Promoting Pupil Progress
through Target Setting
Thursday 19th May 2011
Jo Lakey
School Progress Adviser
Mathematics Subject Leaders’ Meeting
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
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 goodquality data.
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
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 sublevels (16 points) progress across the key stage. This
would be very good progress.
Questions for Subject Leaders
 How well are pupils doing?
 What must we do to make this
 Compared to previous
happen?
results?
 Identify strengths and
 Against National averages?
weaknesses?
 How well should they be
 Use summative data in a
doing?
formative way (curricular
 Consider progress
targets)?
and value-added?
 Know the gaps and the pupils
 Are any groups
whose progress is at risk?
underperforming or
 How will we monitor and
underachieving?
evaluate our actions?
 What more should we aim for
them to achieve?
 What went well?
 Target setting and getting?
 What can we do even better
 Set a trajectory for
next time?
accelerated progress?
 Are we adding enough value
to the progress all our pupils
are making?
KS1 to KS2 Conversions (actual versus
predicted average point scores, page 17)
KS1 to KS2 Conversions (2 or more levels
progress = green area, page 28)
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)
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)
TASK – Share numerical and curricular
targets set for a pupil in your school
Numerical
Curricular
How was the target selected?
target tracker default
targets, FFT band D
APP gaps, focus of unit,
child’s work
Where is it displayed and who
knows about it?
assessment file
learning wall, book,
bookmark
How is this kept under review and
by whom?
termly pupil progress
meetings
focus for marking, peer
assessment
When will it be renewed or
refreshed?
end of year
end of unit, 6 weeks
What evidence will be used to
reach the decision that it has
been met and who decides
whether it has been met?
tests
guided group work
C. Day-to-day
(close up)
B. Periodic
(standing back)
A. Transitional
(public view)
•Learning objectives made explicit and shared with
pupils
•Pupils engaged in their learning and given
immediate feedback on short term actions and
targets
•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
•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
A. Transitional
• Formal recognition of pupils’ achievement
against long term numerical targets.
www.fftlive.org
FFT
KS2 pupil estimate report (Maths)
Pupil Details
KS1 Results
KS2 Estimates
TA
Name
Est
% chance of achieving KS2 Level
Sex
S+L
Read
Write
MA
SC
Subject
2
3
4
5+
4+
Katrina
F
W
W
W
1
1
Maths
49.6%
45.3%
5.1%
1.%
5.1%
Grace
F
3
3
2A
3
3
Maths
1.%
1.%
17.%
82.8%
99.%
Nigel
M
2
3
2B
3
2
Maths
1.%
1.%
25.9%
73.6%
99.%
Kelly
F
3
3
3
3
3
Maths
1.%
1.%
7.2%
92.7%
99.%
Kym
F
2
2A
2A
2B
2
Maths
1.%
1.%
33.5%
65.8%
99.%
Oliver
M
2
2B
2B
2C
2
Maths
1.%
9.4%
78.1%
12.1%
90.2%
John
M
2
2A
2B
2A
2
Maths
1.%
2.%
51.6%
46.3%
98.%
Target Setting
Yr3
target
met
Name
John
KS1 SATs
Maths
Attainment
2A (17)
Yr 3 Target –
set at the
start of Yr3
3B(21)
Yr3 End of
year actual
Maths
Attainment
3B(21)
Indicative Yr4
Target based
upon KSI
SATs
4C (25)
AND
Agree /
Differ?
Differ ~ why?
Agree
Steady rate of
progress should
be maintained
Target set
4C (25)
Kym
2B(15)
3C(19)
2B(15)
3A(23)
Differ
3C (19)
Lower target set
Yr3 target
not met
BUT
Recent return
from long term
absence due to
lengthy period of
hospitalisation
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?)
Pupil Tracking and Predicting
Progress
TA Y2
Test Y2
Tgt Y3
TA Y3
Test Y3
Tgt Y4
TA Y4
Test Y4
Tgt Y5
TA Y5
Test Y5
Tgt Y6
Ave KS1 points
Maths
Maths
Maths
Maths
Maths
Maths
Maths
Maths
Maths
Maths
Maths
Maths
15
2.3
2.3
2.7
2.7
2.7
3.3
3.3
4.0
4.0
4.3
SP
14
2.0
2.0
2.3
2.0
2.0
3.0
3.0
2.3
3.7
4.0
S
14
2.3
2.3
2.7
2.7
2.7
3.3
3.3
4.3
4.0
4.3
H
15
2.7
2.7
3.0
3.0
3.0
3.7
3.7
4.0
4.3
4.7
G
21
3.0
3.0
3.3
3.3
3.3
4.0
4.0
4.0
4.7
5.0
17
2.7
2.7
3.0
3.0
3.0
3.7
3.7
3.7
4.3
4.7
9
1.3
1.3
1.7
1.7
1.7
2.3
2.3
2.3
3.0
3.3
Tgt opt = Y3-6 from Y2
Surname
Forename
Avey
Constance
Batchford
Joshua
Blamires-Griffiths
Abigail
Boughtwood
Samuel
Brodie
Samuel
Buckingham
James
Byfield
James
Incl
SS5
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.
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
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
APP impacting on Teaching and
Learning
Assessment of ongoing work
Identify AFs where children
have under-performed
Identify aspect of AFs
which individuals need
to focus on
Curricular Target(s)
Identify AFs where there
is insufficient evidence
Modify planning to focus on
core aspects of learning
associated with
underperformance
Flexible groupings based
on identified needs
Shared/guided/ independent tasks
Modify planning
to secure a fuller
evidence base
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.
Ma 2 – Number
Calculating – 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
Ma 1 – Using and Applying Mathematics
problem 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
Ma 3 – Shape, space & measures
measuring
 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
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
Targets at Home
 Targets towards level
home?
4:


 What can you do at
develop own strategy
for solving problems
solve problems with or
without a calculator
interpret numbers on a
range of measuring
instruments




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.
C. Day to Day
• Pupils engaged in their learning and given
immediate feedback on short term actions
and targets.
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
Planning for Next Steps – Yr 5
 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.
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.’
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
Improvement Prompts
linked to learning objectives (target for the lesson)
‘Coloured Pencil’ approach
A Reminder
Prompt
A Scaffold Prompt
Please show me an Would this still work A question to
alternative method. with decimal
delve more
numbers?
deeply
We could check
this by using the
inverse.
An Example
Prompt
Look at these and
decide which is
correct and why?
A directive to Which of these
focus thinking explanations
How many different Open-ended
ways can you make sentence
10?
matches the
problem you have
solved?
Taking Action and Reviewing Progress
1.
Monitor progress towards targets





2.
Evaluate impact of intervention strategies


3.
Pupil tracking systems
Sampling pupils’ work
Monitoring lesson plans
Observing lessons
Talking with pupils
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
???
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)?
What do your teachers need to know in
September 2011?

Pupil Profile



Prior Learning







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



Which national tests have been taken?
What about VR or NVR standardised tests?
What does the evidence suggest against APP criteria?
Progress


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


DOB (term of birth), gender, ethnicity, SEND, G&T, LAC, FSM etc
Attendance record
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?