Reporting Progress and Target Setting

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Reporting Progress and Target Setting

• Mike Boucher
• Assistant Headteacher
• Summerhill School, Kingswinford

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Background

•  
• 11 to 16 specialist language college and high
  performing specialist school.
• Rebuilt through a PFI project 
• Partnership with RM as part of the Dudley Grid
  for Learning project. 
• Approx 1000 students
• Five A to C including English has risen from 57
  in 2007 to 78 in 2010.
• Online reporting established September 2009

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Why do it?

• Improve learning
• Involve parents more closely in goal setting and
  monitoring progress.
• Reporting that is integrated with classroom
  practice not additional to it

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What does a review do?

• A review looks backwards and hopes for change in
  the future
• Completed modules?
• Subject not studied next year?
• Issued at end of year - goals new teacher,
  summer break
• How many hours of staff time are employed looking
  backwards at what we have taught?

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Monitoring Progress

• Students and parents should know assessment
  outcomes as they take place.
• Comparison must be made against individual
  student targets exceeds, on or below.
• Form tutors, subject leaders, HoY, leadership and
  parents are aware of underachievement at
  assessment

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Intervention

• Real time assessment means real time intervention
• Realistic goal setting can make an impact when
  there is time for it to make a real difference

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Goal Setting

• Assessment, Progress and Goal Setting do not have
  to take place together.
• Goal setting can lead to improvement so that
  Assessment provides evidence of Progress.
• Grades not linked to Goals therefore Goals more
  effective
• Supports AfL
• Part of good practice not additional to it.

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Benefits

• End of report fest
• Reporting process supports best classroom
  practice
• Working smarter not harder
• Energies available for teaching and learning
• Workload more even, less stressful

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Summary

• Early identification of underachievement
• Early intervention
• Working in partnership with students
• Working in partnership with parents
• Process encourages improvement
• Process works alongside good classroom practice