1. SETTING TARGETS FOR SUCCESS

2. 1. What are targets? 2. Why are targets a good idea? 3. How do we set the right target? 4. What happens next?

3. Priory School Values High expectations… High expectations… …of all students …of all students Underperformance is not acceptable Underperformance is not acceptable Outstanding is the aim Outstanding is the aim Target-setting reflects these values Target-setting reflects these values

4. 1. What are targets?

5. Key Stage 4: GCSE/A / S/BTEC/OCR National/Diploma grades/NVQ levels Key Stage 4: GCSE/A / S/BTEC/OCR National/Diploma grades/NVQ levels set at start of Year 10 set at start of Year 10 to achieve at the end of Year 11 to achieve at the end of Year 11 set in all examination subjects set in all examination subjects possible GCSE grades: A*, A, B, C, D, E, F, G possible GCSE grades: A*, A, B, C, D, E, F, G possible A / S grades: A* A, B, C, D, E possible A / S grades: A* A, B, C, D, E possible BTEC/OCR National/Diploma grades: Pass, Merit, Distinction, (*) possible BTEC/OCR National/Diploma grades: Pass, Merit, Distinction, (*) possible NVQ levels: 1, 2 possible NVQ levels: 1, 2

6. What are targets? Key Stage 3: National Curriculum levels Key Stage 3: National Curriculum levels set at start of Year 7 set at start of Year 7 to achieve at the end of Year 9 to achieve at the end of Year 9 set in all subjects (except Life Skills) set in all subjects (except Life Skills) in English, Maths and Science: in English, Maths and Science: 4c, 4b, 4a, 5c, 5b, 5a, 6c, 6b, 6a, 7c, 7b, 7a 4c, 4b, 4a, 5c, 5b, 5a, 6c, 6b, 6a, 7c, 7b, 7a in all other subjects: in all other subjects: 4, 5, 6, 7 4, 5, 6, 7

7. What are targets? Expected Target Grade (KS4) or Level (KS3) – school’s target Expected Target Grade (KS4) or Level (KS3) – school’s target Agreed Target Grade (KS4) or Level (KS3) – student’s target Agreed Target Grade (KS4) or Level (KS3) – student’s target Agreed Target Grade/Level is based on Expected Target Grade/Level Agreed Target Grade/Level is based on Expected Target Grade/Level Agreed Target Grade is negotiated at the start of Year 10 with subject teacher Agreed Target Grade is negotiated at the start of Year 10 with subject teacher Agreed Target Level is negotiated at the start of Year 7 with subject teacher Agreed Target Level is negotiated at the start of Year 7 with subject teacher

8. 2. Why are targets a good idea?

9. Why are targets a good idea? Targets encourage individual learning, irrespective of ability Targets encourage individual learning, irrespective of ability Targets provide accurate information about potential, so inform planning Targets provide accurate information about potential, so inform planning Targets allow for quick and easy identification of under-achievement Targets allow for quick and easy identification of under-achievement

10. Why are targets a good idea? A good target should be: aspirational – ambitious, challenging… but achievable aspirational – ambitious, challenging… but achievable motivational – owned by the individual motivational – owned by the individual

11. 3. How do we set the right target?

12. Aim: “2 Levels of Progress” Aim: “2 Levels of Progress” Key Stage 3 example: Key Stage 3 example: end of Year 6 achieved Level 4a end of Year 6 achieved Level 4a add 2 levels add 2 levels end of Year 9 should achieve Level 6a end of Year 9 should achieve Level 6a

13. How do we set the right target? Key Stage 4 example: Key Stage 4 example: end of Year 9 achieved Level 6 end of Year 9 achieved Level 6 add 2 levels add 2 levels end of Year 11 should achieve GCSE grade B end of Year 11 should achieve GCSE grade B Scale: Scale: NC876543 GCSEA*ABCDE

14. How do we set the right target? Data-rich Data-rich Key Stage 2 test scores Key Stage 2 test scores Key Stage 2 / 3 teacher assessments Key Stage 2 / 3 teacher assessments Primary school information Primary school information CAT scores CAT scores INSIGHT tests data INSIGHT tests data Fischer Family Trust data Fischer Family Trust data all used to arrive at a starting point…. all used to arrive at a starting point….

