Your Federal Quarterly Tax Payments are due April 15th Get Help Now >>

NORTHAMPTONSHIRE COUNTY COUNCIL: by 095rp4

VIEWS: 4 PAGES: 4

									                                                  School Improvement Partners in Northamptonshire

SETTING TARGETS FOR 2009- GUIDANCE AND INFORMATION FOR SCHOOLS

Enabling pupils to realise their potential is fundamental to the Every Child Matters agenda.
Ambitious target setting in particular is critical if pupils are to achieve the educational outcomes
they are capable of. Governors and the Local Authority (LA), both hold responsibilities for the
target-setting process. Governing bodies have a statutory responsibility for ensuring that targets
are set and LA must ensure each school’s targets are sufficiently challenging. Since September
2007, OfSTED have changed school inspection reports to include a judgement on the school’s
targets. The Self Evaluation Form has also been amended to include a prompt for schools to
evaluate the degree of challenge provided by their targets

Targets show what schools want to achieve and provide a clear focus for improvements,
particularly in teaching and learning. Target setting is both a ‘top-down’ and a ‘bottom-up’ exercise
to help maximise pupils’ learning and achievement. Schools are expected to identify where pupils
are under-performing and apply teaching, motivation and support strategies to help the pupils
improve. Schools are expected to make full use of the Secondary National Strategy support and
materials to achieve this.


THE NEW STATUTORY TARGETS FOR 2009

Key Stage 3
At Key Stage 3, these new targets represent a challenge to schools to improve progression rates
so that all pupils achieving national expectations at the end of Key Stage 2 move on to reach at
least the target levels for the end of Key Stage 3 and to accelerate progress for pupils achieving
below level 4 at Key Stage 2. An even bigger challenge is to improve the proportions of pupils
making 2 levels progress by the end of Key Stage 3. Although the National Curriculum expectation
is for pupils to progress to level 5 at the end of Key Stage 3, setting targets to improve the
proportions making 2 levels progress in English and mathematics to reach level 6, will significantly
increase the chances of those pupils achieving a grade C or above at GCSE.
The DCFS expects that schools should be focusing in their Key Stage 3 targets on improving the
outcomes for pupils who were at or above national expectations at the end of Key Stage 2 because
in the past their progress has been too slow:
      Large numbers of pupils nationally (16% of those achieving level 4 in 2006) currently make
        no progress from level 4 or in some cases drop back from level 5 at Key Stage 2,
        particularly in English.
      Only 30% of pupils make 2 levels progress in English from Key Stage 2. .

The national expectations relating to Key Stage 3 progression and threshold targets for English
and maths are:

      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 progress to at least level 5 and an increasing
       majority to level 6 and above
      all pupils achieving level 5 in English and maths should progress to level 6 and an
       increasing majority to level 7 and above
      no pupils should fail to make at least 1 level progress
      pupils with Special Educational Needs which mean achievement of level 5 is unlikely
       should have targets which help them to progress as far as possible and by 2 levels if
       appropriate
      schools should set targets which improve significantly on their current performance using
       the information provided in RAISEonline


                                   Northamptonshire County Council
SIP Toolkit (October 2007)         TK11 Target Setting Guidance                         Page 1 of 4
                                                     School Improvement Partners in Northamptonshire

       where FFT estimates are used to inform target setting schools should be directed
        towards model D


Key Stage 4
At Key Stage 4, as well as focusing on improving the proportion of pupils achieving 5+ A*- C
grades at GCSE and equivalent, including English and maths, schools are also required to set a
target to improve progression rates from Key Stage 3. In reviewing their performance to date and
measuring their success in improving progression, schools are expected to use the following
conversions between National Curriculum levels at Key Stage 3 and GCSE and equivalent grades
at Key Stage 4:

 KS3 Nat                     GCSE grade
 Curriculum level            achieved

           8                    A* (in maths)

           7                 A (and A* in English)

           6                          B

           5                          C

           4                          D

           3                          E

           2                          F

        Below 2                       G



The DFCS guidance states that progression rates in English and maths from Key Stage 3 to Key
Stage 4 are low:

       Only 11% of pupils who achieved an average of level 5 in both English and mathematics in
        2004 went on to achieve 5+ A*-C grades including English and mathematics in 2006
        compared with 64% of pupils achieving an average of level 6 in both subjects.

