A tracking system is only useful when issues are identified from its use, these are prioritised, and actions are planned and carried out. The following elements are core to an effective tracking system.

• The pupil tracking system should be ongoing and sustainable with pupil assessment planned for at regular intervals. Care should be taken not to make the planned assessments and gathering of data too burdensome for staff or pupils. Senior management staff will wish to guide teaching staff in their choice of assessment method and its focus and will ensure that assessments are valid and reliable. Levels or grades should be securely based.
• Once pupils have been assessed, the results should be recorded into a central system ready for analysis and interpretation. Many ICT systems are available to track pupil data through a key stage. Pupils' attainment can now be reviewed in light of their prior attainment, giving a clear measure of the pupil's progress.
• Additionally a gap analysis should be undertaken, where a pupil's current attainment is compared with their end of year target (and possibly an estimate of their attainment). Consideration should be given to what further support will need to be made available to pupils who fall short of their target (or estimate). Senior managers may wish to target those pupils with the largest short fall in a cohort.

The tracking system needs to meet the needs of key stakeholders:

• the pupil
• teachers
• teaching assistants
• the senior management team
• parents or carers of the pupil
• governors
• local authority or external agencies.

Key questions that a tracking system should enable you to answer include:

• How well motivated is each pupil?
• Are any pupils making slower progress in one area of the curriculum?
• How well is the learner supported?
• Are teaching and learning approaches appropriate?
• Are groupings within the class appropriate?
• Is additional information required?
• Does an individual pupil cause concern and if so, who should this be discussed with?
• When is the pupil likely to achieve the next level?
• What will they need to do to achieve the next level?
• How does attainment compare with the targets (and estimates)?
• Does the curriculum take account of pupils' needs?
• Which pupils are not meeting targets?
• Are the needs of pupils who make better than expected progress being met?
• Is there a reduction in pace or expectation at specific stages, classes or groups of pupils? Are there any issues to address?