Promoting Pupil Progress through Target Setting

1. Promoting Pupil Progress through Target Setting Thursday 19th May 2011 Jo Lakey School Progress Adviser Mathematics Subject Leaders’ Meeting

2. Objectives of the Session • To be informed about the Ofsted criteria for judging the use of assessment information to support learning • To discuss the alignment of numerical and curricular target setting • To consider target setting from the perspective of on-going, periodic and transitional assessment • To reflect upon the role of the subject leader in monitoring and evaluating the impact of numerical and curricular targets on pupil progress

3. Assessment, Achievement and Standards Ofsted criteria – ‘Good’ • Target setting is realistic and challenging. • As a result of good assessment procedures, teachers and other adults plan well to meet the needs of all pupils. • Pupils are provided with detailed feedback, both orally and through marking. They know how well they have done and can discuss what they need to do to sustain good progress. • Planning is founded on robust evidence and good-quality data.

4. Ofsted Definitions • Progress: this is the extent to which pupils have progressed in their learning given their starting points and capabilities • Attainment: this is the standard of academic attainment typically shown by test and examination results • Achievement: this takes into account the standards of attainment reached by pupils and the progress they have made to reach those standards

5. What should we expect when setting numerical targets? • The National Curriculum is based upon the notion that level 2 will challenge an average year 2 pupil and level 4 will challenge an average year 6 pupil. • The expectation is that children will progress by 2 levels or 12 points between KS1 and KS2. • Each level has 3 sub-levels and each sub-level equates with 2 points (e.g. 2C =13, 2B =15, 2A=17). • Most schools will set numerical targets that aim for, and some children may achieve, two sub-levels progress each year, resulting in two levels + 2 sub-levels (16 points) progress across the key stage. This would be very good progress.

6. How well are pupils doing? Compared to previous results? Against National averages? How well should they be doing? Consider progress and value-added? Are any groups underperforming or underachieving? What more should we aim for them to achieve? Target setting and getting? Set a trajectory for accelerated progress? What must we do to make this happen? Identify strengths and weaknesses? Use summative data in a formative way (curricular targets)? Know the gaps and the pupils whose progress is at risk? How will we monitor and evaluate our actions? What went well? What can we do even better next time? Are we adding enough value to the progress all our pupils are making? Questions for Subject Leaders

7. KS1 to KS2 Conversions (actual versus predicted average point scores, page 17)

8. KS1 to KS2 Conversions (2 or more levels progress = green area, page 28)

9. Schools’ use of Data in Teaching and Learning Data is only of value if it leads to actions that impact on learning. Effective analysis of data relates to individual pupils’ needs by; • Informing accurate curricular target setting • Highlighting weaknesses in specific aspects for individuals, groups or cohorts • Providing evidence to support decisions related to provision ‘data only becomes meaningful if it serves to pose questions about the actual learning that is (or isn’t) taking place and how it can develop further.’ NFER (2005)

10. Numerical and Curricular Targets ‘The school sets realistic but challenging targets, which, if achieved, mean that pupils make good progress and gain higher levels than might be expected given their starting points and capabilities.’ Ofsted (2009) ‘Curricular targets are informed by the analysis of children’s work, discussions with children, teacher assessment information and test performance.’ Primary National Strategy (2004)

11. TASK – Share numerical and curricular targets set for a pupil in your school

12. Learning objectives made explicit and shared with pupils • Pupils engaged in their learning and given immediate feedback on short term actions and targets C. Day-to-day (close up) • Broader view of progress using APP criteria to reach consolidated judgement and identify gaps • Use of national standards in the classroom, so that pupils know what they need to do to move to the next level - share medium term curricular targets B. Periodic (standing back) A. Transitional (public view) • Formal recognition of pupils’ achievement against long term numerical targets • Reported to parents/carers and next teacher(s) • May use external tests or tasks to support teacher assessments

