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Tracking and target setting
Case study on Local Authority guidance setting out some of the key principles for the successful implementation of the Intensifying Support Programme.
Interactive tool designed to help leadership teams to evaluate aspects of school practice. It offers the opportunity to: evaluate the stage of development using a range of 'best fit' statements based on the well-known continuum 'focusing, developing, establishing, enhancing'; reflect on a range of evidence that might confirm the judgement about the school's practice; consider 'next steps' actions a school could take to further improve practice. These action points are linked to appropriate supporting materials and resources, including Strengthening transfers and transitions e-learning modules.
This guide helps school leaders to develop and refine their whole-school pupil tracking procedures to ensure that pupils progress is systematically monitored and reviewed and findings acted upon, thus raising standards. Please note, this item is orderable in multiples of five. Ordering this item once will result in five copies of the guidance being delivered. Ref: 1545-2005FLR-EN Publication date: May 2005
Introduction to 'Improving attendance and reducing persistent absence' manual. Links to 'Every Child Matters' and further manual pages: Overview; Review of school attendance policy; Review of attendance practice; Identifying how data can most effectively be used to inform actions; Providing whole staff training; Ensuring that schools fulfil minimum requirements to improve attendance by reducing persistent absence; Resources and acknowledgements.
Using MIS to support pupil attainment tracking. This document explores the main ways in which assessment data can be managed effectively in support of personalised learning and narrowing attainment gaps, and in particular, how school Management Information Systems (MIS) can help. Ref: 00756-2008PDF-EN-02 Publication date: October 2008
Currently all pupils are assessed by teachers for the purposes of National Curriculum assessment and target setting. The introduction of P scales into National Curriculum assessment means that teachers should use P scales to assess pupils with SEN who are working below level 1 using the P level attainment targets.
Link to the SEN/LDD Attainment and progress document with information on National Expectations, Progression Guidance Project, use of data, Target setting and tracking progress, Public Service Agreements and National Indicators, SEN/LDD data sets, and the National Indicator 104 and 105 The SEN/non-SEN gap.
Ethnic Minority Achievement (EMA): Introduction to electricity Providing opportunities for learning to raise attainment of Turkish and Somali pupils in science
Case study on a school that was invited by the local authority to join the Minority Ethnic Achievement Programme (MEAP) because the school data indicated a growing number of Turkish and Somali learners and also that there was underachievement within these groups.
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