© Crown copyright 2006
Primary & Secondary National Strategies
RAISEonline and target-setting
© Crown copyright 2006 2
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Crown copyright statement
© Crown copyright 2006 3
The things teachers need to understand to make sense of RAISEonline
1. APS, VA, CVA
2. Statistical significance
3. Confidence intervals
4. Prior attainment measures
5. Relative performance indicators
6. Targets, estimates and predictions
7. Snake graphs and quadrant graphs
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Objectives
To explore how RAISEonline supports effective target-setting
To make links between target-setting and for learning and teaching
To consider local implications for advice and support
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Target-setting process
Attainment targets – bottom up. Schools set targets first, LA targets afterwards.
Attendance targets – schools and LA set targets in line with ranges from DfES
Minority ethnic groups – built up from pupil targets
Looked after children – based on pupil targets
LA targets are subject to challenge by the Secretary of State, where they do not meet criteria based on achieving reasonable levels of progression and ambition
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How should schools be supported to set challenging targets?
Recognise that predictions of results and targets are not the same thing
Understand how ambitious targets fit into the school’s improvement plan and support teaching and learning in the classroom
Move away from looking at historical patterns of achievement which might conceal underperformance
Use target-setting tools such as RAISEonline to benchmark performance against the most successful schools
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KS1-2 conversion - school
English Mathematics Science
Number of Pupils
Conversion to L4+
Number of Pupils
Conversion to L4+
Number of Pupils
Conversion to L4+
W 1 0% W 2 0% W 1 0%
1 9 44% 1 2 0% 1 7 29%
2C 7 86% 2C 8 50% 2C 6 100%
2B 6 83% 2B 15 93% 2B 10 100%
2A 3 100% 2A - - 2A 3 100%
3+ 1 100% 3+ - - 3+ - -
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KS1-2 conversion - national
English Mathematics Science
Number of Pupils
Conversion to L4+
Number of Pupils
Conversion to L4+
Number of Pupils
Conversion to L4+
W 24,000 11% W 0 0% W 11,000 25%
1 74,000 37% 1 37,000 14% 1 74,000 57%
2C 125,000 73% 2C 88,000 43% 2C 80,000 80%
2B 143,000 94% 2B 140,000 76% 2B 145,000 93%
2A 73,000 99% 2A 132,000 93% 2A 105,000 98%
3+ 121,000 99% 3+ 155,000 99% 3+ 145,000 99%
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KS2-3 conversion - school
English Mathematics Science
Number of Pupils
Conversion to L5+ (%)
Number of Pupils
Conversion to L5+
(%)
Number of Pupils
Conversion to L5+
(%)
B3* 5 20% B3* 4 0% B3* 2 0%
3c 13 15% 3c 9 0% 3c 3 33%
3b 9 33% 3b 10 20% 3b 3 0%
3a 9 78% 3a 12 50% 3a 8 25%
4c 19 68% 4c 17 76% 4c 24 46%
4b 30 90% 4b 38 92% 4b 23 78%
4a 21 100% 4a 20 95% 4a 29 90%
© Crown copyright 2006 10
KS2-3 conversion - national
English Mathematics Science
Number of Pupils
Conversion to L5+ (%)
Number of Pupils
Conversion to L5+ (%)
Number of Pupils
Conversion to L5+ (%)
B3* 32,000 6% B3* 28,000 2% B3* 8,900 3%
3c 21,000 17% 3c 26,000 7% 3c 9,000 2%
3b 38,000 35% 3b 38,000 24% 3b 17,000 6%
3a 39,000 54% 3a 48,000 52% 3a 27,000 15%
4c 96,000 74% 4c 80,000 77% 4c 74,000 39%
4b 93,000 89% 4b 98,000 91% 4b 86,000 66%
4a 81,000 95% 4a 89,000 97% 4a 125,000 85%
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Effective target-setting
based on prior attainment not CVA
ambitious by improving rates of progress
focused on equity as well as excellence
owned by pupils and teachers
builds in the impact of National Strategies’ and other programmes
leads to improvements in learning and teaching
pupils’ progress is regularly tracked and reviewed
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Task [5 minutes]
What are the features of
effective target-setting?
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RAISEonline model
based on each pupil’s prior attainment
compares top 50% and 25% of schools
allows moderation of the suggested targets
produces targets for:
pupils
groups
cohort
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RAISEonline
© Crown copyright 2006 15
RAISEonline
© Crown copyright 2006 16
RAISEonline
© Crown copyright 2006 17
RAISEonline
A selection of reports showing aggregated results
© Crown copyright 2006 18
Delivering targets
© Crown copyright 2006 19
Effective target-setting
based on prior attainment not CVA
ambitious by improving rates of progress
focused on equity as well as excellence
owned by pupils and teachers
builds in the impact of National Strategies’ and other programmes
leads to improvements in learning and teaching
pupils’ progress is regularly tracked and reviewed
© Crown copyright 2006 20
Task [5 minutes]
What are the implications for your advice and
support to your schools for
next term’s target-setting process?
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Support for LAs
RAISEonline website
help facility
12 tutorials
Today’s presentations on website
Training for consultants?
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