Target Setting
All Hallows Catholic College “A Faith School Specialising in Business and Ethical Enterprise with Languages” ‘Aspire not to have more, but to be more’ Archbishop Oscar Romero
Target Setting General Principles
Target setting is one of the foundations of Assessment for Learning.
Targets inform students and provide a benchmark for assessment.
Regular assessments of learning inform the formative target setting process in which Assessment for Learning can occur.
Students should be fully involved in the whole target setting process and there should be an ongoing dialogue of student/teacher feedback in lessons and form periods.
Students
Students have a sheet in their planner on which they record their targets and progress grades/levels.
Students also have a sheet on which they record formative targets.
Students have a sheet in every exercise book or file for the targets for each subject.
Students should also write their own formative comments in their exercise books or folders in response to teachers’ marking.
Form Teachers
Form teachers monitor the collation of targets/levels and progress grades/levels for the students in their form.
Form teachers facilitate the development of formative targets for the students in their form.
Form teachers identify under-achieving students and pass on information to Year Learning Leader/Subject Leader.
Year Learning Leaders
Year Learning Leaders co-ordinate and monitor the target setting process with their year team.
Year Learning Leaders collate information concerning under-achieving students identified by the form teachers and pass this on to Subject Leaders.
Subject Leaders
Retain a central departmental record of student targets and progress.
Monitor record keeping of colleagues in their subject area.
Co-ordinate quarterly assessments and the grading/levelling of these.
Ensure that colleagues in their subject area share progress grades/levels with students at the appropriate time and that these are recorded on the sheets in the planners and exercise books.
Ensure that colleagues in their subject area have negotiated a subject specific target with each student following assessment results.
Ensure that an on-going dialogue concerning targets and progress occurs in lessons (assessment for learning).
Co-ordinate intervention strategies for under achieving students.
Subject Teachers
Communicate targets to students at the start of the cycle.
Carry out quarterly assessments.
Communicate progress grades/levels to students and ensure that they have recorded these correctly.
Ensure that students have a subject specific target/progress sheet in their exercise book/file.
Ensure that students negotiate a subject specific formative target following assessment results.
Identify and support under achieving students with appropriate strategies.
Should retain a personal record of target grades/levels and progress grades/levels (in the mark book) for all of their classes.
Record progress/targets on assessment manager by direct data entry onto SIMS.
Leadership
Provide target grades/levels for all students in the college for whom data is available. (When data is not available, subject teachers should help leadership formulate targets based on assessments/professional judgement.)
Facilitate necessary administrative support and guidance.
Publish an agreed annual cycle for the target setting/review/reporting system.
Monitor the implementation of the system at all levels.
Evaluate the impact of the system on student progress.
Governors
Provide challenge and support in respect of any evaluative data.
Appendix How targets are generated. Year 7 From Key Stage 2 English and Mathematics levels provided by primary schools. A formula is used to generate aspirational targets for each pupil. Targets are National Curriculum sub levels; (Low) 2c, 2b, 2a, 3c, 3b, 3a, 4c, 4b, 4a, 5c, 5b, 5a, 6c, 6b, 6a, 7c, 7b, 7a (High) Year 8 The Fisher Family Trust organisation’s target estimates are used from the FFT live website. Targets are National Curriculum sub levels; (Low) 3c, 3b, 3a, 4c, 4b, 4a, 5c, 5b, 5a, 6c, 6b, 6a, 7c, 7b, 7a, 8c, 8b, 8a (High) Years 9, 10 and 11 The Fisher Family Trust organisation’s target estimates are used from the FFT live website. Targets are GCSE grades; (Low) G, F, E, D, C, B, A, A* (High) Or BTEC equivalents; Pass =C Merit = B-A Distinction = A* GCSE/BTEC targets will tend to remain the same through Key Stage 4
Years 12-13 The ALPS organisation’s target estimates are used. Targets are GCE grades (Low) E, D, C, B, A, A* Or BTEC equivalents; Pass = E-D Merit = C-B Distinction = A-A* The following chart summarises the flow of information leading to the setting and amending of targets where necessary.
Whole College
FFT D
Department
Subject leaders
Middle leadership challenge
2 review meetings per year
Interventions
Subject teachers
4 assessments per year judged against individual targets
KS2 and KS3 prior performance
Reported through assessment manager
Academic reviews
Reported in student planners and exercise books
Parents
Time for student/teacher dialogue
Students produce formative targets
Student
Rewards and incentives
y10 Target setting day in June
Set aspirational targets reported through assessment manager
Target Setting General Principles
Target setting is one of the foundations of Assessment for Learning.
