Tracking Pupil Progress and Target Setting Policy May 2013 1. What is the purpose of a tracking system? 2. Who will enter data and analyse the findings of the schools tracking system? 3. What target setting will be undertaken in school? 4. How will targets be set? 5. Framework for Target Setting ANNEXES Average Points Scores Example of Monitoring Report
1. What is the purpose of a tracking system? The tracking system will follow the progress of individual children in every subject from the moment they enter All Saints First School to the point at which they transfer to another school. Their progress will be measured against individual targets, peer group and historic school performance, county and national comparative performance and their own previous performance. Using the school assessment folders and school based software, children s data will be entered at significant stages during the year including:- Baseline level on entering Foundation Stage Nursery/Reception ongoing, using teacher assessment files and target tracker updated ½ termly Year 1 Each half term, teacher assessments using on-going assessment files Year 2 Each half term, teacher assessments using on-going assessment files, incorporating End of KS1 assessments Year 3 Each half term, teacher assessments using on-going assessment files, incorporating QCA optional tests within End of Year assessment Year 4 Each half term, teacher assessments using on-going assessment files, incorporating QCA optional tests within End of Year assessment The system then allows individual, group, gender, class/year group analysis and comparisons to be made by the head teacher, leadership team, subject leaders and class teachers. It enables individual, and specific group analysis of progress, attainment, value added progress and contextual value added progress, and comparison to national data. It enables individual pupils progress to be tracked, and weaknesses identified. It enables both reflection and targeting issues to be raised. This then impacts on all aspects of planning, target setting and future school improvement planning. 2. Who will enter data and analyse the findings of the schools tracking system? The class teachers and support staff will complete all the record sheets in their assessment folders, using TAs to support this if needed. The Foundation Stage assessments will be completed by the foundation stage staff. The data will then be entered on to the software by the class teacher or TA staff. Analysis of class and individual data will be carried out by class teachers termly where it impacts on planning for and work with individuals and the class and passed to the head teacher, using End of Term stuck pupil reports.
Analysis of the data at whole school and cohort (and at individual level if necessary) will be carried out by the leadership team and/or subject leaders. Analysis of data will be used to identify whole school development, cohort/class/group issues and individual pupil progress issues. The Governing body of the school will use the tracking system to help their awareness of pupil performance in the school and where the strengths and weaknesses lie. This information will be used as part of the analysis of pupil performance which is an integral part of the role of the Curriculum Committee. 3. What target setting will be undertaken in school? Much of the work that goes on in school is subject to targets being set. Targets should be based on prior attainment and maximise the expected progress of individual children in each cohort Targets should be ambitious and challenging, both for the school s improvement and for the individual pupil s progress Targets should be focused on narrowing achievement gaps for disadvantaged groups as well as raising standards for all pupils Targets should be owned and understood by everyone in the school from the Governing Body and leadership team through to pupils and parents Targets should build in the impact expected from LA initiatives and National Strategies targeted programmes/ consultant support and all other initiatives in which the school participates. All pupils have a right to high quality, inclusive day-to-day teaching. Targets are at their most powerful when they are used alongside teachers own assessment and monitoring of pupils progress to inform what needs to happen in the classroom. Targets and monitoring can: - check that pupils are progressing at the rate needed to meet age-related expectations. - ensure that all pupils make the progress they are capable of, including those pupils who may not be able to achieve national expectations - identify areas of teaching that may need improving - identify pupils who may have fallen behind and who need extra help in addition to high quality day-to-day teaching to catch-up Below is a list of the target setting that occurs in school that impacts directly on the learning of children.
What? When? Why? How? 1. Individual numerical pupil targets - set against teacher assessment, skills ladders, EYFS and National Curriculum levels to build on individual performance. Targets set should be challenging but achievable, and take into account the CVA data available. Summer term Agreed Autumn term (and amended if necessary in consultation with the previous class teacher and headteacher) and continually reviewed throughout the year with a specific focus during half termly assessments. Sets clearly what is expected progress for an academic year. Allows the teacher and leadership team to plan appropriately and to monitor during the year the development and progress of the child. Completed pupil tracker database. 2. Individual pupil targets in Literacy/Numeracy, and personal targets. Set using skills ladders, assessment grids and EYFS to build on individual performance. Termly targets (first week back after half term), with interim targets if necessary. Targets reviewed during half termly assessments. Enables children to understand their next steps in their learning, and clearly identifies what they need to do to improve. Enables parents to support their child in their learning, and improves transition. Teacher/pupil discussion to develop Literacy/ Numeracy/ personal targets. Target database used to create home target sheets, target stickers for books and teacher assessment sheets for review. Personal targets displayed in room, and referred to regularly. 3. Group/cohort targets Set throughout the year Within the class, where alongside units of work. appropriate, groups of children may be given shared targets to work on e.g. success criteria, guided reading targets. These will be set, monitored and analysed by the class teacher Targets recorded using class systems, e.g. guided reading record sheets and plans, by the class teacher; success criteria for class/groups displayed on the wall and/or in books. 4. Whole school targets Set summer term and reviewed continuously Whole school targets set each year in the core subjects to monitor and analyse trends and whole school progress over time. Leadership complete analysis of attainment at the end of the year and set targets based on expected progress. 5. Individual Education Plans IEP s Set and reviewed at least termly Under the guidance of the school SENCO the children identified as having special educational needs by the class teacher will be given targets as part of their IEP. A group of children with similar needs may be given a group plan in the form of provision mapping. These will be reviewed and monitored by the class teacher and SENCO Special educational need highlighted through formative and summative assessments by the class teacher. IEP or provision maps completed by the class teacher with support from SENCo, for SA and C4C children; completed by the SENCo with class teacher support for SA+ and Statemented children. These are shared with the child and parent.
