Target Setting The Way Forward - Rlsmart by pptfiles

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									   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 14th 2011




Andy Keen
Deputy Headteacher
Holly Lodge Girls’ College. Liverpool
   11-18 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
   2011 - 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
Statistical data based on
    prior attainment



                  Challenge




                             Professional judgement
                            and knowledge of teacher
 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
   www.schoolsnetwork.org.uk
   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
Statistical data based on
    prior attainment



                  Challenge




                             Professional judgement
                            and knowledge of teacher
   Andy Keen
   Deputy Headteacher
   Holly Lodge Girls’ College, Liverpool
   0151 228 3772
   A.keen@hollylodge.liverpool.sch.uk

								
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