Governors' target setting: primary schools
Introduction 2
1 Targets 2
1.1 Defining the targets 2
1.2 Why set targets? 2
2 What data is available? 4
3 What does the data tell us? 6
4 Using data to set targets 8
Do this 11
Try this 11
References 11
Acknowledgements 11
Author 11
Other acknowledgements 12
Introduction
Target setting for pupil attainment is seen as being a means of raising standards in schools through placing pupil achievement at the core of school planning. This unit will help governors of secondary schools ensure that realistic yet challenging targets are set and provide guidance on assessing the data that needs to be evaluated to come to such decisions.
The aim of this unit is to:
· explain briefly the aim of setting targets in an educational context;
· familiarise governors with the range of data available to them;
· demonstrate ways in which governors can extract more detailed information about data through focussed questions to the professionals;
· explore the purpose of setting pupil attainment targets as part of raising standards in schools, and to offer an alternative view about the value of the process;
· explain briefly the difference between setting targets for pupil attainment and wider objectives for whole-school improvement.
1 Targets
1.1 Defining the targets
The targets that schools are currently required to set are:
· The percentage of pupils attaining Levels 5 and 6 in English, mathematics, science and ICT at Key Stage 3.
· The percentage of pupils gaining 5 or more GCSEs, or equivalent, at grades A*–C.
· The average points score for the school to be achieved in GCSE or vocational courses.
It is good practice for all schools to set some targets by which they can measure pupil performance and achievements over time. The current statutory requirement is to set targets by 31 December each year for pupil attainment in five terms' time.
1.2 Why set targets?
To support student development as a whole, the governing body needs to think about the wider aspects of the school, as well as simply looking for success in tests and public examinations. For example, a school may have, as a whole-school objective, raising the number of students who stay on into post-16 education. This may not necessarily raise results at GCSE immediately, but if successful, over time, the benefits may be threefold:
1. it will have a positive impact on KS4 standards;
2. more students will go on to further education;
3. students' expectations about their own abilities will be raised.
Setting targets for student attainment is recognised as being a means of raising standards, through the application of specific objectives to improve both student and whole-school performance. Central government has a clear agenda for raising standards nationally and, through the 1998 Schools Standards and Framework Act, and subsequent legislation, has given governing bodies the statutory responsibility for setting performance targets in schools.
In reality, governors may not actually set the targets but, in order to fulfil their strategic role, they do need to be involved in the stages of target setting, and formally approve the targets recommended by the senior management team. However, before you can start the process, you need relevant information that will give a clear picture of how the school currently performs.
The five-stage cycle of school improvement is based around a number of questions. To answer the questions, and in order to understand the rationale for the proposed targets, you need relevant data. Once you have all the necessary information, you can approve the suggested attainment targets and, when appropriate, review the progress being made and, ultimately, evaluate the success of your actions.
Now go to Activity 1 to start thinking about target-setting.
Click on 'View document' to read about the governors' duty to set targets.
View document
Activity 1
Click on the link above to read information relating to the duty of the governing body to set and publish targets for your type of school.
This resource is useful background reading about the governors' role in setting targets.
At this point, you might like to look at the targets that were set for your school for the end of the current academic year, and compare them with the national target figures shown below. How different are they? Do you know the reasons for this?
The national PSA targets are:
Key Stage 3
By 2007: 85 per cent of 14 year-olds to achieve at least Level 5 in English, mathematics and ICT, with 80 per cent achieving Level 5 in science, with this level of performance sustained to 2008.
By 2008: In all schools, at least 50 per cent of pupils achieve Level 5 or above in each of English, mathematics and science.
Key Stage 4
60 per cent of pupils to achieve five or more A*–C GCSEs or equivalent by 2008.
In all schools at least 25 per cent of pupils will achieve five or more A*–C GCSEs or equivalent by 2006 and 30 per cent by 2008.
The school floor target relates to all mainstream secondary schools whose Key Stage 3 and 4 results are published in the School and College Achievement and Attainment Tables.
Did your school set any additional targets (for example, in areas such as attendance or behaviour)?
2 What data is available?
Only by establishing clearly the present position in the school is it possible to plan properly how to achieve improvement.
(Creese and Earley, 1999)
Governing bodies cannot perform their role in raising standards effectively without access to information about the school's performance. This should be freely available to the governors through the school, and much of it is accessible electronically via the web (you will need a password from the headteacher to access your school's PANDA).
However, it is not always easy for governors to decide which data is the most relevant and helpful in assisting the formulation of plans. In general, in relation to attainment, you need to know:
· the school's previous results;
· the national and local benchmarks for comparisons; national and local targets;
· teachers' predictions.
Figure 1
For governors, who are busy people, it is extremely helpful if the headteacher, or other staff member, provides a detailed analysis of the information, for discussion at a meeting.
