Quality assuring the target setting process in schools

2. Key questions for classroom and subject teachers

a) Is the basic information provided about pupils up-to-date for their:

• dates of birth?
• gender?
• ethnicity?

b) Have the following categories been identified:

• pupils with special educational needs?
• pupils with gifted and talented attributes?
• pupils with English as an additional language?
• pupils with high mobility?

c) Has data and/or information been provided for each pupil's:

• prior attainment?
• value-added performance?
• assessment of current performance?

d) Has the forecast/target for future performance used each pupil's:

• prior attainment, value-added and current performance?
• the professional judgment of the classroom/subject teacher?

e) Have individual or groups of pupils been involved in:

• reviewing their progress?
• setting their targets?

f) Have parents/guardians been involved or informed at any stage?

g) Have individual pupil forecasts/targets been accurately recorded?

h) Have the class forecasts/targets been accurately calculated?

i) Has the class profile been compared with previous years?

j) Has the class forecast/targets been compared to previous years?

k) Has there been a professional discussion with:

• other teachers?
• teaching assistants?
• he special needs coordinator
• the gifted and talented coordinator?

j) Has there been a review with the leadership team?