Using data to track and boost progress in the Sixth Form - “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– - “Important & relevant issues at a high level” - Mary McCormack The Learning Trust Hackney ` - +44(0) “Enabling organisations to deliver the outstanding services that young people deserve”

“Outstanding support” – “Excellent grasp of the sector & beyond” – “Practical tips & strategies”– “Important & relevant issues at a high level” “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– “Important & relevant issues at a high level” - “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– - “Important & relevant issues at a high level” - ` - +44(0) “Enabling organisations to deliver the outstanding services that young people deserve” Why use data? -GCSE performance sets a realistic minimum target grade -Progress (or lack of) can be monitored through collection of progress grades – current level of performance based on robust evidence of marked substantial piece of work -Student knows how they are doing, so does the teacher, the tutor and their parents

“Outstanding support” – “Excellent grasp of the sector & beyond” – “Practical tips & strategies”– “Important & relevant issues at a high level” “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– “Important & relevant issues at a high level” - “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– - “Important & relevant issues at a high level” - ` - +44(0) “Enabling organisations to deliver the outstanding services that young people deserve” Why set targets? -Gives students something to aim for which is realistic- based on evidence of other students’ performance -Tutor can use the target grade to set a standard and measure progress -Student can see if they doing well or not

“Outstanding support” – “Excellent grasp of the sector & beyond” – “Practical tips & strategies”– “Important & relevant issues at a high level” “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– “Important & relevant issues at a high level” - “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– - “Important & relevant issues at a high level” - ` - +44(0) “Enabling organisations to deliver the outstanding services that young people deserve” Why use data? - GCSE performance sets a realistic minimum target grade - Progress (or lack of) can be monitored through collection of progress grades – current level of performance based on robust evidence of marked substantial piece of work - Student knows how they are doing, so does the teacher, the tutor and their parents Note: The target grade is a minimum target grade – not a prediction or a foregone conclusion

“Outstanding support” – “Excellent grasp of the sector & beyond” – “Practical tips & strategies”– “Important & relevant issues at a high level” “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– “Important & relevant issues at a high level” - “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– - “Important & relevant issues at a high level” - ` - +44(0) “Enabling organisations to deliver the outstanding services that young people deserve” Why use data? - GCSE performance sets a realistic minimum target grade - Progress (or lack of) can be monitored through collection of progress grades – current level of performance based on robust evidence of marked substantial piece of work - Student knows how they are doing, so does the teacher, the tutor and their parents

“Outstanding support” – “Excellent grasp of the sector & beyond” – “Practical tips & strategies”– “Important & relevant issues at a high level” “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– “Important & relevant issues at a high level” - “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– - “Important & relevant issues at a high level” - ` - +44(0) “Enabling organisations to deliver the outstanding services that young people deserve” Target setting systems -Alps: Aspirational target set at the top 75% percentile based on performance of students nationally -Alis: Target is a minimum target grade based on the average performance of students nationally – set at 50% -English and Maths GCSE grades a very significant factor

“Outstanding support” – “Excellent grasp of the sector & beyond” – “Practical tips & strategies”– “Important & relevant issues at a high level” “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– “Important & relevant issues at a high level” - “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– - “Important & relevant issues at a high level” - ` - +44(0) “Enabling organisations to deliver the outstanding services that young people deserve” Some examples from Hackney Schools GCSE Score on EntryHighestLowest 7.30 – 7.70A Biology A Maths A Physics A Chemistry A Biology A Psychology B Chemistry C Maths A Psychology B Applied Business B English Literature C Biology C Applied Business C Sociology U Govt and Politics U Psychology A Applied Business C Eng Lit C Psychology D Maths U Health and Social Care U Sociology U Psychology Consider the different life choices available to these different students and how you could discuss these with tutees

“Outstanding support” – “Excellent grasp of the sector & beyond” – “Practical tips & strategies”– “Important & relevant issues at a high level” “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– “Important & relevant issues at a high level” - “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– - “Important & relevant issues at a high level” - ` - +44(0) “Enabling organisations to deliver the outstanding services that young people deserve” BTEC extended diplomas GCSE Score on EntryHighestLowest Dist. Dist. DistMerit Dist 3.9 and belowDist Dist DistMerit

“Outstanding support” – “Excellent grasp of the sector & beyond” – “Practical tips & strategies”– “Important & relevant issues at a high level” “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– “Important & relevant issues at a high level” - “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– - “Important & relevant issues at a high level” - ` - +44(0) “Enabling organisations to deliver the outstanding services that young people deserve” Risks -You don’t fatten a pig by weighing it! -Some students become discouraged or demoralised, others complacent -The progress grades are inaccurate – not based on robust evidence -The grade is just a number – students do not know why they have been given it or how to improve

“Outstanding support” – “Excellent grasp of the sector & beyond” – “Practical tips & strategies”– “Important & relevant issues at a high level” “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– “Important & relevant issues at a high level” - “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– - “Important & relevant issues at a high level” - ` - +44(0) “Enabling organisations to deliver the outstanding services that young people deserve” How can tutors use this information with their forms? -Students can do better than their target grades -Students can do worse than their target grades -Their aim is to beat their target grade in every piece of marked work and progress grade reported

“Outstanding support” – “Excellent grasp of the sector & beyond” – “Practical tips & strategies”– “Important & relevant issues at a high level” “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– “Important & relevant issues at a high level” - “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– - “Important & relevant issues at a high level” - ` - +44(0) “Enabling organisations to deliver the outstanding services that young people deserve” How can we help students achieve these target grades? -Subject Feedback /tutor feedback Medal and a Mission: -Assessment pro formas -Tracking grids -Team work: teacher/tutor/student

“Outstanding support” – “Excellent grasp of the sector & beyond” – “Practical tips & strategies”– “Important & relevant issues at a high level” “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– “Important & relevant issues at a high level” - “Outstanding support” – “Excellent grasp of the sector & beyond” – “A measurable improvement in teaching & learning”– - “Important & relevant issues at a high level” - ` - +44(0) “Enabling organisations to deliver the outstanding services that young people deserve” 3 Questions 1.What information do you need? 2.How good are the targets? (SMART, Worthwhile?) 3.How will you follow up and check on targets?