Tracking and Target Setting

Ensuring impact on pupil learningIdentify strand from an area of learning in literacy and mathematics

Identify focus children

Where are the children now?

How are we going to get them there?

Where should they be?

Monitoring implementation

Evaluating impact

What are the barriers?

Leadership team establishes and agrees prioritiesLink to school self-evaluation and school improvement/development plan

PDM 2Progression

PDM 3Pedagogy

PDM 1Preparation and setting the vision

PDM 4Review and evaluation

Continuing professional development (CPD)

Suggested Process for implementing the renewed framework

Subject Leaders

“Subject leaders provide professional leadership and management for a subject to secure high quality teaching, effective use of resources and improved standards of learning and achievement for all pupils.”

(DfES National Standards for Teachers)

Successful Leadership

NCSL states…..

“successful leadership for sustainable improvement requires leaders at many levels within the school”

The role of the subject leader (OFSTED report 2005)

An effective subject leader needs:

• accurate knowledge of the school’s and pupils’ strengths and weaknesses

• to be knowledgeable in their subject and have authority and influence

• clear expectations for raising and maintaining standards

• a range of monitoring and evaluating procedures to improve teaching and learning

• well established systems for collecting, analysing and using assessment data

• to develop a shared vision and collaboration between staff

Issues raised by OFSTED

• Data needs to be used more effectively, particularly to focus support and intervention on the pupils who need it most.

Discussion Time – current situation

What do you assess?

How do you assess?

Assessment

• Foundation Stage Profile • PIPs• SATs and optional tests

• Teacher assessmentswww.ncaction.org.uk

• Curricular targets

Discussion Time – current situation

How do you track progress?

How is progress currently tracked?

• PAT/Raise Online• PANDA• Fischer Family Trust• PNS tracker – Subject Leader Handbook DVD• Brick walls/extended brick walls • Levelling record sheets• Curricular target review and discussed at pupil

progress meetings• Assessment and Progression in Reading and

Writing Skills

The formative use of summative assessment

The three key features of good practice:

• Have measurable targets for every pupil• Track progress against targets during the

year• Have a tracking record which details progress

over time

Curricular targets

• Set curricular targets and identify which children are working at ‘must’, ‘should’ and ‘could’

• Decide when and how targets will be taught• Display targets in classroom• Share targets with children and other adults• Assess progress towards targets.

Curricular targets

Writing curricular targets Term 1

Key SchoolTargets

To develop composition and effect in independent writing.

Year Target

Y1 Must: I can choose interesting words in my stories from a bank created by the teacher/or create own.Should: I can use appropriate words in stories, reports and instructionsCould: I can use a range of interesting words for stories, poems, reports and instructions and be selective in my choice

Y2. Must: I can use a range of interesting words for stories, poems, reports and instructions and be selective in my choice Should: I can consider and select from alternative word choices and give detail to make it interesting to the reader.Could: I can use a range of story language and descriptive phrases to entertain the reader and I can use different types of words when writing in different text types.

An alternative view of assessing target getting!

Ask your Y6 pupils to get a pencil

• Level 2: Pupils will stare at the ceiling• Level 3: Pupils will take one from someone else’s

table • Borderline 3/4: Whilst these pupils will borrow one

from a friend• Level 4: These pupils will get a pencil out of their

pencil case• Level 5: These pupils will carefullly take their pencil

from a metal geometry tin set

Monitoring ……

Is the process of checking what is happening, that actions are being implemented.

What monitoring do you do during the year as part of your Subject Leader role?

Monitoring pupils’ learning

• SATs/data analysis• Book sampling• Scrutiny of plans• Lesson observations• Discussions with

colleagues• Pupils interviews• Walkthrough

Using the information

• Identify areas for development • Set and review targets• Identify children for additional support• Select the appropriate intervention

programme/s• Additional adults • Training needs

Monitoring implementation of actions

• Scrutiny of planning• Joint or paired reviews• Setting time lined activities e.g. levelling each

half term• Agreeing success criteria• Staff meetings• Discussions with teachers and pupils• Lesson observations

Evaluation is…..

• Judging the impact of your actions is being able to make a value judgement.

• How do you currently evaluate the impact of your actions?

Evaluating impact

• Ongoing review and assessment of children’s achievements in the identified strand

• Work scrutiny with pupil discussions or interviews

• Pupil progress meeting notes or records• Audit of environment or learning walks • Planning scrutiny with discussion/feedback • Lesson observations• NC Assessment including end of year outcomes

(National tests and ongoing teacher assessment)

Recommendation – A focus group

Identify a focus group of pupils to evaluate impact against your priority

Who?

Needs of the pupils selected should reflect the identified priority