Much of the national data is informed by schools' year-on-year performance in national tests. Pupils take National Curriculum tests at Key Stage 3, and public examinations at Key Stage 4 (GCSE/GNVQ and NVQ). The results are used to draw up both the Autumn Package from the DfES, and the PANDA (Performance and Assessment) report, which comes from Ofsted.
Click on 'View document' to view sources of information.
View document
Predictive data can be extremely useful, especially where it relates to the students' personal prior attainment. Teachers regularly assess a student's potential, and the Fischer Family Trust provides predictions of future performance, based on prior attainment at each key stage test undertaken by the student. Many LEAs subscribe to the Trust. Other sources of prediction data include: NFER CATs tests, MidYIS and YELLIS.
Think carefully about what information will give the clearest picture of current performance and standards. Too much information can be bewildering; triangulating data will ensure that information is not misleading. A rigorous self-evaluation of the school's performance over time is invaluable, and surveys of students and parents will give a clear picture of whether the school meets expectations.
In Activity 2 you can consider the quality of the information you receive.
Click on 'View document' to read about analysing performance by Creese and Earley.
View document
Activity 2
Click on the link above and read the short extract from Creese and Earley. Discuss with your colleagues how this applies in your own governing body.
You might like to think about the attainment targets that were set at the end of the autumn term, and reflect on how governors were involved in the process of setting those targets.
· What information did the governing body receive about the school's performance?
· What reasons were given for setting the particular percentage figures targets at the separate Key Stages?
· Do you know if students will find the targets challenging, or what predictive information was taken into account?
In addition, with regard to the headteacher's reports to the governing body:
· Are you aware that the content of this has ever been discussed?
· What sort of information does the headteacher provide in terms of progress reports?
· Could this be improved?
3 What does the data tell us?
Data never gives you the answers: it helps you to ask the questions.
(Hawker, 1998)
Much of the information that governors receive is in the form of statistics: comparative data based on overall school performance in relation to all schools nationally, and also to similar schools. Inexperienced governors may find it hard to understand the data without assistance from the professionals, either in school or through the Local Authority (LA).
Click on 'View document' below to read the short extract by Creese and Earley (1999). You may find this helpful if you are not familiar with the concept of benchmarking.
View document
A single set of figures relating to one year's results may not tell you very much. However, the statistics are useful for determining performance trends over a number of years. Click on the animation below to see useful questions for determining performance trends.
If you wish to view this animation in a new window please click on 'Launch in separate player'.
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The value-added element of the statistics is very important, as it allows the school to measure the degree of educational improvement that it has made, over and above what was expected. For example, you can use this information to measure whether student performance is affected by transition between primary and secondary school. Can you identify the reasons for this, and what can you do to improve matters?
It is very important to be realistic when reading data. A ‘blip’ in one year may be the result of one of a number of explainable factors. However, a consistent downward trend in attainment in an area of learning should alert governors to discuss whether this should become a specific target for improvement.
Activity 3 guides you through reading and interpreting a PANDA report.
Click on 'View document' to read about how to interpret a PANDA.
View document
Activity 3
By clicking on the link above you will see information on Interpreting a PANDA by the National Training Programme for New Governors.
The exercise is based on a primary school PANDA report, but the principles of reading the report are the same for secondary schools. Once you have looked at the primary school PANDA report, move on to the next part of the exercise.
For this, you will need a copy of your own school's PANDA report. This is confidential to your school and LA, so if you do not already have a copy, you will need to ask for one from the school. You may also like to work with a colleague on this exercise.
Looking at the PANDA report, what can you deduce from the statistical information it contains in relation to your school's performance, compared with all schools and then with similar schools, nationally?
· Is there any difference between the results based on Free School Meals or on value-added?
· Is there a difference between boys' and girls' attainment?
· Boys' underachievement is a national concern; what is the situation in your school?
You may also wish to look at the performance of different ethnic groups within the school.
If you have difficulty with this activity, try talking to the headteacher, or other staff member.
4 Using data to set targets
Target-setting will take place on a number of levels … but ultimately it should affect individual pupils.
(Creese and Earley, 1999)
As mentioned earlier, it is unlikely that the governing body will actually set the targets. The headteacher will have worked with the staff, drawing on a range of evidence, including benchmarking information and consulting the teachers, who keep comprehensive records of pupils' performance. As governors, you will need to be involved in these discussions at various points. Then, having discussed the proposed targets fully with the headteacher to ensure that they are realistic yet challenging, the governing body will formally approve them.
Figure 2
Click on 'View document' to read information about 'target setting'.
View document
The governing body may wish to set additional attainment targets, not required by statute, in order to address a specific issue in the school, for example, where achievement in a subject is not as high as expected. While not obligatory, this is a useful means of establishing clear lines of responsibility for managing improvement. Remember, it is usually better to have a few targets rather than large numbers, and that the targets you set should be SMART.
Click on the animation below for some examples of SMART targets.