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TARGET SETTING GUIDE - A CHECKLIST

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THIS GUIDE PROVIDES A SERIES OF CHECKLISTS FOR THE BUSY PROFESSIONAL AND GOVERNORS TO SUPPORT THE PROCESS OF TARGET SETTING FOR PUPILS AND YOUNG PEOPLE.

April 2005

Dear Colleague

DOCUMENT DOWNLOAD: TARGET SETTING GUIDE A CHECKLIST

    Thank you for taking the time to select and download the attached document. Hopefully, you will find the materials useful. Feedback is always welcome.

    You can use and circulate the attached document within your school by agreeing to the copyright conditions that apply. A summary of these is reproduced out at the end of this letter and full details are provided on our website: www.recap.ltd.uk/copyright. Please retain

    this notice for your records.

    If you are interested in obtaining further information about the educational consultancy services we provide to support school improvement, please do not hesitate to contact me.

Kind regards.

Dave Jobbings

    Senior Director

For and on behalf of RECAP Limited

Copyright information for: Target setting guide a checklist

    The copyright for all the documents published via the RECAP website for downloading is retained by RECAP Limited.

    This document may be copied for any non-commercial educational purposes or for internal circulation within a school only on the condition that the copyright status is acknowledged and source of the material is identified.

    No modifications can be made and the document can only be copied in its entirely.

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Full details about the copyright conditions are provided at: www.recap.ltd.uk/copyright

    Target setting guide - a checklist

1. Introduction

    Target setting has become an annual activity in our schools. The target setting process has been described as both an “art and a science”.

    All pupils and young people bring their own brand of individuality, differing degrees of knowledge, skills and understanding about subjects and a multitude of personal attributes. Fortunately, no two pupils or young people are the same!

    There is already a wide range of professional advice, support and published materials on target setting that is readily available. Every school will have drawn on such resources to develop and implement their own system for target setting.

    This guide provides a series of checklists for the busy professional and governors to support the process of target setting for pupils and young people. The document has been designed to supplement existing advice and materials and is organised into inter-linked sections, each with an appropriate checklist that is relevant to:

    ; Classroom/subject teachers;

    ; Leadership teams;

    ; Governors.

    Each checklist poses a series of questions in a form that provides a quality assurance for the school target setting process. At the very least, this approach provides a record of self-review and also prompts that cover most of the aspects for consideration. Ultimately, the rigour of any target setting approach will always depend on the way the overall process is led and managed, the quality of information and training that has been provided as well as the professionalism and commitment of all of those involved.

    The overall goal is, of course, to provide realistic but aspirational targets that provide the best indication about the potential performance of the individual pupils and young people as well as the prospects for the future performance of the school. The very process of target setting may also identify areas that can become the focus of school improvement to ensure that every pupil or young person is able to realise their potential.

We trust that you will find the checklists useful.

Russell Educational Consultancy and Productions

    April 2005

    ? 2005 RECAP Limited. All rights reserved. Page 1 of 4

    Target setting guide - a checklist

2. A checklist for classroom/subject teachers

    1. Is the basic information provided about pupils up-to-date for their:

     a) dates of birth?

     b) gender?

     c) ethnicity? 2. Have the following categories been identified:

     a) pupils with special educational needs?

     b) pupils with gifted and talented attributes?

     c) pupils with English as an additional language?

     d) pupils with high mobility? 3. Has data and/or information been provided for each pupil’s:

     a) prior attainment?

     b) value-added performance?

     c) assessment of current performance? 4. Has the forecast/target for future performance used each pupil’s:

     a) prior attainment, value-added and current performance?

     b) the professional judgment of the classroom/subject teacher? 5. Have individual or groups of pupils been involved in:

     a) reviewing their progress?

     b) setting their targets? 6. Have parents/guardians been involved or informed at any stage? 7. Have individual pupil forecasts/targets been accurately recorded? 8. Have the class forecasts/targets been accurately calculated? 9. Has the class profile been compared with previous years? 10. Has the class forecast/targets been compared to previous years? 11. Has there been a professional discussion with:

     a) other teachers?

     b) teaching assistants?

     c) the special needs coordinator

     d) the gifted and talented coordinator? 12. Has there been a review with the leadership team?

? 2005 RECAP Limited. All rights reserved. Page 2 of 4

    Target setting guide - a checklist

    3. A checklist for leadership teams

    1. Has basic, up-to-date information about the pupils been provided

    for:

     a) dates of birth?

     b) gender?

     c) ethnicity? 2. Have the following categories been properly identified and recorded:

     a) pupils with special educational needs?

     b) pupils with gifted and talented attributes?

     c) pupils with English as an additional language?

     d) pupils with high mobility? 3. Has data and/or information been provided for individual pupil’s:

     a) prior attainment?

     b) value-added performance?

     c) assessment of current performance? 4. Has the forecast for future performance used individual pupil’s:

     a) prior attainment, value-added and current performance?

     b) the professional judgment of the classroom/subject teacher? 5. Have arrangements been made for pupils to:

     a) review their progress?

     b) set their targets? 6. Have arrangements been made for parents/guardians to be involved

    or informed at any stage?

    7. Have teachers been able to have a professional discussion with:

     a) other teachers and teaching assistants ?

     b) coordinators of special educational needs/gifted and talented? 8. Has there been a review of the forecasts with the leadership team? 9. Have pupil forecasts/targets been accurately recorded for:

     a) the individual pupil?

     b) groups of pupils (especially 1a,1b, 1c, 2a, 2b, 2c, 2d)?

     c) the class and/or year group? 10. Have the forecasts/targets been compared with previous years for:

     a) the pupil profile?

     b) past performance?

     c) value-added performance

     d) similar schools? 11. Has there been a professional dialogue on the forecasts/targets with

    a representative of the LEA or School Improvement Partner?

    12. Have the views of the governors been sought at this stage? ? 2005 RECAP Limited. All rights reserved. Page 3 of 4

    Target setting guide - a checklist

4. A checklist for governors

1. Has information been provided on the proportions for:

     a) gender and ethnicity?

     b) special educational needs?

     c) gifted and talented?

     d) English as an additional language?

     e) mobility?

    2. Are the forecasts/targets based on the pupils’:

     a) prior attainment, value-added and current performance?

     b) the professional judgment of teachers?

    3. Have the pupils/young people been involved?:

    4. Have parents/guardians of individual pupils been informed?

    5. Has the leadership team reviewed the forecasts/targets?

    6. How do the forecasts/targets compare with the:

     a) value-added performance of the pupils/young people so far?

     b) past performance and trends in the school?

     c) performance of similar schools?

    7. What is the professional view of the LEA or School Improvement

    Partner?

    8. Are there any implications for our school improvement priorities?

Notes:

The governors have the legal responsibility for setting the statutory targets for the school and

    will be informed and advised by the headteacher, other members of staff and representatives of

    the LEA or the School Improvement Adviser.

Following discussion, the governors need to formally agree the school targets and ensure that

    this is properly recorded in the minutes of the governors’ meeting.

At present, statutory targets for relevant pupils and young people have to be agreed by the

    governors of the school before 31 December of each year.

    ? 2005 RECAP Limited. All rights reserved. Page 4 of 4

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