PRINCIPALS’ SUPPORT CLUSTER

1. PRINCIPALS’ SUPPORT CLUSTER TARGET SETTING within the school improvement process January 2010

2. OBJECTIVES • To raise awareness of the range of data available to schools • To consider target setting at various levels within the school improvement process

3. Outline of Session • Introduction/ Objectives An overview of data available to schools – the ‘bigger’ picture • Target Setting and schools’ internal data – the use of ‘Assessment Manager’ • Workshop – discussion/ sharing experiences • Target Setting/ Target Getting – target setting at various levels within the school • Plenary – questions and evaluations

4. Target Setting – current legislation Schools are required to set statutory end of Key Stage targets on an annual basis and submit them to the ELB/ DE.

5. ESaGS – Policy Priority, p.25 ‘…. Embedding a culture of self-evaluation and self-assessment using performance and other information to effect improvement.’ p.39 DE has agreed challenging and important Public Service Agreement (PSA) targets.

6. The culture of target setting is firmly rooted in the DE’s conviction that standards in schools can be raised by the deliberate concentration of energy and resources on improved outcomes which are identifiable, measurable, challenging and achievable.

7. Levels of target setting • Whole school/ Key stage • Class level • Groups of children • Individual children Target setting should be ‘fit for purpose’. Underachieving children should be targeted with appropriate differentiation/ support.

8. WORKSHOP Consider the key messages from the session. • What are you school’s strengths? • Where next for your school? What are the areas for improvement?

9. What makes effective target setting? Target setting in the primary school will be effective if: • Analysis of children’s performance and achievements is ongoing from the beginning of FS to the end of Key Stage 1 /2 • Teachers are clear about why target setting is effective in raising standards • Target setting is connected to planning for learning • Targets are understood by children and are in ‘child-speak’ criteria • Systems are clearly understood by the children and are understood by the teacher • Targets are reviewed after a specific time-scale

10. A common understanding of good practice indicates that teachers should produce interim targets for children’s learning, and share these targets openly with the children in a variety of ways that will be meaningful for them. In particular underachieving children should be targeted to close ‘gaps’ of underachievement and to ensure that all children are achieving their full potential.

11. Strategies used for target setting with pupils • Targets may be written in pupils’ books/ diaries • Target cards • Displays • Stickers/ reward systems

12. The benefits of target setting • Improvements in children’s achievements. Overall standards improve. • Children are more focussed in their learning and there is a raising of expectations. • Children are more motivated and can see the next step/ target more clearly and are keen to ‘get there’. • When a target or learning intention is shared or discussed, children are more focussed on the purpose of the activities.

13. Examples of case studies can be found at http://www.lancsngfl.ac.uk/projects/gp _awards/index.php?category_id=15

14. Target setting in itself is not a panacea for success in the classroom but it can be powerful if used wisely and sensitively to promote learning and progress. The judicious use of targets for individual pupils, classes and year groups can help focus energy and resources on raising standards in critical areas of school life.

15. OBJECTIVES • To raise awareness of the range of data available to schools • To consider target setting at various levels within the school improvement process