Target setting

Supporting the target setting process
Guidance for effective target setting for pupils with special educational needs.
Recommended schemes to purchase
How to order details for recommended schemes.

Supporting the target setting process (revised March 2001) (0065/2001)

This document can be obtained from DCSF publications on 0845 60 222 60 or can be accessed online from www.teachernet.gov.uk/wholeschool/sen

Summary

School target setting cycle - the school improvement cycle

There are two important elements in this school improvement process. One is using appropriate measures for overall pupil performance. The other is setting targets to be achieved within specific timescales.

Step 1: How well are we doing?

The first step of the school improvement cycle involves teachers in understanding what their pupils have achieved in relation to the curriculum they have been taught. The most important aspect during the first step of the school improvement process is for teachers to ask questions about the school's performance on the basis of what the pupils are achieving. Many special schools and some mainstream schools in which there are many pupils with special educational needs use the P scales in this process.

Step 2: How do we compare with similar schools?

The second step in the school improvement cycle is to consider how well the school is doing. This is shown by its pupils' achievements, compared to the performances achieved by similar pupils nationally.

The national benchmark information enables like for like comparisons to be made. But for some schools in which many pupils have special educational needs this information may not enable like for like comparisons to be made because of the performance measures used.

P scales can be adopted as a common measure to enable schools to profile their pupils' performance and compare this with other schools. In some areas, special schools have been working together for the last few years to agree the use of common performance criteria for comparing pupils' progress.

Step 3: What more should we aim to achieve this year?

Targets drive school improvement and provide impetus to challenge complacency. This is at the heart of the government's current legislation requiring all schools to set targets for pupils aged 11 and 16. More detailed advice on statutory target setting can be found in DFEE circular 11/98: 'target setting in schools'.

Some schools have had to set zero targets. Schools that set a zero target are now required to set targets for their pupils of the relevant ages and for the subjects specified, using the P scales or other appropriate performance criteria. Schools are also required to set key stage 3 targets for the percentage of pupils attaining level 5 above in English, mathematics and science. Special schools and schools in which many pupils have special educational needs, can set additional targets that reflect relevant priorities.

To be effective, targets for school improvement, need to be SMART targets (specific, measurable, achievable, realistic and set against an appropriate timescale).

Steps 4 and 5: Taking action

Schools need to move from reviewing performance to taking action. Action plans identify what is needed to achieve the targets. Taking action will involve identifying tasks which may themselves be 'process targets'.

It is important to put in place effective strategies to monitor and evaluate gains in pupils' performance as the new teaching practices take effect to ensure that the school is on course for the target.

Performance criteria

The publication also includes the performance criteria for P scales 1-8 to better enable the measurement of pupils' attainment below national curriculum level 1.

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Recommended schemes to purchase

PIVATS (Performance Indicators for Value Added Target Setting)

For special schools.
Assessment of learning, performance monitoring and effective target setting for all pupils. From P scales to level 4 of the national curriculum.
To request an order form write to, fax or email:
Address: LSES marketing team, Room 2, LPDS Centre, Southport Road, Chorley PR7 1NG
Fax: 01257 517 177
Email: pivats@ed.lancscc.gov.uk

Database of SMART targets for behaviour, literacy and maths

For SENCOs (special educational needs co-ordinators).
A resource for teachers preparing individual education plans and target setting.
To order write to, or telephone:
Address: Learn How Publications, 10 Townsend Avenue, Southgate, London N14 7HJ
Tel: (020) 8886 2262 or 8524 4642

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