Teachers can use it to ask questions about the effectiveness of their classroom practice looking at graphical data on the progress made by their pupils; set pupil targets informed by the progress made by similar pupils nationally; and understand fully what pupils can achieve by the diagnostic analysis of test papers.

Headteachers and senior managers can view recent performance against other similar schools to help set development priorities; ask questions about the achievement of different groups within the school; and review the success of different initiatives, particularly through the ability to group pupils and look at their achievement and progress.

The Pupil Achievement Tracker includes all the national data and brings it to life on screen, but takes it into the classroom by adding:

->  pupil target setting, allowing schools to set targets informed by the progress made by similar pupils nationally (see below for more details); 

->  question level analysis, bringing to life what pupils can achieve in National Curriculum and Optional Tests from Years 2 through to 9.  The PAT fully incorporates the functionality of the 2003 QCA diagnostic software

->  analysis of value-added data by different cohorts within the school, including the ability to create groups of pupils

->  network installation, giving teachers access to the Pupil Achievement Tracker from any school computer

Once schools receive their CD or upgrade their PAT, they will need to bring across their pupil data if it is not already in the software. This is available electronically from:

->  a schools own Management Information System.

Key to Success website.

->  the National Pupil Database or QCA datafeeds via LEAs


Target Setting

The Pupil Achievement Tracker (PAT) software supports schools in setting ambitious but realistic targets.  It will help schools to compare their performance against the top quartile of schools in similar circumstances and to set challenging pupil based targets.   

Using the PAT, each teacher can view on screen the prior attainment of their current pupils. They can see on screen possible targets for each child based on the recent progress made by pupils similar to theirs, taking account of their prior attainment. They then decide what targets to set for each pupil, before reviewing the impact these targets will have on the overall progress made by pupils in their school. The school can look at the implications for its overall targets and ensure that they reflect their aspirations for improvement in performance.