The national expectations relating to Key Stage 4 progression and threshold targets for English
and maths are:

   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 achieve 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 which mean achievement of 5+ A*-C grades including
    English and mathematics is unlikely should have targets which help them to progress as far as
    possible and by 2 levels if appropriate


                                      Northamptonshire County Council
SIP Toolkit (October 2007)            TK11 Target Setting Guidance                     Page 2 of 4
                                                 School Improvement Partners in Northamptonshire

   schools should set targets which improve significantly on their current performance using the
    information provided in RAISEonline
   where FFT estimates are used to inform target setting schools should be directed towards
    model D
When setting targets for outcomes at the end of Key Stage 4, schools should not base these on
prior attainments at Key Stage 3 alone especially where progression rates from Key Stage 2-3 are
poor. The trajectory of progress from Key Stage 2-4 should also be considered.


THE ROLE OF THE SCHOOL IMPROVEMENT PARTNER (SIP).

Your School improvement Partner (SIP) will have discussions with you in order to share
performance data and support and challenge you in the target-setting process.
Your SIP will look at a range of information including recent results, conversion and comparative
data, the SEF and the School Improvement Plan to reach a view about appropriate targets and the
key improvement priorities necessary to achieve them.
The following are examples of the questions your SIP may ask:

What do the data and documentation on pupils’ targets, attainment, well being and progress say
about the ambition of the school?

How well are different groups of pupils doing? (looked after children, boys, girls, those of ethnic
minority or socio economic groups, gifted and talented pupils and those with SEN)? Are there any
groups that are underachieving and do the proposed targets address this?

Does the school regularly measure pupils’ progress and have ambitious targets for and
expectations of what they will achieve?

How effective are the school’s systems for assessment and target setting?

Are the statutory targets in the next two years based on aspirational expectations of what individual
pupils might achieve?

Do they result in realistic yet challenging targets which will support improved standards?

What does the school need to do to achieve these targets?

Has the school factored in a return on the support and resources which will help them reach
challenging targets?
Where a school’s proposed targets appear to be close to what might be expected and set
appropriately high expectations for all groups of pupils, given the schools intake data and previous
performance, there will be little need for discussion or negotiation. Where a school’s targets appear
not to set high enough expectations, or contribute to narrowing achievement gaps for individual
pupils or groups of pupils, the SIP will review the information the school has gathered about the
cohort and challenge the proposed targets. Your SIP may then wish to discuss the proposed
targets with the SIP Area Manager before finally agreeing them.


SETTING TARGETS FOR MORE ABLE AND GIFTED AND TALENTED PUPILS

Once again, we are asking schools to inform us of their targets for More Able/Gifted and Talented
pupils. For Key Stage 3 targets, the Fischer Family Trust database provides estimates for Level 6+
which are on the target collection sheet. In order to consider targets at Level 7+, you might wish to
start by looking at all those pupils with FFT estimates of L6.5 or above or those pupils with a very
good percentage chance of gaining Level 6.

                                  Northamptonshire County Council
SIP Toolkit (October 2007)        TK11 Target Setting Guidance                         Page 3 of 4
                                                School Improvement Partners in Northamptonshire


At Key Stage 4, there are Fischer analyses in Performance Pack 7b to help with calculating the
5+A*-A GCSE or equivalent target. Please look at the Key Stage 4 Pupil Subject reports for 08/09.
Each pupil row has 12 columns populated with curriculum area estimates. Simply add up the
numbers of As and A*s (signified as a + in the columns) for each pupil. Then divide the number of
pupils with 5 or more, by the whole cohort and there is a simple estimate. The limitations of this
method are recognised (the cohort may have changed, or a pupil may be taking more than one
GCSE in a particular subject area) but we still believe this to be a useful approach within which
there is scope for schools to also use their own knowledge of individual pupils.


SETTING POST SIXTEEN TARGETS

This year we are asking you to set targets for post 16 pupils taking Level 3 courses. The targets
required are for Average Total Points Score per pupil and Average total points score per entry.
These targets will be based on the aggregation of the points score targets for each pupil in each
Level 3 course they are studying.


SETTING ATTENDANCE TARGETS

You are asked to set an attendance target for 2007/8. The expectation is that every school with an
absence rate above the median for its Free School Meal (FSM) grouping (quintile) should be
capable of achieving that median rate by 2008, while schools at or below the median rate should at
least maintain current levels of performance. The median line analysis uses FSM bandings from
2004. The Attendance Target Setting form included in this pack includes information on your
school’s FSM grouping and the median for that group.

In addition, as part of the work to reduce the amount of persistent absence the LA is asking all
schools to set a target for reducing the percentage of pupils who are absent for more than 20% of
the school year. The actual percentage of pupils who had 20% or more absence during the school
year 2006-7 is recorded on the target setting sheet.


Frances Le Pla
SIP Area Manager




                                  Northamptonshire County Council
SIP Toolkit (October 2007)        TK11 Target Setting Guidance                        Page 4 of 4

								
To top