Tracking for success

It should be stated from the outset that monitoring and tracking that does not initiate specific actions by teachers and pupils will not help to raise standards.

Consequently, within the title 'Tracking for success' the assumption is made that taking the necessary action to address the identified learning needs of pupils and bring about improvements is an integral part of the tracking process. The examples provided may be used as a checklist to review current practice and identify any areas for further development.

This guide describes the whole-school tracking process and sets out the responsibilities of senior leaders, middle leaders and teachers, giving examples of some elements of a whole-school tracking system. In addition, it provides guidance on curricular target setting.

Schools can ensure that they set appropriately challenging targets by analysing pupils’ performance against national benchmarks of attainment and progress. These numerical targets must be turned into curricular targets, which in turn inform learning objectives and learning outcomes.

Diagnostic analysis can identify the strengths and weaknesses in performance of individual pupils and groups to inform lesson planning and the use of intervention programmes.

Please note, this item is orderable in multiples of five. Ordering this item once will result in five copies of the guidance being delivered.