Target Setting Policy
23rd April 2015
1.1 In our school we are committed to giving all our children every opportunity to achieve the highest of standards. Target setting is the means by which we identify specific and measurable goals that help to improve the standards achieved by all our children. Targets may relate to individual children, groups of children within classes or whole cohorts of children.
1.2 Target setting also allows us to ask some key questions about the performance of our school. These are:
- How well are we doing?
- How well should we be doing?
- What more should we aim to achieve?
- What must we do to make it happen?
- What action should we take and how do we review progress?
2 Rationale for target setting
2.1 Target setting is a significant strategy in our school for improving the achievement of children. It will only be effective if we remember that the child is at the heart of the process. The targets that we set are challenging, but realistic, and take into account each child’s starting point for learning.
2.2 We involve the children in the target setting process and, wherever possible, negotiate and encourage them to set targets for themselves. Regular feedback from teachers makes children aware of how they can improve their work and achieve their target. Target setting for our children means that they are involved in making decisions about their own learning. This helps children learn more effectively by making clear what it is that they need to do next in order to improve.
2.3 Each year we identify targets for school improvement within our School Improvement Plan. The targets that we set for our children help to determine the priorities within our school improvement plan. The actions that we then plan link to the targets that we have set for our children. This ensures that our plan really will have an impact on our children’s learning.
3 Aims and objectives
3.1 In our school the targets:
- § challenge all children to do better;
- § take into account each child’s starting point for learning;
- § involve parents in their child’s learning;
- § lead to focused teaching and learning;
4 Process of target setting
4.1 When children join our school, we make an assessment of their learning within the first term of their schooling, This assessment involves their reading level, writing level and maths level. We use external tests to this end to increase the reliability and validity. We use the outcomes of these assessments to identify strengths and areas for improvement in individual children and groups of children in the cohort.
4.2 At the end of each year, the child’s class teacher forecasts the National Curriculum level that s/he expects each child to reach at the end of that key stage. In Key Stage 1 this will be for reading, writing and mathematics. In Key Stage 2 this will be for English, Mathematics, Arabic, Islamic Studies and Science. We base this forecast upon the current performance of the child, upon assessment and other data, and the teacher’s own knowledge of the child’s rate of progress during the year. The teacher then considers what the child could achieve when given an appropriate challenge.
4.3 Each teacher discusses the targets that s/he sets with the head teacher and the individual child.
4.4 We do not necessarily expect targets to improve year on year. They must reflect the ability of each cohort and carry an appropriate level of challenge. The children have their individual targets for maths and English shown in the writing books so that they can refer to them constantly.
4.5 Teachers use the targets set for each child to develop classroom activities that are designed to enable children to meet their targets. Teachers’ planning will take account of this when identifying work for different groups of children.
4.6 The teacher and the head teacher review the targets of each child twice a year to help teachers review the progress that the children are making towards their targets.
5 Target setting data
5.1 In our school we use a range of information to support the target setting process. We expect teachers to be familiar with:
national tests for seven and eleven year olds;
optional national tests for Years 3, 4 and 5;
6 Target setting across the curriculum
6.1 In our school we set a range of different types of targets. We have a statutory obligation to set targets for our children’s performance in the national tests at age 11 in English and mathematics
6.2 Teachers set curriculum targets for English and mathematics in each class. These targets often relate to the objectives of the National Literacy Strategy and National Numeracy Strategy. Children in Key Stage 2 have their own Arabic vocabulary, Hifz, Islamic Studies, Du’aa, hadeeth, English and Mathematics targets.
6.3 We set broader targets in a range of other areas of school life. We have a target to encourage more children to take part in extra-curricular activities over the current school year. We also have an agreed target for improvement for school attendance.
6.4 We aim for every child to increase his or her progress and attainment by two sub levels every academic year. We use the chart shown in the next page to ensure that each child progresses to the required average for their age group as a minimum requirement.
7. Monitoring and Review
The policy was approved on the 23rd of April 2015
Headteacher Sakhawat Ali
NEXT REVIEW: This policy is to be reviewed: April 2016