[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-206599-105":3,"detail-sidebar-cat-0-en-105":74,"doc-detail-206599-en":124},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":67,"head_meta":69,"extra_data":71,"updated_unix":73},105,"en","target-setting-reporting-progress-2324","Target Setting & Reporting Progress - 2324","","Guidance on setting KS4 and KS5 academic targets using baseline measures and national benchmarks. It explains how KS2 standardised scores and DfE attainment estimates establish minimum attainment points, with CAT4 used to baseline cohorts affected by COVID-19. For reporting, subject leaders publish curriculum checkpoints across competency levels and report progress three times yearly via expected progress, beyond expected progress, slight below expected, and cause for concern. It also covers reporting of working at grade and tracking attitudes to learning, homework quality, attendance, behaviour logs, and recognition points.",{"@graph":14,"@context":66},[15,34,49],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/target-setting-reporting-progress-2324/206599/",4,{"url":32,"name":10,"@type":35,"author":36,"headline":10,"publisher":39,"fileFormat":42,"inLanguage":8,"description":12,"dateModified":43,"datePublished":43,"encodingFormat":42,"isAccessibleForFree":44,"interactionStatistic":45},"DigitalDocument",{"name":37,"@type":38},"Mia  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setting.",{"name":63,"@type":54,"acceptedAnswer":64},"How is student progress reported to students and families?",{"text":65,"@type":57},"Subject leaders use published curriculum checkpoints across four competency levels and report progress three times a year using criteria such as beyond expected progress, expected progress, slightly below expected progress, and cause for concern.","https://schema.org",{"og:url":32,"og:type":68,"og:title":10,"og:site_name":40,"og:description":12},"article",{"robots":70,"canonical":32},"index,follow",{"doc_id":72,"site_id":7},206599,1788594977,{"code":4,"msg":75,"data":76},"success",[77,81,85,88,93,98,103,108,113,116,120],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":78,"show_sort_weight":79,"slug":80},"Story & 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mathematics and writing.A standardised score of100 is secondary school ready and the national mean.  \n-Using the most recent DfE attainment 8 estimates,we identify the minimum attainment 8points astudent would need to make progress at least in line with the'average student'nationally with thesame KS2 scaled scores.  \n-For our cohorts that have not completed KS2 standardised tests due to COVID 19,we have used CAT4cognitive ability tests to baseline them.CAT4 provides a conversion to standardised scaled scores andsuggests KS4 target grades.We have used the 'if challenged target grades to set provisional targetsfor these cohorts.  \n-We share a broader estimated grade range with students and parents e.g.2-4,3-5,4-6 to reflect thatthese 'target grades'are based on statistical estimates and are therefore not personalised for eachstudent and their own academic progress journey.  \n-Targets and estimated grade ranges are reviewed at the end of each school year and are refined asneeded to ensure that all students are being suitably challenged and supported.  \n## How Are End of KS5 Targets Set?\n\nUsing the most recent DfE Level 3 Value Added(L3VA)estimates,a student's GCSE average pointscore is used to identify the minimum attainment points they would need in order to make progress ineach level 3 subject,at least in line with the 'average student'nationally.  \n## Reporting Progress to Students &Families\n\nFor every subject,leaders have published'curriculum checkpoints'that identify what students know,can do and remember of the curriculum they have been taught at 4 levels of competency:o Developingo Securingo Masteringo Excelling  \n-  The level of competency is reported 3 times a year in Y7,8 and 9and in the Autumn and Spring of Y10and 12.  \nTeachers will compare the level of competency to the expected performance of students,based on theestimated GCSE Grade range (see table)and report the rate of progress being made by students as:o Beyond expected progresso Expected progress  \no Slightly below expected progresso Cause for concern  \n\n| KS2 Scaled  \u003Cbr>Score Range   | Estimated  \u003Cbr>Grade Range  \u003Cbr>Y7-11   | Expected knowledge  \u003Cbr>and understanding of  \u003Cbr>the curriculum   | Target Grade  \u003Cbr>Y12+13   | Expected knowledge and  \u003Cbr>understanding of the  \u003Cbr>curriculum   |\n| --- | --- | --- | --- | --- |\n| 80-89.9   | 1-3,L1D   | Developing   | E   | Developing   |\n| 90-102.9   | 2-4,3-5,L2P   | Securing   | D,L3P   | Securing   |\n| 103-109.9   | 4-6,5-7,L2M   | Mastering   | C,B,L3M   | Mastering   |\n| 110-120   | 6-8,7-9,L2D/D*   | Excelling   | A,A*,L3D/D*   | Excelling   |\n\n\n| Progress of Students   | Assessment Criteria   |\n| --- | --- |\n| Beyond Expected   | A student's current knowledge and understanding of the curriculum  \u003Cbr>exceeds the expected standard for their estimated grade range or,  \u003Cbr>students are working beyond the identified knowledge,skills and  \u003Cbr>understanding for'Excelling'.   |\n| Expected   | A student's current knowledge and understanding of the curriculum  \u003Cbr>matches the expected standard for their estimated grade range.   |\n| Slightly Below Expected   | A student's current knowledge and understanding of the curriculum is one  \u003Cbr>band below the expected standard for their estimated grade range,or for  \u003Cbr>students whose knowledge and skills are expected to be 'Developing',they  \u003Cbr>are not fully meeting the expected standard.   |\n| Cause for Concern   | Current knowledge and understanding of the curriculum is more than one  \u003Cbr>band below the expected standard for the estimated grade range,or for  \u003Cbr>students whose knowledge and skills are expected to be 'Developing',they  \u003Cbr>are significantly below the expected standard.   |\n\nIn the summer term of Year 10 and 12 and throughout Year 11 and 13,we report the 'working at grade’ofstudents,using assessment criteria and grade boundaries for ea","cbCaikx5De3ptDsG","https://ap.wps.com/l/cbCaikx5De3ptDsG","pdf",414361,"English","# How Are End of KS4 Targets Set?\n## How Are End of KS5 Targets Set?\n## Reporting Progress to Students &Families\n### Progress of Students and Assessment Criteria","[{\"question\":\"How are end of KS4 targets set for mathematics and writing?\",\"answer\":\"KS2 standardised scores are averaged for mathematics and writing, then compared against DfE attainment 8 estimates to identify the minimum attainment points needed for progress aligned with the national average.\"},{\"question\":\"What method is used to set targets for cohorts that missed KS2 tests due to COVID-19?\",\"answer\":\"CAT4 cognitive ability tests are used to baseline students, with CAT4 providing a conversion to standardised scaled scores and suggesting KS4 target grades for provisional target setting.\"},{\"question\":\"How is student progress reported to students and families?\",\"answer\":\"Subject leaders use published curriculum checkpoints across four competency levels and report progress three times a year using criteria such as beyond expected progress, expected progress, slightly below expected progress, and cause for concern.\"}]","Target Setting & Reporting Progress - 2324 | PDF"]