Toolkit for setting targets for pupils working below national expectations

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1 Toolkit for setting targets for pupils working below national expectations 2011 version

2 Rough Guide to end of Key Stage Targets for pupils working below national expectations It is good practice to set end of Key Stage targets for all learners. All teachers and support staff can then be enabled to understand their contribution to achieving these targets. End of Key Stage targets can then be translated into end of year targets necessary to achieve the final target. One approach is to use three levels of targets, a Must (bottom line) target, a Should (realistic but aspirational) target and a Could (amazingly aspirational) target. For some learners with SEN/LDD working at lower P levels, lateral progress within a P level might also be included at school level target setting. Some schools might find two levels of target setting sufficient. The following tables have been constructed using data from the 2011 Transition Matrices (available in the Library section of RAISEonline: and Progression Guidance 2009 data and give a rough guide to what those targets might be using the median as a MUST target and the 75 th as a SHOULD target. However, it is not intended that this should be used in a prescriptive way to set targets. This is a starting point for discussion only and school leaders and teachers need to apply knowledge about individual learners and their professional judgement to the process. *The data in this booklet has been updated using 2011 data available. Where this data is not available, this is indicated by an asterisk. The 2011 transition matrices for P(i) and P3(i) and P3(ii) show an unrealistic number of pupils converting to national curriculum levels, suggesting human error in inputting data, possibly at school level. In calculating targets at P1(i), P1(ii) data has been used and when calculating targets at P3(i) and P3(ii), data beyond L1 has been disregarded. Transition Matrices do not contain KS2-3 conversion data. Targets for KS3 in this document continue to be based on Progression Materials. Jackie Hibbert March 2012

3 End of KS1 Level Target setting at Key Stage Two KS1-KS2 Maths End of KS2 Target Median Upper Quartile Target* P1(i) P2(i) P2(ii) P3(i) P1(ii) P2(i) P2(ii) P3(ii) P2(i) P3(i) P4 P4 P2(ii) P3(i) P4 P4 P3(i) P4 P5 P6 P3(ii) P4 P6 P7 P4 P7 P8 L1C P5 P8 L1B L1A P6 L1B L2B L2A P7 L1B L2C L2B P8 L2A L3C L3B L1 L3B L4C L4B End of KS1 Level Median KS1-KS2 English End of KS2 Target Upper Quartile Target * P1(i) P2(i) P3(i) P3(ii) P1(ii) P2(i) P3(i) P3(ii) P2(i) P3(i) P4 P5 P2(ii) P3(ii) P4 P5 P3(i) P4 P5 P6 P3(ii) P5 P6 P7 P4 P8 L1B L1A P5 L1B L1A L2C P6 L1A L2C L2B P7 L2C L2B L2A P8 L2B L2A L3C 1 L3C L3A L4

4 Target setting at Key Stage Three KS2-3 Maths End of KS3 Target Median Upper Quartile P1(i)* P1(i) P1(i) P1(ii) End of KS2 Level Target P1(ii)* P2(i) P2(ii) P3(i) P2(i)* P2(ii) P2(ii) P3(i) P2(ii)* P2(ii) P3(ii) P3(ii) P3(i)* P3(ii) P4 P4 P3(ii)* P3(ii) P4 P5 P4* P4 P5 P6 P5* P6 P7 P8 P6* P7 P8 L1C P7* P8 1C L1B P8* L1B L1A L1A 1* * * End of KS2 Level KS2-3 English End of KS3 Target Median Upper Quartile Target P1(i)* P1(i) P1(i) P1(ii) P1(ii)* P2(i) P3(i) P3(ii) P2(i)* P2(ii) P2(ii) P3(ii) P2(ii)* P2(ii) P3(ii) P4 P3(i)* P3(ii) P4 P5 P3(ii)* P4 P4 P5 P4* P4 P5 P6 P5* P6 P6 P7 P6* P7 P8 1C P7* P8 1C 1B P8* 1C 1B 1A 1* * * 4 5 5

5 Target Setting at Key Stage Four P Levels KS3 Level Median KS3 to in Maths end of Key Stage Target Upper quartile Target P1(i)* P1(i) P1(i) P1(i) P1(ii)* P1(ii) P1(ii) P1(ii) P2(i)* P2(i) P2(ii) P2(ii) P2(ii)* P2(ii) P2(ii) P3(i) P3(i)* P3(i) P4 P4 P3(ii)* P3(ii) P4 P4 P4* P4 P5 P5 P5* P5 P6 P6 P6* P6 P7 P8 P7* P7 P8 L1C P8* L1C L1B L1B KS3 Level Median KS3 to English end of Key Stage Target Upper quartile Target P1(i)* P1(i) P1(i) P1(i) P1(ii)* P1(ii) P2(i) P2(ii) P2(i)* P2(i) P2(ii) P2(ii) P2(ii)* P2(ii) P2(ii) P3(ii) P3(i)* P3(ii) P4 P4 P3(ii)* P3(ii) P4 P4 P4* P4 P5 P5 P5* P5 P6 P6 P6* P6 P7 P8 P7* P7 P8 L1C P8* L1C L1B L1B

6 End of KS2 NC Level GCSE Maths and English KS2-4 Maths End of Target (GCSE grade or equivalent points) Median Upper Quartile 10th Percentile (Could Target) 1 * Alternative G (16) F (22) Qualification 2 G (16) F (22) E (28) 3c F (22) E (28) D (34) 3b E (28) D (34) C (40) 3a D (34) C (40) C (40) End of KS2 NC Level KS2-4 English End of Target (GCSE grade or equivalent points) Median Upper Quartile 10th Percentile (Could Target) 1 * Alternative F (22) E (28) Qualification 2 * F (22) E (28) D (34) 3c E (28) D (34) C (40) 3b D (34) D (34) C (40) 3a D (34) C (40) C (40) National Percentage who achieve of 5 A*- C from KS2 Levels Attainment at End of KS2 Attainment at End of Not Achieved Achieved W 99% 1% 1 99% 1% 2 98% 2% 3c 98% 2% 3b 95% 5% 3a 89% 11% 4c 75% 25% 4b 51% 49% 4a 25% 75% 5c 8% 92% 5b 1% 99% 5a 1% 99%

7 *2009 Benchmarking information on progress of students from KS2 NC English Level to average points per entry Table 9: Progress from KS2 English Level to Average Points per entry LA Mainstream Schools only 80th 60th 40th 20th W L L L L Table 10: Progress from KS2 English Level to Average Points per entry LA Special Schools only 80th 60th 40th 20th W L L L L L Table 11: Progress from KS2 English Level to Average Points per entry All LA Maintained Schools (Mainstream and Special) 80th 60th 40th 20th W L L L L All points scores are averages, therefore might not equate exactly to possible points scores. Schools and colleges can use this benchmarking information to ensure that they are aiming for appropriately challenging qualifications for students

8 *2009 Benchmarking information on progress of students from KS2 NC English Level to average capped points Progress from KS2 English Level to Average Capped Points LA Mainstream Schools only 80th 60th 40th 20th W L L L L Progress from KS2 English Level to Average Capped Points LA Special Schools only 80th 60th 40th 20th W L L L L L Progress from KS2 English Level to Average Capped Points All LA Maintained Schools (Mainstream and Special) 80th 60th 40th 20th W L L L L All points scores are averages, therefore might not equate exactly to possible points scores Schools and colleges can use this information to plan appropriate qualification routes for students at. Schools need to be aiming at least to match the higher levels to enable learners to make at least satisfactory progress if they do not achieve all of the qualifications.

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