BISHOP CHALLONER

CATHOLIC COLLEGIATE SCHOOL

POLICY : SCHOOL PERFORMANCE AND TARGET SETTING

Principles
‘Target Setting’ is the setting of specific goals designed to raise educational standards at
Bishop Challoner Catholic Collegiate School and then taking appropriate action in order that
those goals can be realised and where possible exceeded. The governors at Bishop Challoner
Catholic Collegiate School believe that target setting is an integral part of measuring School
Performance and raising achievement. It is the aim of the Governing Body that all students in
the school are given the best opportunities environment and support to make progress above
and beyond national and local expectations.

Aims
To allow Governors and other stakeholders to measure the school’s performance in a fair
manner.
To provide date that can be used to monitor and promote equal opportunities for students
whatever their background, gender, race or abilities.
To monitor the progress of individual students and subjects.
To set realistic aspirational goals for staff and students.

Roles and Responsibilities

It is the role of the Governors to ensure that Bishop Challoner Catholic Collegiate School
meets its statutory duties by agreeing the School Targets and publishing them in the annual
Governors’ report to parents.

TO DECIDE IN
1. To support the Director and staff in working through a cycle of school
improvement which concentrates on student performance, i.e. evaluate past
results, make comparisons with similar schools, identify strengths and
weaknesses, set fresh targets, plan and carry out necessary actions/changes.
2. To decide in conjunction with the Director and school staff the number of targets
to be implemented in each academic year. Statutory requirements must be met
for targets to be set in core subject of English, Maths and Science; other areas for
setting targets for improving student performance could be attendance, behaviour
or attitudes to school.

HOW WE DO THIS

NUMERICAL/ACADEMIC TARGETS
At Bishop Challoner Catholic Collegiate School students prior attainment, NFER Cats results,
Alis and teacher assessments are used to indicate the minimum level or grade every student
should attain at the end of each key stage or finish of a course.

In September 2003 all HOF will be expected to write a report to the Chair of Governors
regarding the performance of students at GCSE level in their Faculty subjects (this process

POLICY NO 30 1 of 3 REVIEWED DEC 03

will be evaluated and reviewed during the spring term and is likely to be extended to KS3 and
5 for September 2004).

Comparative data is supplied by the LEA POSI and the DfES Panda in order that realistic
judgements are made.

Over the academic year 2003/04 it is the responsibility of HOF and line managers to set
subject specific targets for staff and students and ensure that both are aware of these goals for
September 2004.

It is the role of the Assistant Director Statistics to ensure that relevant information is collected
and collated and all staff and students are provided with current and target levels/grades and
that this information is reviewed against the schools targets and performance at the end of
each key stage.

It is the role of the HOF, their line manager and staff within their faculty to review the
information provided by staff and prior attainment and ensure that teaching styles and
resources reflect the needs of the students and help them make progress towards the targets
indicated. Where students are not making sufficient progress it is the role of the class teacher
and HOF to make an individual student and their parents aware of this.

It is the role of the Year Leader (YL) to mentor all students in their year group and review the
targets set with individual students at least once a year. If students are underperforming
across a number of subjects it is the role of the YL and tutor to contact parents and take
appropriate action.

It is the role of the Assistant Director responsible for Teaching and Learning to provide staff
with profiles of individual students and teaching groups and suggest teaching styles and
resources that best suit the learning styles of students within these groups.

ATTENDANCE/PUNCTUALITY TARGETS

2003/4 2004/5
GIRLS
BOYS

ATTITUDE TARGETS

2003/4 2004/5
GIRLS
BOYS

ENVIRONMENT TARGETS

2003/4 2004/5
GIRLS
BOYS

POLICY NO 30 2 of 3 REVIEWED DEC 03

KS3

2004 2005
BOYS GIRLS BOYS GIRLS
ENG
MATHS
SCIENCE
ICT

GCSE’S

Girls Boys
A*-C
5 A*-C
1 A*-G
APS

POLICY NO 30 3 of 3 REVIEWED DEC 03