Target Setting for Schools Statutory Policy Ref -

Transcription

1 Date Adopted November 2012 Committee Education Review Date November 2013 Target Setting for Schools Statutory Policy Ref - Target Setting for Schools 1. Rationale 1.1 This policy sets out the expectations across the School of how data will be used to meet externally set school targets. It will explain how academic targets for students are used to raise attainment and achievement in order to meet those targets. 1.2 Further to 1.1, whole school targets should be broken down into faculty, department and subject targets as well as student targets. The sum of these targets should thus be sufficient to meet the whole school targets that have been set by external partners 1.3 Relationship to other policies: this policy should be read in conjunction with our policies on Assessment, Recording & Reporting, Curriculum and Special Educational Needs. 2. Philosophy 2.1 The School believes that an essential part of improving achievement is to agree targets with each pupil that are aspirational. The School believes that education is about acquiring knowledge, developing skills, and exploring ideas and attitudes. 2.2 This policy focuses on the setting of academic targets to raise attainment and achievement, however targets may also be set for attendance, behaviour and social progress. 2.3 Pupils should be closely involved in their evaluation of targets and will be helped to understand what they need to do to achieve them. Targets and progress being made towards them will be discussed regularly with pupils and their parents. 2.4 Attainment targets will be based on the prior attainment of each pupil using FFT D data and referenced to the indicative targets produced by the Local Authority. CAT data will be used to enhance the learning dialogue between School leaders, teachers and students. Year 7 students will be set firm targets after receiving FFT data in Term 2. Pupils will be given interim targets based on known KS2 scores in the meantime. 1

2 3. Roles and Responsibilities of the Headteacher The Headteacher should ensure: 3.1 That there is a coherent strategy for the effective management of performance data 3.2 Staff and governors receive training on the interpretation and use of data to inform their planning and pupil-centred target-setting 3.3 Pupils' attainment and progress is tracked in line with the Assessment, Recording and Reporting policy. The information is used to set SMART (specific, measurable, achievable, relevant, time-limited) targets 3.4 At least one pupil progress target is agreed with each teacher as part of the performance management cycle 3.5 Parents receive information about progress of their children against targets each (old-style) term through the Progress Check system 3.6 The Governing body receives information on progress at the middle and end of each academic year to enable it to make informed decisions when agreeing targets and monitoring and evaluating progress 3.7 Statutory targets are set and published by 31 December each year. FFT D data will be used to set progress targets 3.8 The Data Team time will manage the input and flow of data to support the target setting process. The overview of this process lies with the Deputy Head Curriculum. 3.9 Evaluate progress against targets in the school SEF 4. Roles and responsibilities of Subject Leaders and Heads of Faculty Subject Leaders should organise the data so that they can: 4.1 Analyse performance data in their curriculum area and guide colleagues on the setting of challenging attainment and progress targets for each pupil. This will mean a UMS-level tracker for examination subjects. 4.2 Monitor the progress of pupils towards their targets throughout the academic year using Progress Check and other data flows, and take intervention action as and when students are falling behind in their progress 4.3 Evaluate outcomes with reference where relevant to local and national comparative data, focusing on trends over time, the relevant performance of different groups of pupils; the more and less able, the genders, ethnicity, free school meals and the performance within and progress between key stages. Intervention strategies will then be set in place to prevent under achievement. 4.4 Include progress v target data in the Faculty SEF along with action taken 2