15. How do we set the right target? KEY STAGE 3: Key Stage 2 test scores… Key Stage 2 test scores… and CAT scores… and CAT scores… and Key Stage 2 teacher assessments… and Key Stage 2 teacher assessments… and information from primary schools… and information from primary schools… create an Expected Target Level create an Expected Target Level

16. How do we set the right target? KEY STAGE 4: Key Stage 2 test scores… Key Stage 2 test scores… and CAT scores… and CAT scores… and Key Stage 3 teacher assessment… and Key Stage 3 teacher assessment… and INSIGHT data and INSIGHT data and Fischer Family Trust data… and Fischer Family Trust data… create an Expected Target Grade create an Expected Target Grade

17. How do we set the right target? Expected Target Grades/Levels are supplied to Learning Areas Expected Target Grades/Levels are supplied to Learning Areas Learning Areas refine ETGs/ETLs using subject-specific data Learning Areas refine ETGs/ETLs using subject-specific data Changes to ETGs/ETLs are ratified by Assistant Head Changes to ETGs/ETLs are ratified by Assistant Head

18. How do we set the right target? using the Expected Target Grade/Level… using the Expected Target Grade/Level… through teacher and student discussion… through teacher and student discussion… being realistic but aiming high… being realistic but aiming high… creates an Agreed Target Grade/Level creates an Agreed Target Grade/Level

19. How do we set the right target? An Agreed Target Grade/Level can be the same as, slightly higher than or slightly lower than the Expected Target Grade/Level An Agreed Target Grade/Level can be the same as, slightly higher than or slightly lower than the Expected Target Grade/Level For example: Key Stage 3: ETL = 5a; ATL = 5b, 5a or 6c Key Stage 4: ETG = A; ATG = B, A or A* ETGs/ETLs are not changed, once set ETGs/ETLs are not changed, once set ATGs/ATLs can be changed whenever necessary, through student and teacher negotiation ATGs/ATLs can be changed whenever necessary, through student and teacher negotiation

20. 4. What happens next?

21. What has happened so far? Year 10 Targets Week – 12 th – 16 th September Targets Week – 12 th – 16 th September Negotiated ATGs in all subjects Negotiated ATGs in all subjects ETGs and ATGs published, 21 st September ETGs and ATGs published, 21 st September Year 7 Targets Week – 10 th – 14 th October Targets Week – 10 th – 14 th October Negotiated ATLs in all subjects Negotiated ATLs in all subjects ETLs and ATLs published, 19 th October ETLs and ATLs published, 19 th October

22. What happens next? Work is marked against Agreed Target Grade/Level Work is marked against Agreed Target Grade/Level Codes:SA = seriously above target Codes:SA = seriously above target A = above target O = on target U = under target SU = seriously under target Teachers provide formative comment to accompany the code Teachers provide formative comment to accompany the code

23. What happens next? 3 reports per year 3 reports per year All years: interim reports in December, March All years: interim reports in December, March Full summative report in July Full summative report in July progress in each subject reported, using the progress in each subject reported, using the SA-A-O-U-SU code system Year 10: Parents/Teachers meet – 30 th November Year 10: Parents/Teachers meet – 30 th November Year 7: Parents/Teachers meet – 28 th February Year 7: Parents/Teachers meet – 28 th February

24. What happens next? Summary of performance on reports relates to Agreed Target Grade/Level Summary of performance on reports relates to Agreed Target Grade/Level Optional comments: Optional comments: a absence from lessons is affecting progress l positive attitude to learning b behaviour is poor n non-participation in lessons c coursework / classwork often incomplete p punctuality to lessons is poor ddisruptiveq homework produced is of a high quality e consistently excellent effort r needs to improve revision / exam preparation g consistently good behaviour s standard of work below that expected h homework often not completed / poor quality t works well as a member of a team i works well independently w working hard towards a challenging target j only just on target x classwork is consistently excellent standard k often fails to bring necessary equipment / kit

25. Finally… Summary

26. Summary Average Points Scores create Expected Target Grades/Levels Average Points Scores create Expected Target Grades/Levels Expected Target Grades/Levels are used to negotiate Agreed Target Grades/Levels with students Expected Target Grades/Levels are used to negotiate Agreed Target Grades/Levels with students Aspirationally high targets create a culture of high expectations Aspirationally high targets create a culture of high expectations Targets are positive because they are shared and negotiated Targets are positive because they are shared and negotiated Targets only work if students are aware of them, and what they mean Targets only work if students are aware of them, and what they mean Marking in relation to targets provides students with formative comment Marking in relation to targets provides students with formative comment Performance in relation to Agreed Target Grades/Levels is reported to parents three times per year Performance in relation to Agreed Target Grades/Levels is reported to parents three times per year