6. Whole class targets Set autumn term and reviewed throughout the year Each class teacher and subject leader can use targets to raise standards in whatever aspect of teaching and learning. These will be age appropriate. Complete analysis of attainment at the end of the year and set targets based on expected progress. 7. Performance Management Agreed in the Autumn term and reviewed termly See performance management policy The data from school assessment systems ( see Assessment, Recording and Reporting policy) will be monitored by the head teacher, leadership team and subject leaders to ensure that progress towards targets is evident and to review and discuss individual issues. This information will be recorded in reports written after each exercise and shared with staff and governors.
4. How will targets be set? Targets will be set using National Curriculum levels and EYFS levels, and P levels for SEN children from Y1 onwards. The following framework will be used to set targets in each subject. It works on the average progress through the Foundation Stage Curriculum and National Curriculum being: Reception Year 1 Year 2 Year 3 Year 4 EYFS Expected L1B+ L2B L2A+ L3B The framework acknowledges that children of different abilities make progress at different rates therefore allowing targets to be set accordingly. However it is just a framework for guidance and should be used as a discussion for progress and achievement and attainment. The following points need to considered when using the framework:- it, as no system could, does not take in to account personal and social influences it should not be seen as the limit and that each and every child should be encouraged to exceed the level they are expected to make Several QCA and standardised assessments do not break levels down in to a, b and c sub levels. Therefore teacher assessments will be used to make these judgements including the use of skills ladders SEN children will have their targets set appropriately All children will have targets set according to CVA data
5. Framework for Target Setting This framework is to be used as a guide when setting targets to ensure progression by all pupils. The needs of the individual are the most important factor in the process and therefore the guide does not include individual circumstances. A teacher may use the CVA predictions available in the pupil tracker to set targets appropriate for the individual child. Any child in our school who is working under the guidance of the SENCO and identified as having special needs will be given necessary targets as stated in their IEP. Average progress is calculated based on national expectations for each year group. Average attainment : On entry to Nursery: completed 20-36 months and emerging 30-50 months at the end of Nursery: working within 30-50 months at the end of Reception: expected Early Learning Goals at the end of year 1 is L1B+ (APS10) at the end of Year 2 is L2B (APS15) at the end of Year 3 is L2A+ (APS18) the end of Year 4 is L3B (APS21) Average Progress during: Year 1 is 1 level Year 2 is 1 level Year 3 is 1 ½ sub levels Year 4 is 1 ½ sub levels Year 1 Year 2 Year 3 Year 4 Well Below Average P-levels 1A 2C 2A Below average 1C 2C 2B 3C Average 1B+ 2B 2A+ 3B Above Average 1A+ 2A 3C+ 3A Well Above Average 2C 3C 3B 4C School will set and report 2 targets for attainment at the end of Key Stage 2 (Year 4) : 1. The proportion of 9 year olds achieving level 3+ and 3B+ in Reading, Writing and Mathematics 2. The proportion of 9 year olds making 1 National Curriculum level of progress in Reading, Writing and Mathematics from the level attained at the end of KS 1.
By the end of Year 2: pupils with those types of Special Educational Need which mean achievement of level 2B is unlikely should have targets which help them to progress as far as possible and by 2 levels if appropriate school will set targets which aim to improve on our current performance using the information provided in RAISEonline, LA Reports and our pupil tracker where children have an identified need, the CVA data should be used to inform expected progress. By the end of Year 4: all children should make at least 1 national curriculum levels progress from Key Stage 1 in both English and mathematics with no pupils failing to progress by at least one sub level pupils with those types of Special Educational Need which mean achievement of level 3 is unlikely should have targets which help them to progress as far as possible and by 1 level if appropriate school will set targets which improve significantly on our current performance using the information provided in RAISEonline, LA Reports and our pupil tracker If FFT estimates are used to inform target setting school will be directed towards model D (equivalent to the average of schools at 25 th percentile of value-added performance) where children have an identified need, the CVA data should be used to inform expected progress. National guidance indicates that:- Attainment targets will be:- - In the top 25% of primary schools 94% of pupils make 1 level of progress from KS1 and 50% of pupils with level 1 and 88% of pupils with level 2c go on to achieve level 3+ in English at Y4. - In the top 25% of primary schools 94% of pupils make 2 levels of progress from KS1 and 50% of pupils with level 1 and 88% of pupils with level 2c go on to achieve level 4+ in English at KS2. Pupil based built up from prior attainment and other data indicating the progress that pupils should be expected to make, such as the CVA Predictions. Ambitious providing high expectations for maximising the progress of individual pupils and where year on year improvements in overall results are not possible, seeking to improve the contribution the school makes to children s learning. Focused on equity as well as excellence aimed at narrowing the achievement gaps for groups of pupils as well as raising overall standards. Owned signed up to by everyone in the school and the LA with a clear commitment to achieving them.
Average Points Scores The Average Point Scores (APS) will be allocated as follows:- Annexe 2 1c+ 8 5c 31 1b 9 5c+ 32 1b+ 10 5b 33 1a 11 5b+ 34 1a+ 12 5a 35 2c 13 P1 1 2c+ 14 P2 2 2b 15 P3 3 2b+ 16 P4 4 2a 17 P5 4 2a+ 18 P6 5 3c 19 P7 5 3c+ 20 P8 6 3b 21 3b+ 22 3a 23
Examples of Monitoring Reports. Termly Monitoring Report. Contextual Value Added Report