| |
'Target setting' is the setting of specific
goals/targets designed to raise educational standards and then
taking the necessary action in order that those targets can be
realised. There is only one educational opportunity in childhood and
in order to achieve their potential all children are entitled to
praise, recognition, encouragement and to experience success. This
policy is concerned with the raising of academic achievement and not
other issues such as pupil attendance rates and pupil behaviour
which are dealt with separately. |
| |
|
| |
|
| |
It should be noted that as appropriate, the aims of
this policy relate directly to those of the School and are reflected
in those of the various subjects. |
| |
- To provide data that can be used to monitor and promote
equal opportunities for all pupils whatever their background,
gender, race or abilities so that all pupils experience teaching
and learning to the highest possible standard.
- To monitor each child's progress and to support the
operation of an effective, system of recording assessment and
reporting. The reporting should include ways of informing and
consulting with pupils and their parents with regards to
achievement.
- To raise pupils' expectations of themselves and hence their
attainment where appropriate.
- To provide data that can be used to monitor and facilitate
the most effective allocation of resources to support individual
pupil needs - to include support for those parents whose child
is underachieving.
|
| |
|
| |
|
| |
| |
- To monitor performance regularly through self-critical
reflection and analysis of performance.
- To use past and current data to predict potential
performance.
- To set clear targets, appropriate to their own
circumstances, and build them into the post-inspection action
plan and development plan.
- To encourage individual teachers to take responsibility for
setting and achieving targets.
- To compare themselves with similar schools.
- To set targets in the context of the national targets.
- To develop the partnership with parents and to encourage
their participation in their child's learning, and secure their
agreement on individual learning plans and targets for their
child.
- To provide parents with sufficient information to enable
them to have a clear understanding of how they can support their
child's learning at home.
- To raise, if necessary, parental expectations of what their
children can and should achieve.
|
| |
| |
- Overall management responsibility for the School's target
setting policy.
- To give strong leadership and encourage a constructive
climate.
- To take stock and be aware of what needs to be done to raise
standards and devise a means of doing so.
- To work with the Senior Management Team to identify those
subjects where underachievement is most extensive and develop
appropriate targets to reduce and eliminate it.
- To ensure all staff have regular in-service training and
support for their needs.
- To enable staff to have sufficient planning time, and time
for pupil target setting interviews.
|
| |
| |
- To implement strategies that improve upon the quality of
teaching and learning that occur in the subject.
- To identify and target specific areas for improvement in the
Subject Development Plan.
- To set precise targets so that reaching them can be clearly
assessed and pupils can understand what they must do in order to
meet them.
- To ensure targets are explicit enough to help a pupil
understand the learning he or she must do to meet the target.
- To teach pupils how to set precise targets and how to
evaluate their success.
- To develop effective patterns of communication with parents
about the targets set and the progress towards meeting them.
- To have overall responsibility for standards in the subject.
- To ensure that pupils are actively engaged in the subject
area and that appropriate differentiation is a major feature in
the scheme of work.
|
| |
| |
- To create a classroom ethos of high
expectations and strong emphasis on achievement.
- To set their own targets and form an individual
yearly action plan based on clear objectives.
- To provide useful guides and regular coursework
bulletins for all pupils.
- To be able to identify individual pupils'
strengths and weaknesses and plan work accordingly.
- To formally record pupil progress against
National Curriculum criteria on a regular basis.
- To ensure a range of effective assessment and
teaching methods are in place.
- To provide teaching which is explicit and
selective about the areas of knowledge required.
- To provide more practice in applying knowledge
to solving problems.
- To ensure homework has a clearly defined
educational purpose and that it focuses on appropriate tasks and
especially the application of knowledge.
- To act as a focal point in the identification
and monitoring of individuals who may be under-achieving.
- To support a formal and effective system that
reviews progress and to set new targets for the future.
- To assess individual pupils' attainment at the
beginning and end of the period over which progress is being
monitored.
- To identify individual pupils for mentoring.
|
| |
| |
- To work in partnership with the staff of the
School to improve the learning environment.
- To attend events to discuss current attainment
and to agree future targets with the staff
- To be aware of the work of the School and the
ways in which parents Can actively support their children.
- To take an active interest in the academic
progress and emotional development of their child.
- To provide a quiet working area in the home for
the completion of homework.
|
| |
Effective monitoring of pupil progress requires
more frequent and objective checking to enable us to diagnose
particular problems and to take appropriate action. More frequent
and objective checking will also enable us to monitor the progress
of teaching sets and to report this information to parents and
governors in a more authoritative and reassuring way. |
| |
|
| |
| |
The School uses results: |
| |
- To identify and assess individual pupils with
learning difficulties;
- To develop specific literacy and numeracy
skills programmes;
- To identify pupils whose performance is above
that of their peers;
- To measure the potential of pupils for whom
English is a second language, or those pupils who have a
specific learning difficulty such as dyslexia;
- To predict ability in the same or similar areas
in the future;
|
| |
|
| |
|
| |
The target setting process involves progress
evaluation, on a yearly cycle, for individual pupils. The Baseline
Assessment results and SATs results are all reported separately to
parents. Teachers collate individual pupil portfolios from internal
and external data and use that data to set minimum performance
targets for the next stage.
The co-ordinator for target setting analyses year group results,
predicted grades and overall performance targets in consultation
with Subject Co-ordinators/Senior Management Team. The success
criteria vary from year to year, depending upon baseline assessment,
but over a five-year period there should be a measurable improvement
of pupil performance in the School's priority areas. |