General FAQ

Q: What is target setting?
A: Target setting is an approach to raising educational standards by establishing specific measurable goals for improved pupil performance.

Most schools already use data to monitor and review past performance. Effective target setting goes one step further, and uses assessment and other performance data to:

• predict potential;

• focus effort on raising attainment; and

• support school improvement initiatives.

back to top ^

Q: What are the statutory requirements?
A: All maintained schools, including maintained special schools, with pupils at the appropriate ages are required to set and publish the following targets: 

Key Stage 2	percentage of pupils attaining level 4 or above in English; percentage of pupils attaining level 4 or above in mathematics.
Key Stage 3	percentage of pupils attaining level 5 or above in English; percentage of pupils attaining level 5 or above in mathematics; percentage of pupils attaining level 5 or above in science; percentage of pupils attaining level 5 or above in ICT.
Key Stage 4	percentage of pupils attaining five or more GCSEs or equivqlent at grades A*-C

back to top ^

Q: What is the 5 step cycle of school improvement?
A:

Step 1	The school analyses its current performance: "how well are we doing ?"	Looking critically at pupils' current achievements is an essential first step towards improvement .
Step 2	It compares its results with those of similar schools: "how do we compare with similar schools ?"	By comparing current and previous results, and those from similar schools, a school can better judge performance.
Step 3	It sets itself clear and manageable targets: "what more should we aim to achieve this year ?"	With good information, a school can set itself realistic and challenging targets for improvement.
Step 4	It revises its development plan to highlight action to achieve the targets: "what must we do to make it happen ?"	Once it has set its targets, the school must then take determined action to improve.
Step 5	It takes action, reviews success, and starts the cycle again.	A school must monitor and evaluate its actions in terms of improved pupil performance.

back to top ^

Q: What makes target setting effective?
A: Targets alone will not raise standards. To be effective, target setting should have the following characteristics:

• the head teacher and governing body need to set a good climate for target setting, which overcomes caution and leads to the adoption of challenging yet realistic targets fot the school;
• target setting should fit into a cycle of school improvement which involves 5 stages: analysing current performance, comparing results with similar schools, target setting, action planning and action itself;
• targets should be based on sound evidence, supported by useful national and LEA benchmarking information;
• targets should be SMART: specific, measurable, achievable, realistic and time related;
• targets should reflect and reinforce priorities in the school development plan;
• targets should be set far enough in advance to be meaningful - a period of about 2 years is appropriate;
• there should be regular monitoring of progress towards targets and an annual review;
• targets should be supported by a clear plan of action, which involves concerted and rigorous effort to improve, focused on classroom practice; and
• the plan of action should be adequately resourced. 

back to top ^

Q: When are targets set?
A: Targets are set each autumn. They must relate to those pupils who will take the National Curriculum tests or GCSE examinations or equivalent towards the end of the following school year, i.e. five terms later.

back to top ^

Q: What about middle schools?
A: Where a cohort of pupils join a school in the final stage of a Key Stage i.e. three terms before they will take the relevant tests, the Governing Body of these schools should set targets for the relevant year group as soon as possible at the beginning of the school year in which they will take the tests.

back to top ^

Q: Are there any exemptions from target setting for schools with small cohorts?
A: We recognise that in small schools the performance of one pupil can cause a significant statistical variation. so schools with year groups of ten or fewer pupils do not have to publish their targets or results. However, they are still required to set targets.

back to top ^

Q: As a School Governor what role do I play in the target setting process?
A: Your first responsibility as a governing body is to ensure that the school meets its legal duties. This means agreeing your school's targets in the core subjects and publishing them in the Governors' Annual Report to Parents.

Second, you should encourage open and honest discussion about the school's performance and how it can be further improved. Everyone in the school should contribute to decisions about setting goals and work on achieving them. Governors and staff need a good working relationship so that governors can ask challenging questions about progress without being regarded as confrontational.

Third, be strategic. Governors should be determining values and goals and linking the process of target setting with school development planning.

Fourthly, as part of development planning, you should support the head and staff in working through a cycle of school improvement which concentrates on pupil performance: evaluating past results, comparing it with similar schools, identifying strengths and weaknesses, setting fresh targets, planning action and carrying out necessary changes. This is the 5 stage cycle of school improvement.

back to top ^