Target Setting

Target Setting

At Haughton Academy we set challenging targets for all pupils. Support is given to ensure that all pupils achieve or exceed their targets.

Target setting is based upon a pupil’s performance at Key Stage 2 and the expectation that every pupil will make at least expected progress during their time at the Academy. All targets relate to what a pupil should be achieving by the time that they reach the end of Key Stage 4. We issue each pupil with MEG (Minimum Expected Grade).

The MEG Targets – These are set in accordance with Fischer Family Trust, FFT, and uses a national benchmark of expected progress that any given pupil should make from their various starting points at the end of KS2.

Data is captured numerous times during the academic year for each pupil, ‘predicted’ grades for year 7 & 8 and ‘current’ working grades for year 9, 10 & 11. The progress of each pupil is monitored against this information. This data is then plotted, against individual department ‘flight paths’, which track progress over time towards end of Key Stage 4 targets. Pupils are encouraged to make use of their planner to track their own progress; this helps build independence and responsibility for their own achievement and importantly allows parents to acquire knowledge about how their child is performing.

Where it is apparent that a pupil is not making the required progress, specific tailored interventions will be put in place by subject teachers to enable pupils to quickly get back on course to achieve their targets. Parents/carers are welcome to ask teachers what these interventions are and to support their implementation.

Parents/carers will receive an interim report for their child following regular data captures so that they can see the progress being made towards targets in all subjects that their child studies.