Springboard 5: Catch-up programme for children in Year 5

Target setting

To evaluate the programme, it helps to set targets for children and measure how successfully they are met. For example, you could set targets for all the children in the year-group, specifying the proportion you expect to achieve in line with the set of key objectives for Year 5 by the end of the school year. One measure of success could be an assessment of a child's work related to key objectives compared with examples in the QCA document, Standards in Mathematics, and in the supplements of examples in the Framework for teaching mathematics from Reception to Year 6. Another measure could be the results of QCA's optional tests for mathematics for Year 5.

You may also wish to set targets for individuals that give you and your children more immediate information on the progress they are making over shorter periods of time. You can gauge the progress individual children are making by their responses in the oral questioning - which is an important element of the programme - and by their work on the activity sheets. Short-term targets could, for example, be linked to improving knowledge of number facts or to responding more quickly to set tasks. Such targets can help you monitor children's overall progress in mathematics and judge the effectiveness of the programme of support. Your school may well have target-setting procedures already in place for the daily mathematics lesson. These should also be used for Springboard 5.