GEL

Target Setting

  1. What processes are in place in school to make target setting effective?

  2. Does the school track individual pupil performance?

  3. Do all pupils have targets?

  4. How does the school involve teachers and middle leaders in setting targets?

  5. How do you know you have set challenging, but realistic, targets?

  6. How often do you monitor progress towards targets?

  7. Which subjects does the school set targets for?

  8. Which subjects don’t you set targets for and why?

  9. Are pupils performing better in some subjects than others?

  10. Does the school have intervention strategies to support underachieving pupils?

  11.  What do you do if pupils are making very little or no progress?

  12. How do you monitor the relative progress of groups of pupils including Gifted and Talented, Special Educational Needs, Looked After Children, children entitled to Free School Meals and other vulnerable groups?

  13. Are some groups of children performing less well than others? 

  14. What test information is available and do we use it to predict future performance?

  15. Will our strategies to support proposed targets benefit all children?

  16. What do we need to know to help us put benchmarking information into context?

  17. How accurate has monitoring of progress towards targets proved to be?

  18. How do we report progress to parents?