Benchmarking

Key Stage 2 assessment data should be available for all students arriving in Year 7. Experience shows us that, for various reasons (poor retention of knowledge and skills over the summer break, anxiety over the move to a new school, a high level of one-to-one support in primary school etc.) a significant minority of students do not perform at their reported level when they arrive with us. Whilst we acknowledge that the reported KS2 data will be used in the Department of Education’s KS2-KS4 progress measure, it would be doing students a disservice to stick rigidly to unrealistic levels of attainment when setting our own progress targets; indeed the discrepancy would be compounded year on year as we set increasingly more unachievable targets.

We therefore carry out a benchmarking exercise on arrival at Year 7. All students take a range of accredited English and math’s assessments. The outcomes of these assessments are compared with the reported end of KS2 data and students are assigned a Bank View starting point. If there is a significant difference between reported KS2 attainment and our assessments then a decision to benchmark a student accordingly is only taken after consultation between subject leaders (English and Math’s), form teachers and the senior leadership team.

Target setting

Accurate assessment and analysis of year-on-year progress allows us to generate challenging and aspirational targets, which show what we expect our students to attain. Comparing current attainment against targets allows us to measure the impact of teaching and learning and intervene when necessary to support learning.

Groups of whole school targets are set for every student:

  • KS2-KS4 targets for English, Maths and Science are set at the start of Year 7 and are plotted on pupil’s individual trajectories.
  • Year-on-year (ie. September – July) targets for all subjects.
  • Fischer Family Trust targets (BVS equivalent targets) for GCSE qualification subjects and English, Maths and Science.

Our targets are projected from the pupils starting point in year 7. We’ve analysed the year-on-year progress of students who met the Department of Education’s KS2-KS4 expectation and used this as the basis of our ‘expected progress’ measure. Our system used transition matrices to project targets. This approach ensures that our expected progress measure is challenging and aspirational.

Every student’s initial KS2-KS4 target is moderated by comparing it with personalised national target setting data generated by:

  • Fischer Family Trust Aspire

Once set, targets are reviewed three times a year by subject leaders and senior leadership. If a student is consistently exceeding their initial target we consider them to have an accelerated growth capacity and their targets will be adjusted upwards. If a student is not meeting their expected target then they are highlighted on subject teacher action plans and an intervention programme is put in place in the first instance, targets are not downgraded.

 We recognise that our targets have a lower expectation of attainment than is expected of mainstream students. The nature of the pupils at Bank View and their additional learning and social needs means that their retention of knowledge and skills is well below the national average and more curriculum time is needed to embed knowledge and consolidate learning to make them truly independent learners. However we have every confidence that for the reasons outlined above our targets are aspirational.