1. NIGEL GRIFFITHS, NLE HEADTEACHER, JOHN KYRLE HIGH SCHOOL.
Robust target setting processes and their relationships to study programmes
NIGEL GRIFFITHS, NLE
HEADTEACHER, JOHN KYRLE HIGH SCHOOL.

2. Areas to cover Self-evaluation linked to targets Problem solving
Culture
Improver/decliner model
Evidence to meet requirements of the study programme

3. Targets & Self Evaluation
3 Key Words for effective self-evaluation…......
PRECISION
COMPLIANCE (if required)
PRIORITISATION
Stress test for effective self-evaluation......
Key Lines of Enquiry
WORRY AND FIX IT.

4. JKHS self-evaluation Value Added 2017 +0.16 (Above average)
(Well above average)
5 kids
WSV

5. Issues for us…... Proportionate and targeted response
Structural or strategic problems?
Within-School Variation
Identified departments
Dismissal (on-going, not just A Level issues) , formal and informal support. AS
Majority of subjects sit the formal examination.
Still performing well below A2.
The majority of students in Y12 take 3 subjects only. No subject to drop in Y13, so AS must be stronger.
Papers back
Examiners reports etc

6. Culture
High Invitation
Low Challenge
High Challenge
Low Invitation

7. Culture High Invitation Cozy culture Low Challenge High Challenge
Low Invitation

8. Culture High Invitation Cozy culture Effective culture Low Challenge
High Challenge
Bored culture
Stressed culture
Low Invitation

9. Self-Grading

11. Study programme principles
16 to 19 study programmes are designed to provide students with a structured and challenging learning programme that supports their development and progression in line with their career plans. Study programmes should be individually tailored but will typically combine the elements below:
substantial academic, applied or vocational qualifications that stretch students and link clearly to training, employment and/or higher education
English and maths where students have not yet achieved a GCSE grade 4 (reformed grading) or grade C (legacy grading)
work experience to give young people the opportunity to develop their career choices and to apply their skills in real working conditions
other non-qualification activity to develop students’ character, skills, attitudes and confidence, and to support progression
All study programmes should aim to maximising progression to the next stage of education, employment or an apprenticeship.

12. Evidencing high quality provision of 16-19 study programme
Leadership - including support from SLG and/or Trust
Quality of teaching, including variability and how resolve underachievement. Quality Assurance
What does most effective post-16 teaching look like in your organisation?
Progress, including groups such as most able and disadvantaged
Changes/strengths in retention
Resist in English and mathematics
Preparedness for/insight into world of work. Destinations
Wide-ranging enrichment activities
Students taught how keep safe/risk management  
what does most effective teaching look like Double P ACED;
; careers guidance…apprenticeship information good enough?

13. Case Study Employability Skills What are they?
What are you doing about them?
Where is your evidence of impact?

14. Employability Skills
“The term ‘employability skills' is used to include skills such as written and oral communication, mathematical skills, teamwork, leadership, taking responsibility, problem solving, creativity, reflective thinking and independent enquiry.”