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Tracking and Target Setting

Tracking and Target Setting. Leadership team establishes and agrees priorities Link to school self-evaluation and school improvement/development plan. Ensuring impact on pupil learning Identify strand from an area of learning in literacy and mathematics Identify focus children.

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Tracking and Target Setting

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  1. Tracking and Target Setting

  2. Leadership team establishes and agrees priorities • Link to school self-evaluation and school improvement/development plan • Ensuring impact on pupil learning • Identify strand from an area oflearning in literacy and mathematics • Identify focus children Where are the children now? Where should they be? Monitoring implementation Evaluating impact How are we going to get them there? What are the barriers? PDM 1 Preparation and setting the vision PDM 2 Progression PDM 3 Pedagogy PDM 4 Review and evaluation Continuing professional development (CPD) Suggested Process for implementing the renewed framework

  3. Subject Leaders “Subject leaders provide professional leadership and management for a subject to secure high quality teaching, effective use of resources and improved standards of learning and achievement for all pupils.” (DfES National Standards for Teachers)

  4. Successful Leadership NCSL states….. “successful leadership for sustainable improvement requires leaders at many levels within the school”

  5. The role of the subject leader (OFSTED report 2005) An effective subject leader needs: • accurate knowledge of the school’s and pupils’ strengths and weaknesses • to be knowledgeable in their subject and have authority and influence • clear expectations for raising and maintaining standards • a range of monitoring and evaluating procedures to improve teaching and learning • well established systems for collecting, analysing and using assessment data • to develop a shared vision and collaboration between staff

  6. Issues raised by OFSTED • Data needs to be used more effectively, particularly to focus support and intervention on the pupils who need it most.

  7. Discussion Time – current situation What do you assess? How do you assess?

  8. Assessment • Foundation Stage Profile • PIPs • SATs and optional tests • Teacher assessments • www.ncaction.org.uk • Curricular targets

  9. Discussion Time – current situation How do you track progress?

  10. How is progress currently tracked? • PAT/Raise Online • PANDA • Fischer Family Trust • PNS tracker – Subject Leader Handbook DVD • Brick walls/extended brick walls • Levelling record sheets • Curricular target review and discussed at pupil progress meetings • Assessment and Progression in Reading and Writing Skills

  11. The formative use of summative assessment The three key features of good practice: • Have measurable targets for every pupil • Track progress against targets during the year • Have a tracking record which details progress over time

  12. Curricular targets • Set curricular targets and identify which children are working at ‘must’, ‘should’ and ‘could’ • Decide when and how targets will be taught • Display targets in classroom • Share targets with children and other adults • Assess progress towards targets.

  13. Curricular targets Writing curricular targets Term 1

  14. An alternative view of assessing target getting! Ask your Y6 pupils to get a pencil • Level 2: Pupils will stare at the ceiling • Level 3: Pupils will take one from someone else’s table • Borderline 3/4: Whilst these pupils will borrow one from a friend • Level 4: These pupils will get a pencil out of their pencil case • Level 5: These pupils will carefullly take their pencil from a metal geometry tin set

  15. Monitoring …… Is the process of checking what is happening, that actions are being implemented. What monitoring do you do during the year as part of your Subject Leader role?

  16. Monitoring pupils’ learning • SATs/data analysis • Book sampling • Scrutiny of plans • Lesson observations • Discussions with colleagues • Pupils interviews • Walkthrough

  17. Using the information • Identify areas for development • Set and review targets • Identify children for additional support • Select the appropriate intervention programme/s • Additional adults • Training needs

  18. Monitoring implementation of actions • Scrutiny of planning • Joint or paired reviews • Setting time lined activities e.g. levelling each half term • Agreeing success criteria • Staff meetings • Discussions with teachers and pupils • Lesson observations

  19. Evaluation is….. • Judging the impact of your actions is being able to make a value judgement. • How do you currently evaluate the impact of your actions?

  20. Evaluating impact • Ongoing review and assessment of children’s achievements in the identified strand • Work scrutiny with pupil discussions or interviews • Pupil progress meeting notes or records • Audit of environment or learning walks • Planning scrutiny with discussion/feedback • Lesson observations • NC Assessment including end of year outcomes (National tests and ongoing teacher assessment)

  21. Recommendation – A focus group Identify a focus group of pupils to evaluate impact against your priority Who? Needs of the pupils selected should reflect the identified priority

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