3 5. Roles and responsibilities of Class Tutors Class teachers should: 5.1 Monitor and support pupils' progress using the Progress Check data and report particular concerns to the House Learning Manager as well as taking intervention action by discussing the issues with the child. Tutors should monitor future academic progress made by children who have already been flagged as a concern. 5.2 Liaise with Special Education Needs Co-ordinator (SENCO) where required to support pupils on behaviour IEP's (Individual Educational Plan). 6. Roles and responsibilities of the SENCO Organise the collection of relevant data so that s/he can: 6.1 Analyse performance data and guide colleagues on the setting of realistic and challenging attainment and progress targets for each SEN pupil 6.2 Monitor progress of pupils towards the targets throughout the year using Progress Check data and other data flows that are appropriate and take intervention action quickly where and when appropriate to raise achievement 6.3 Evaluate outcomes with reference where relevant to local and national comparative data, focusing on trends over time, the relevant performance within and progress between key stages, and report this analysis to Key Stage Leaders in accordance with agreed school procedure. 7. Roles and responsibilities of House Learning Managers House Learning Managers should: 7.1 Make appropriate interventions on students who are falling behind against targets in order to raise achievement 7.2 Make referrals to the appropriate Learning Mentor and SENCO for additional support 7.3 Report progress to appropriate member of SLT regarding the learning progress made by students in their house and show the interventions that have taken place 7.4 Support the Subject Leaders in the target-setting and tracking processes. 8. Roles and responsibilities of Performance Management Team Leaders Team Leaders should: 8.1 Ensure that evidence-based pupil progress targets are agreed with each team member in the performance management process 3

4 8.2 Monitor progress of team members towards the targets at the middle and end of each academic year. 9. Roles and responsibilities of classroom teachers Classroom teachers should: 9.1 Gain the necessary expertise and knowledge about data analysis through training so that informed judgements can be made when setting targets and monitoring/evaluating progress and deciding on in-class intervention strategies 9.2 Agree any Challenge Targets and, where required, complete IEP's with each pupil for attainment and progress, personal and social skills, attendance and behaviour 9.3 Encourage pupils to assess their progress towards their targets, and help them to understand what they have to do to improve, using the Assessment Learning Techniques (see Learning Policy and Assessment, Reporting & Reporting Policy). 9.4 Report the progress of pupils against their targets to Subject Leaders through the year (Progress Checks, modular results, mock exams and verbal updates) and at the end of each academic year through an evaluation 9.5 Report the progress of pupils against their targets to parents through the Progress Check system and through Parent Progress Meetings (Parents Evenings) 9.6 Celebrate success in meeting targets using the school reward systems and faculty systems 10. Roles and responsibilities of students Students should: 10.1 Take responsibility for their own learning using Assessment for Learning techniques and understand what is needed to move to the next level of their learning in order to meet their targets, using self assessment and evaluation strategies Agree Challenge targets with teachers 10.3 Seek advice from the classroom teacher if they are unsure on how to improve in order to meet their target 11. Roles and responsibilities of the Governing body The Governing body should: 11.1 Nominate a governor to support the Headteacher with the whole school target setting process set with the School Improvement Lead Partner (SILP) / Local Authority (LA) and agree these targets on behalf of the Governing body 4

5 11.2 Develop the skills and knowledge it needs to enable its members to analyse and interpret data in order to make informed judgements when setting statutory targets, and in order to monitor and evaluate progress towards them 11.3 Ensure that statutory targets and results are made available to parents along with the final results (web site, Gordano Learning Gateway) 11.4 Agree action with the Headteacher where progress towards agreed targets are below expectations 11.5 Recognise and celebrate the effort and success of pupils and all staff. 12. Monitoring 12.1 Progress towards the aggregated targets for each class, subject and year group will be analysed at mid-points throughout the academic year as well as at the end of the academic year by subject leaders, and reported to the Deputy Heads and Headteacher who will report to the governing body through the Education Committee. The Education Committee is the designated governor s subcommittee in evaluating the School s progress towards its whole school targets Raise on Line and other summative performance data will be analysed by the Senior Team and evaluated with the support of the Governing body during the autumn term following the issuing of the results in August The School s Leadership Team will continually review its target setting practice and the tools used to carry out this practice. Any amendments to this practice will take into account students already in the process so as to avoid confusion for those students. Policy adopted:. Chair of Committee Headteacher 5