13. A. Transitional • Formal recognition of pupils’ achievement against long term numerical targets.

14. www.fftlive.org FFTKS2 pupil estimate report (Maths)

15. AND Name KS1 SATs Maths Attainment Yr 3 Target – set at the start of Yr3 Yr3 End of year actual Maths Attainment Indicative Yr4 Target based upon KSI SATs Agree / Differ? Differ ~ why? John 2A (17) 3B(21) 3B(21) 4C (25) Agree 4C (25) Steady rate of progress should be maintained Kym 2B(15) 3C(19) 2B(15) 3A(23) Differ 3C (19) Recent return from long term absence due to lengthy period of hospitalisation BUT Target Setting Yr3 target met Target set Lower target set Yr3 target not met

16. What must subject leaders do to make it happen? • Track and monitor pupil progress towards numerical targets based upon prior attainment with added challenge (how much?) • Consider the standards attained; the number of pupils at national expectations (age appropriate) in each year group (is 50% of cohort good enough?) • Use Average Point Scores (APS) to enable analysis of the progress of groups of pupils from end of previous key stage; monitor termly:- 1 point per term } 3 points per year } expected progress 12 points across KS2 } (so what is good?)

17. Pupil Tracking and Predicting Progress

18. B. Periodic • Use of national standards in the classroom, so that pupils know what they need to do to move to the next level - share medium term curricular targets.

19. How do we translate numerical targets into next step targets? • Consider the targets set for the end of the year. • Review the next steps needed to move learning on e.g. from secure to high level two (2B to 2A) on their way to low level three (3C) at the end of the year. • Use ongoing (AfL) and periodic (APP) assessment information to support identification of needs • Ensure gaps in learning are identified • Plan how to address gaps through quality first teaching, interventions, support etc. • Select and share high value curricular targets with pupils • Use straightforward language, do not have too many targets, so that the pupils understand and can manage them

20. Benefits of APP • Assessment focuses help teachers recognise evidence in key elements of mathematics • Enable teachers to see a pupil’s ‘profile’ of attainment • Provide basis for discussing targets for improvement with pupils, parents and carers • Allow progress ‘within’ a level to be seen • Offer an ‘intelligent’ version of a sub-level • Provide detailed information for the next teacher / school • Reveal ‘gaps’ in curriculum and/or learning

21. APP impacting on Teaching and Learning Assessment of ongoing work Identify AFs where children have under-performed Identify AFs where there is insufficient evidence Identify aspect of AFs which individuals need to focus on Modify planning to focus on core aspects of learning associated with underperformance Modify planning to secure a fuller evidence base Curricular Target(s) Flexible groupings based on identified needs Shared/guided/ independent tasks

22. High Value Curricular Targets • Address aspect of mathematics that will have the greatest impact on moving each pupil’s mathematics attainment to the next level • Relate to skills relevant to more than one strand of mathematics • Skills that transfer to new situations • Skills that will be revisited • Focus on skills rather than facts, so that they can be reinforced/applied to different contexts, subjects etc.

23. Ma 2 – NumberCalculating – solving numerical problems • Number targets can be promoted across different aspects of mathematics:- • L1 – solve +/- problems involving up to 10 objects • L2 – choose appropriate operation when solving +/- problems • L3 – use mental recall of +/- facts to 20 to solve problems involving larger numbers • L4 – solve problems with or without a calculator

24. Ma 1 – Using and Applying Mathematicsproblem solving • Problem-solving targets can be promoted across the curriculum:- • L1 – use mathematics as an integral part of classroom activities • L2 – select mathematics they use in some classroom activities • L3 – try different approaches and find ways of overcoming difficulties that arise when they are solving problems • L4 – develop own strategy for solving problems

25. Ma 3 – Shape, space & measuresmeasuring • Measures targets can be promoted within a unit of work e.g. Block D unit 2 (and in science):- • L2 – begin to use everyday non-standard and standard units • L3 – use non-standard and standard metric units • L4 -interpret numbers on a range of measuring instruments

