Policy FAQ

Q: Why bother having national targets at all? They are simply demotivating.
A: We are absolutely committed to the value of setting ambitious, but realistic, targets for improvement. It is morally and educationally right that all children who have the potential to achieve Level 4 at age 11 should do so because of the difference it makes to a child’s prospects and future life chances. 70% of pupils who achieve Level 4 at Key Stage 2 go on to get five or more good GCSEs. Only 12% of those who did not achieve Level 4 in 1997 achieved five good GCSEs last summer.

back to top ^

Q: Did you abandon the KS2 2004 targets because you knew this year’s results were not going to be good?
A: We introduced our changes to the KS2 target setting process well before anyone had any indication of this year’s results; indeed the changes were announced a matter of days after pupils took this year’s tests. We have no doubt that our national target of 85% of 11 year olds achieving Level 4 in English and maths is achievable. We are determined to achieve 85% as soon as possible. Our commitment remains the same.

back to top ^

Q: Do this year’s results mean that the KS2 2006 national targets are completely unreasonable?
A: I cannot accept that there is no room for further improvement when around 25% of children do not achieve the expected level for their age. If all schools achieved as well as the top quartile of schools in similar circumstances we would reach 85% nationally.

back to top ^

Q: How will schools set their new KS2 targets?
A: We want every primary school to review its performance and to set targets for Level 4 up to 2006 which are:

• Child-based: taking account of prior attainment and expected progress of individual children
• Stretching: as a general rule, each cohort should make more progress than the one before.  In a particularly challenging year, for example, although the raw results may not rise, the aim should still be to improve the contribution the school makes to the children’s learning – the added value.
• Owned: understood by the school, including Governors and pupils, and having a visible life and meaning in the classroom and in assessment

The new Pupil Achievement Tracker software, which will be sent to schools in the autumn, will help schools to do this.  It will help teachers to see how much progress pupils with the same starting point have made in different schools. It will enable teachers to test their assumptions about the progress that individual children could realistically make.

back to top ^

Q: Why is the Government not making these changes for KS3 and KS4 targets as well?
A: KS2 was ripe for a review of its target setting process: schools were keen for change and we are at a stage with KS2 where the progress of every individual pupil is important to meeting the national target. Moving to a more devolved approach to target setting at KS2 in combination with access to improved pupil tracking information will go a long way towards meeting that need.
 
But, secondary reform is at a different stage in its development. The KS3 targets were set for the first time 2 years ago. This is insufficient time to embed the targets and fully realise the high expectations and momentum so vital to raising standards in teaching and learning at 11-14. Offering a continuing strong central focus on targets helps schools and LEAs marry their own target setting objectives more firmly with those of government.

back to top ^

Q: Are you confident that you will reach the KS3 targets?
A: I agree the targets are very challenging, reflecting the scale of our ambition for KS3. We are making progress towards them in all subjects but we cannot afford to relax our efforts if the targets are to be achieved.  We are concentrating on providing tailored support to priority areas such as pupils who need help to catch up; underperforming schools and LEAs; a new behaviour and attendance strategy; and other programmes that will impact on standards across the whole school.  We are also looking, within the individual subject strands, to focus on priority areas, such as literacy, reading and writing in the case of English.

back to top ^