 How do we make our subject targets more meaningful to…  Us as teachers ?  Students as learners ?  How do we do this within a transparent framework of accountability?

SSAT Achievement Show June 14 th 2011 Andy Keen Deputy Headteacher Holly Lodge Girls’ College. Liverpool

 comprehensive in Liverpool  NoR – 1200  FSM – 42%  High levels of deprivation  Cohorts well below national on KS2 Scores  5A*-c inc EM 2008 – 33%  5A*-c inc EM 2010 – 51%  5A*-c inc EM 2011 – 60%?

 Pre 2004 – TAP Days/VA residuals  2004 – Targets set centrally for all students in all subjects using FFT data  2005 – Class and subject residuals generated after exams  2004 – 2008 – Various changes to targets set. (move to FFT D, Professional targets in some subjects)  2008 – Professional targets introduced to sixth form  2009 – New target setting system introduced  First set of results under new system

 We are now well versed in using data  Technology has changed  Quality of data has improved greatly  Accessibility of data has improved greatly  We can now set and own our targets

 March 2009 – Data Enabler Consultancy  April-June 2009 – System finalised and tested  July 2009 – Trialled with middle leaders  October 2009 – INSET Day launch  September 2010 – Analysis of Y10 results  October 2010 – INSET day used to revise Y11 targets and set Y10 targets  August 2011 – First full results due

Challenge Professional judgement and knowledge of teacher Statistical data based on prior attainment

Departments identify class and subject targets using Jesson data via Data Enabler Class teachers use FFT D data and professional knowledge to set targets for individual students Department works together to check that individual targets will meet class and subject targets

 SIMS marksheets have Jesson quintiles on in Y10  Count up numbers in each quintile in classes and subjects  Use Data Enabler to calculate %A*-C for the subject overall and each individual class  Record these on subject record sheet 

 All Y10 exam classes have FFT Data sheets showing % chances of students achieving different grades  Use this data and professional knowledge of students to set the target  Note the target on the class sheet  Enter the target into SIMS marksheet

 Missing KS2 Data  Wrong class lists  Subjects not on Data Enabler  Late starters  BTEC/OCR

 Year 10 –  Ensure that student targets in groups reach Jesson expectation. If not identify who you will try to push up.  Work together in subjects to ensure that student and class targets add up to reach Jesson expectation each subject. If not identify who will receive intervention  Year 11  Some adjustments within the Jesson estimates

 Decided not to analyse against targets set by staff as disincentive to aspirational targets  Results will be analysed by group and subject against Jesson expectations to determine progress made

Challenge Professional judgement and knowledge of teacher Statistical data based on prior attainment

 Andy Keen  Deputy Headteacher  Holly Lodge Girls’ College, Liverpool  