26. Target Getting and Assessing • Curricular targets should be embedded in the planning, teaching and assessing cycle • Subject leaders need to support teachers to consider:- • when and how targets will be;- • Taught • Practised • Applied • what teaching strategies will best support the learning • how to use teacher, peer and self-assessment opportunities

27. Targets towards level 4:- develop own strategy for solving problems solve problems with or without a calculator interpret numbers on a range of measuring instruments What can you do at home? Work out the cost of a week’s groceries for the family Estimate the shopping bill by keeping a running total Measures ingredients when cooking Plan a journey and decide on the route, mode of transport etc. Targets at Home

28. C. Day to Day • Pupils engaged in their learning and given immediate feedback on short term actions and targets.

29. Review of Individual Targets • Bring children together with similar targets for guided group session • Provide prompts for small group discussions linked to the targets e.g. problem-solving targets:- • Roughly what answer did you expect to get? • What is the important information you used to reach your solution? • How do you decide when to use a calculator? • Pupils should share work with a partner to find evidence to show where target has been achieved

30. Problem-solving targets eg L3 – try different approaches and find ways of overcoming difficulties that arise when they are solving problems L4 – develop own strategy for solving problems Link to Framework e.g. Block D Unit 1 Solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use.I can identify the steps I need to take to solve problems. I can decide whether to do a calculation using mental methods, written methods or a calculator. Planning for Next Steps – Yr 5

31. TASK:Watch the video of the start of the Yr 5 maths lesson and the teacher discussing the success criteria and short term actions ‘I try to use a weekly overview so the children know where they’re going during the week so, on Monday, even if they’re just practising one part of the learning objectives, they can see where they’re going to be on Friday and that really helps the children to know where they’re going with the learning and at the start of each lesson they can see what they’ve learned in previous lessons and what they’re going to be learning that day and in following days as well.’

32. Closing the Gap ‘When anyone is trying to learn, feedback about their efforts has three elements- the desired goal, the evidence about their present position, and some understanding of the way to close the gap between the two.’ Sadler, (1989) Reminder Prompt Scaffold Prompt Example Prompt

33. Improvement Prompts linked to learning objectives (target for the lesson)‘Coloured Pencil’ approach

34. Taking Action and Reviewing Progress • Monitor progress towards targets • Pupil tracking systems • Sampling pupils’ work • Monitoring lesson plans • Observing lessons • Talking with pupils • Evaluate impact of intervention strategies • Review progress of targeted pupils • Monitor guided group sessions • Review approaches and ideas • Moderate teacher assessment judgements • Quality assure Assessment for Learning strategies • Reflect upon curriculum design • ???

35. What should your teachers think in September 2011?‘Begin with the end in mind.’ • Predicting future pupil performance is not an exact science, so teachers need to take time and see how their class settles in and just hope the children ‘do their best’? • What should teachers expect their pupils to be able to do by July 2012? - ‘achieve their full potential’ or ‘progress as expected’? • How should you expect teachers to use information and data to support their aspirations (immediately)?

36. What do your teachers need to know in September 2011? • Pupil Profile • DOB (term of birth), gender, ethnicity, SEND, G&T, LAC, FSM etc • Attendance record • Prior Learning • What has been taught ( and learnt)? • What about intervention strategies? • Has the child recently joined the school? • What are the child’s interests & talents? • Current Attainment • Which national tests have been taken? • What about VR or NVR standardised tests? • What does the evidence suggest against APP criteria? • Progress • How much progress has been made since the end of the previous key stage? What progress has been made since the last pupil progress meeting? • Achievement • Is the progress good enough given the child’s prior attainment? Is this better than expected? • Are the child’s learning outcomes of an appropriate standard given their prior attainment? • Future Achievement • How do you use this information and data to accelerate progress?