Target Setting, Assessment, Tracking Pupil Progress & Reporting

Target setting,
Assessment, Tracking Pupil Progress
&
Reporting to Parents
A GUIDE FOR PARENTS AND
CARERS
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Dear Parents and Carers,
It is my pleasure to write to you and inform you of
improvements we have made to target setting, assessment,
tracking and reporting procedures in school.
We are confident that these changes will help us to be more
effective and efficient in our drive to improve standards
across the school. I hope you find this useful and
informative.
Yours faithfully,
Mrs C Johnston
Deputy Headteacher
September 2011
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Calder High School Values
Our endeavours to create an excellent school are built on the
following values:
Students: Every individual is valued, respected, nurtured,
challenged and developed in a way that reflects personal need and
culture
Colleagues: We trust, learn from, inspire and support each other
Parents and Carers: are our partners in the education of their
children and we actively seek their views and support
Partners: We work enthusiastically with our partners to enrich the
life of our school and the wider community
Climate: We seek out and celebrate success recognising that every
one of us thrives in a climate of praise and recognition
Improvement: We are creative, innovative and willing to take risk in
the pursuit of excellence
Quality: We aspire to excellence and measure ourselves against the
highest standards
These values are integral to;
o how we set targets for pupils
o how we assess their progress against their targets
o how we track this progress and intervene appropriately and
o how we report to parents and carers about their child’s
progress and life in school
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Target Setting
All pupils are set challenging but realistic targets and are tracked
against these targets.
Targets are based on a thorough knowledge of the prior attainment,
progress and context of pupils individually and collectively. They are
a means of setting and agreeing high but realistic expectations and
an essential element of developing a positive culture where
everybody knows what needs to be done to improve.
Targets are set on the belief that all 1 pupils can make at least the
expected levels of progress from year 7 to year 11 with some pupils
exceeding the expected levels of progress. Targets are set on an
individual basis in year 7 liaising with the Year Achievement Leader
and the SENCO using KS2 sub levels. Targets will not be ‘moved
down’ through a pupil’s time at Calder High School, except in
exceptional circumstances. Target setting will reflect the drive to
close attainment gaps for vulnerable pupils.
Pupil targets will be reviewed termly, (three times per year). Where
a pupil is consistently outstripping a target, the target will be
increased incrementally to reflect their accelerated progress.
1 For some children with special educational needs this may not be realistic and targets will always be
individually set.
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Assessment
Regular and accurate assessment informs the tracking and
reporting process.
At Calder High School embedding assessment for learning is high on
the raising achievement agenda.
The Assessment Reform Group has defined Assessment for Learning
as ‘the process of seeking and interpreting evidence for use by
learners and their teachers to decide where the learners are in their
learning, where they need to go and how best to get there’.
(Assessment for Learning: 10 principles, Assessment Reform Group, 2002, available in the
publications section of the website, www.assessment-reformgroup.org/)
‘Assessment for Learning is a powerful way of raising pupils’
achievement. It is based on the principle that pupils will improve
most if they understand the aim of their learning, where they are in
relation to this aim and how they can achieve the aim (or close the
gap in their knowledge). It is not an add-on or a project; it is
central to effective teaching and learning.’
(Assessment for Learning Strategy, Ref: DCSF-00341-2008)
It is the expectation that teachers continually assess pupil progress
using assessment for learning strategies in lessons. In this way,
teachers will pick up misconceptions, differentiate and reshape
tasks thus enhancing pupil progress.
Marking
Teachers are responsible for assessing pupil progress shown in the
work their pupils produce. It is the expectation that class work and
ILT / homework is marked regularly. Pupils will be formally
assessed to National Curriculum level or GCSE/ AS/A2 grades every
6 weeks. It is understood marking will vary across faculty areas
depending on the nature of the subject. However, there are certain
principles that will underpin all marking within school. Marking on
pupil work in exercise books and formally assessed pieces of work
will follow these guiding principles:
1. Areas of success will be indicated and there will be a positive
comment indicating what has been done well.
2. The learning outcomes of each piece of work will be made
explicit to pupils. Marking will be carried out against these
criteria and indicate the extent to which pupils have been
successful in meeting them.
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3. Targets will be set, clearly indicating what needs to be done to
improve the standard of work in the future. The targets will
be specific and will relate to the learning outcomes, rather
than focusing solely on effort and presentation.
4. Pupils’ work will be marked on a regular basis and returned to
pupils with levels/grades recorded as appropriate. Where
levels, marks or grades are used, their meaning will be clear
to pupils, and will relate to their success in meeting the
learning outcomes. Level and grade criteria used by a faculty
will be consistently applied by all teachers in the faculty.
Where levels / grades are not used, pupils’ work will be
marked using the following system;
TE Grades
Attainment: T1 Above target level
T2 On target
T3 Below target
Work ethic 2 E1 Outstanding
E2 Good
E3 Just satisfactory
E4 Serious concerns
Faculties are also free to use:
Presentation P1 Excellent presentation
P2 Good presentation
P3 Satisfactory presentation
P4 Unsatisfactory presentation
Short targets will be set, clearly indicating what needs to be
done to improve the standard of work in the future.
Importantly, marking must be manageable, with some pieces
marked in depth and others simply checked and ticked for
satisfactory completion. 3
5. Pupils will have time during lessons to reflect on comments
and targets made in feedback.
6. All subjects will contribute to the development of basic skills
in literacy and numeracy. All teachers will include spelling,
2 The descriptors for work ethic can be found on page 9 of this document
3 Where classwork is consistently tick marked; formal assessments will be closely marked, annotated
and feedback on how to improve visible. During work scrutiny where exercise book marking is
consistently brief a piece of assessed work may be requested.
