and equivalent

18 The role of SIPs Support schools to set ambitious and achievable targets Focus on pupil progress and attainment for all abilities

19 At the meeting Governors? Heads of English & Maths? Head of science? Data person? Curriculum deputy?

20 National Challenge Venn diagram – a helpful tool? %A*-C MA All 36.1 B 28.8 G 43.3 %A*-C EN All 48.0 B 29.0 G A* - C All 42.3 B 29.2 G No of pupils 15+ with eligible KS4 results – results as % cohort

21 The Venn Analysis Tool The RAP Management Group can use the Venn tool to identify and establish progress groups related to whole school targets. The Venn analysis tools exist for both KS3 and KS4 (see toolkit for full guidance) Using Venn analysis for KS4 The diagram shows the percentage of 15-year-old pupils achieving the various combinations of grade C+ in English, mathematics, and 5 or more subjects including both English and mathematics in a particular school. By comparing past performance with the figures shown in the table, schools should be able to see how the patterns of attainment (including the separate patterns for boys and girls) compare to the national picture. If predicted results are also plotted on the same sort of diagram, it should be possible to identify key groups of pupils for whom targeted interventions are appropriate. Performance Standards Schools can use this format to: Analyse historic performance and identify any significant features which are similar to or different from the national picture Analyse likely future performance on the basis of well-founded and accurate GCSE predictions in mathematics, English and other subjects Organise specific intervention provision for key groups of pupils with characteristics in common, on the basis of accurate identifications of target groups Case Study A school used the Venn diagram above to carry out this analysis based on the previous year’s GCSE results. The table below was used to compare the school’s data to the national figures. The codes in the first column indicate the sections of the Venn diagram. Upper case letters indicate inclusion in the corresponding category, and lower case indicates exclusion. For example, ‘eMF’ indicates pupils who achieved Grade C in mathematics (M) and in 5 or more subjects (F) but not in English (e).

22 NationalSchool BoysGirlsTotalBoysGirlsTotal E M F EMF eMF EmF EMf emF eMf Emf emf Some features of this data set were already well known to the school – for example the stronger performance in English than mathematics, and the relative underperformance of boys in English. However, some new perspectives were gained by looking at the data in this way. The school discovered that a relatively large proportion of girls were achieving 5+ Grades C or above including English but not mathematics. As a result of this, the school investigated the idea of running a girls’ Study+ group in mathematics. The school then decided that it would be useful to use a similar analysis for pupils currently in Key Stage 4. They started with Year 10 pupils, and the subject leaders for English and mathematics worked with a member of the senior leadership team and the head of Year 10 to enter pupil names on a large (A1 size) version of the diagram. This analysis allowed the teachers to identify key groups of pupils. Some of these Year 10 pupils were interviewed, and further interesting features were identified. For example, several girls identified as being potential members of the ‘EmF’ category said that they thought they made better progress in English than in mathematics because of the greater opportunities for collaborative work and discussion. See proforma (Pupil Progress groups – Review) to record and track for each group the improved numbers of pupils progressing towards targets on a termly basis