1. Expectations and Target setting QTS: 1, 11, 12 and 13. The use of statistical data to describe and set targets for the individual, subject and school performance RAISEONLINE reports and the School Improvement Plan.

2. Expectations and targets. Expectations and target setting work in partnership. Pupils, parents, LA and government use target setting to ensure that expectations are met. Occur at different levels: School Local National l pupil class school local national

3. learning Pupils A for L Behaviour subject knowledge Teachers teaching and learning attainment and achievement Expectations

4. Target Setting Target setting process is aided by the use of statistical data. It helps to target and track: individuals girls/boys, vulnerable pupils, summer birthdays, LAC subject school performance

5. Target setting and what does it mean for pupils and schools? Pupils identifying and sharing the next step in learning short or long term, can take a week or a term depending on expectations ensuring that pupils make expected levels of progress Schools identifies areas of focus for school improvement planning target specific cohorts of pupils, or groups within cohorts quantifiable and measureable accountability to pupils, parents and outside bodies

6. Target setting cycle Internal pupil/school driven focus External LA, Government, Ofsted and School Improvement Partner (SIP)

7. Weekly Internal cycle Pupil Follows traditional assessment model i.e. day to day assessment, identifies area of weakness Use of Assessment for Learning (AofL) TermlyAnnual Against learning objectives Achievement in terms of levels of progress Summative judgements on attainment and achievement

8. Whole school Review of standards ie Sum QCA& SATs Lesson and work sampling Pupil interviews Internal cycle Identifies areas for subject development School curricular targets Review Year group Class Individual

9. External cycle Results of performance analysed and rates of progress By School, LA and government Numerical targets set remotely i.e. % of L2 % of L4 & 5 % of pupils making 2 levels of progress SIP, H/T & governors Review set targets and negotiate adjustments Targets shared with staff and governors Progress towards targets are monitored throughout the year and across key stages to ensure progress is maintained.

10. Range of statistical data School QCA, PIPs, FSP, Reading ages, TA assessments, SATs data, APP National FFT, Raiseonline, SATs data Different LAs will have other measures that quantify attainment and achievement in addition to the types mentioned above.

11. Raiseonline and target setting What is it? Data collected: census material, socio-economic factors, SEN pupils, FSM, EAL, KS1 and 2 attainment and progress. Summary of school performance: analysis of achievement, attainment and progress (valued added). Comparison: Provides comparisons between similar schools within similar circumstances and national picture.

12. Raiseonline. How is it used? Ofsted used remotely to monitor school performance Schools Raise and test hypotheses to further analyse school performance and specific groups of pupils. Pinpoint focuses Helps to focus developments for the SIP associated with pupil performance and progress

13. Areas identified Targets set Work in progress Review Targets Set new targets SIP and target setting What is it? A document which helps set and map out a schools programme for development over any academic year or series of years. How does it work? Analysis of schools performance, helps to identify the areas for development.

14. Useful websites www.nationalstrategies.standards.dcsf.gov.uk www.standards.dfes.gov.uk www.qca.org.uk www.ofsted.gov.uk www.raiseonline.org