Targets inform students and provide a benchmark for assessment.
Regular assessments of learning inform the formative target setting process in which Assessment for Learning can occur.
Students should be fully involved in the whole target setting process and there should be an ongoing dialogue of student/teacher feedback in lessons and form periods.
Students
Students have a sheet in their planner on which they record their targets and progress grades/levels.
Students also have a sheet on which they record formative targets.
Students have a sheet in every exercise book or file for the targets for each subject.
Students should also write their own formative comments in their exercise books or folders in response to teachers’ marking.
Form Teachers
Form teachers monitor the collation of targets/levels and progress grades/levels for the students in their form.
Form teachers facilitate the development of formative targets for the students in their form.
Form teachers identify under-achieving students and pass on information to Year Learning Leader/Subject Leader.
Year Learning Leaders
Year Learning Leaders co-ordinate and monitor the target setting process with their year team.
Year Learning Leaders collate information concerning under-achieving students identified by the form teachers and pass this on to Subject Leaders.
Subject Leaders
Retain a central departmental record of student targets and progress.
Monitor record keeping of colleagues in their subject area.
Co-ordinate quarterly assessments and the grading/levelling of these.
Ensure that colleagues in their subject area share progress grades/levels with students at the appropriate time and that these are recorded on the sheets in the planners and exercise books.
Ensure that colleagues in their subject area have negotiated a subject specific target with each student following assessment results.
Ensure that an on-going dialogue concerning targets and progress occurs in lessons (assessment for learning).
Co-ordinate intervention strategies for under achieving students.
Subject Teachers
Communicate targets to students at the start of the cycle.
Carry out quarterly assessments.
Communicate progress grades/levels to students and ensure that they have recorded these correctly.
Ensure that students have a subject specific target/progress sheet in their exercise book/file.
Ensure that students negotiate a subject specific formative target following assessment results.
Identify and support under achieving students with appropriate strategies.
Should retain a personal record of target grades/levels and progress grades/levels (in the mark book) for all of their classes.
Record progress/targets on assessment manager by direct data entry onto SIMS.
Leadership
Provide target grades/levels for all students in the college for whom data is available. (When data is not available, subject teachers should help leadership formulate targets based on assessments/professional judgement.)
Facilitate necessary administrative support and guidance.
Publish an agreed annual cycle for the target setting/review/reporting system.
Monitor the implementation of the system at all levels.
Evaluate the impact of the system on student progress.
Governors
Provide challenge and support in respect of any evaluative data.
Appendix How targets are generated. Year 7 From Key Stage 2 English and Mathematics levels provided by primary schools. A formula is used to generate aspirational targets for each pupil. Targets are National Curriculum sub levels; (Low) 2c, 2b, 2a, 3c, 3b, 3a, 4c, 4b, 4a, 5c, 5b, 5a, 6c, 6b, 6a, 7c, 7b, 7a (High) Year 8 The Fisher Family Trust organisation’s target estimates are used from the FFT live website. Targets are National Curriculum sub levels; (Low) 3c, 3b, 3a, 4c, 4b, 4a, 5c, 5b, 5a, 6c, 6b, 6a, 7c, 7b, 7a, 8c, 8b, 8a (High) Years 9, 10 and 11 The Fisher Family Trust organisation’s target estimates are used from the FFT live website. Targets are GCSE grades; (Low) G, F, E, D, C, B, A, A* (High) Or BTEC equivalents; Pass =C Merit = B-A Distinction = A* GCSE/BTEC targets will tend to remain the same through Key Stage 4
Years 12-13 The ALPS organisation’s target estimates are used. Targets are GCE grades (Low) E, D, C, B, A, A* Or BTEC equivalents; Pass = E-D Merit = C-B Distinction = A-A* The following chart summarises the flow of information leading to the setting and amending of targets where necessary.
Whole College
FFT D
Department
Subject leaders
Middle leadership challenge
2 review meetings per year
Interventions
Subject teachers
4 assessments per year judged against individual targets
KS2 and KS3 prior performance
Reported through assessment manager
Academic reviews
Reported in student planners and exercise books
Parents
Time for student/teacher dialogue
Students produce formative targets
Student
Rewards and incentives
y10 Target setting day in June
Set aspirational targets reported through assessment manager