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punctuation and grammar in the marking of pupils’ work,
where appropriate.
7. All faculty areas will incorporate self and peer assessment and
self-evaluation procedures within each scheme of work.
All assessment marks across all key stages will be recorded into a
teacher’s mark book or spreadsheet, it will be clear what a pupil’s
targets are, what progress is being made, how regular and what
work is being marked.
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Tracking Pupil Progress & Reporting to Parents
“Schools need to establish rigorous monitoring and tracking systems
as the critical first steps towards ensuring the learning needs of all
pupils are met. Such systems enable schools to set appropriately
ambitious and challenging targets. These numerical targets will lead
to curricular targets, which inform learning objectives and learning
outcomes. Analysis will identify strengths and weaknesses in the
performance of individuals and groups of pupils and inform lesson
planning and the appropriate use and impact of intervention
strategies.”
Tracking for success; (A booklet designed for headteachers, school strategy managers and
senior leaders).
Date of issue: 05-2005
Ref: DfES 1545-2005FLR-EN
http://publications.teachernet.gov.uk/default.aspx?PageFunction=downloadoptions&Pa
geMode=publications&ProductId=DFES-1545-2005&
At Calder High School tracking pupil progress and reporting to
parents occurs according to a structured calendar. In summary,
each year every pupil and parent receives;
o Two progress reviews (progress against targets and work
ethic)
o One formal report (progress against targets, work ethic,
personalised teacher comment on how to make further
progress, form tutor comment, attendance and punctuality to
lessons data)
o A Citizenship and PHSE progress report (progress against
statutory requirements)
o A Parents’ evening
Year group review weeks are staggered through the calendar to
allow for quality monitoring and intervention. Every year group is
tracked at least once per term 4 . The data collected during a review
week is reported to parents. Every pupil receives a formal school
report once per year with personalised comments about their
learning and progress and how they can improve. Comments are
reported from every teacher and form tutor. Every pupil has one
parents’ evening per year.
During a review week;
o Teachers input accurate assessment data 5 into the sims.net
database over the course of a designated week for one
particular year group
4 Year 11 are tracked more regularly from February onwards
5 Subject and Faculty Leads are responsible for leading standardisation of pupil work to ensure
consistency of data
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o Senior Leaders meet with a pupil to collect pupil voice data
and complete a work scrutiny of their exercise books, folders
etc.
Following a review week;
o All teachers look at how well a year group has done in their
review.
o All students making good progress across subjects and with
consistently good and outstanding work ethic receive a good
letter home from the Headteacher. This letter can be
redeemed at the reward shop.
o All class teachers must complete a data scrutiny exercise for
the classes they teach
o Form Tutors help pupils reflect on their rates of progress and
work ethic, targets are made to help pupils make further
progress
o Every half term, teams of teachers sit together and discuss
the progress of the pupils they teach. Actions and
interventions are planned to help those underachieving.
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Work Ethic
1. A pupil with an outstanding work ethic who meets all of the good
criteria and;
Actively requests teacher feedback and incorporates it into their
work
Actively seeks enrichment and / or extension
Demonstrates interest in lessons through curiosity and
questioning with enthusiasm and positive energy
Initiates class discussions
Is achieving at or above expectation
2. A pupil with a good work ethic who;
Incorporates teacher feedback into their work
Joins in class discussions without being prompted
Responds respectfully to other students
Takes pride in the presentation of their work
Hands ILTs or homework in on time and completed to the best
of their ability
Is always fully equipped
Is always on time to school and to class
Is achieving at expectation but could stretch further
3. A pupil with a just satisfactory work ethic;
Completes class and homework efficiently to the minimum
standard
Participates in class discussions when prompted by the teacher,
is more a passive than active learner
Usually brings correct equipment / kit
Usually on time to school and to class
Is at risk of underachieving
4. A pupil for whom we have serious concerns regarding their work ethic;
Is distracted when completing work
Shows no sign that feedback in incorporated into their work
Is reluctant or refuses to participate in class discussion /
activities
Persistently avoids engagement with the course and related
class and home work, even when directed.
Is underachieving
These descriptors are meant as a guideline for judging students' work ethic.
A student will meet most of the criteria and characteristics described at each
level. In the case of a student who is displaying characteristics at a number of
levels, teacher discretion will be used to choose the most appropriate level.
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Additional information provided on a pupil review.
Current Grade
This relates to a pupil’s overall progress to date and will always be based on
assessment evidence. Teachers use a variety of methods to assess pupil’s:
homework / ILT; classwork; a test / assessment and these methods combine
to give the current grade.
Target grade
Target grades are set based on prior attainment and knowledge of the pupil.
Targets are reviewed termly and where a pupil consistently outstrips their
target the target will be increased to further stretch and challenge the pupil.
This will always be done in consultation with pupil and parents / carers.
To ensure target is met
To help understand the 'current grade' against the 'target grade', teachers
will also indicate if a pupil is on track to meet their final target. If a pupil's
current grade is less than the target grade for example, they are not
necessarily underachieving. Teachers will give one of three words that relate
to the following statements;
Maintain - If a pupil maintains the current level of work ethic, they should
meet their target.
Improve - A pupil needs to improve their current level of work ethic in order to
meet their target.
Concern / Change - A pupil is causing their teacher concern as they are not
on track to reach their target, they need to seriously change the way they are
working in order to get back on track.
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