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Target Setting

Target Setting. Target Setting. Target-setting is a key element of the School Improvement Cycle and has been shown in research and inspection evidence to help raise standards of pupil performance.

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Target Setting

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  1. Target Setting

  2. Target Setting Target-setting is a key element of the School Improvement Cycle and has been shown in research and inspection evidence to help raise standards of pupil performance. Higher standards will only be achieved if schools take responsibility for their own improvement and feel ownership of the target-setting process within their own institution. Setting school targets fits into the annual cycle of school review, planning and action. (DfES)

  3. What are Targets? Targets are measures, or indicators, of what the individual school wants to achieve in terms of improvement in performance. Targets can cover a wide range of school performance.

  4. All targets share common characteristics. They must be • Clearly expressed and quantified • Informed by an accurate evaluation of what is currently being achieved • Time bound

  5. In order to contribute to raising standards: • Targets should be based on prior attainment and the expected progress of individual children or cohorts • Targets should be realistic • Targets should be ambitious and challenging both for the school’s improvement and for individual pupil’s progress • Targets should be focused on narrowing achievement gaps as well as raising standards for all pupils • Targets should be owned and understood by everyone in the school

  6. Workshop 1 • Discuss how you went about the process of target setting: • What were the challenges? • What concerns did you have? • What data if any did you use? • Who was involved in the process?

  7. Did your targets • Challenge all children to do better? • Take into account each child’s starting point for learning? • Take into account the context of the school?

  8. The Cycle

  9. Enrolment Free School Meals Ethnicity/Religion Traveller Children Children of Service Personnel EAL Pupils in Care Gender SEN Suspension/Expulsion Attendance PTR Teacher absences Financial Information Training of Staff CASS support Inspection Reports Neighbourhood Characteristics Post-codes Contextual/Demographic Data

  10. What to do with the data? • Data can be used to provide an evidence base for decision making • Effective use of data clearly highlights targets • Data can assist educationalists, teachers and pupils in understanding their role in contributing to targets and raising standards • Helps us gain a greater understanding of schools

  11. Questions we could be asking of the data • What are a school’s strengths? • What are a school’s weaknesses? • What patterns do we see in data over time? • What does the data indicate? • What does the data not tell us? • How is pupil achievement in KS1 reflected in achievement at KS2? • How does a school compare with similar schools? • What are the reasons for difference? • What factors can have a negative impact on pupil achievement?

  12. Benchmarking • The purpose of benchmarking is to allow schools to review their recent performance in context of similar schools: • Who have similar proportions of pupils entitled to Free School Meals • Who have similar enrolment sizes

  13. The diagram illustrates the benchmarks for schools of similar groups (FMS and enrolment). LQ – the actual results of the school that was quarter of the way up. 75% of schools achieved or bettered schools in the group. The following 25% are below median, the next 25% are above median and the top 25% of schools are in the upper quartile. The top 5% of schools fall into the 95th percentile for that particular group of schools. Bottom 50% of schools Top 50% of schools Bottom 25% of schools Top 25% of schools Mid-Point Lower Quartile Median Upper Quartile 95th Percentile Top 5% of schools

  14. Benchmarking • Since 1998 DENI has provided schools with data to assist them in the process of benchmarking their own performance, allowing schools to set targets based on this information.

  15. Workshop 2 • How could you improve on your own target setting process? • What are the key issues in the future for your school? • Highlight strengths, weaknesses, opportunities and challenges

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