SMART Target Setting
Do's
Make sure targets are SMART and use clear language that is understandable for a child/young person
Incorporate the child/young person's voice where possible
Use targets that the child/young person is currently working on that term in school or has been identified as an area to work on by subject teachers
Use targets that are identified on SEN or EHCP plans (as long as they are timely rather than long-term goals)
Consider how progress or success will be measured
Consider if any intervention or support will be put in place to help (with or without need for pupil premium plus funding)
Make sure the targets are shared with the child/young person
Include a transition target at key points, i.e. when the child/young person is moving to a new school/provider
Don'ts
Create new targets in addition to what a child/young person is already working on
Repeat the same target over and over - if it's not being achieved after the first term, consider if it needs to be broken down into smaller steps
Set targets that are too difficult or are unachievable in the term
Set more than 4 targets on the PEP per term
Target Setting on ePEP
By clicking the create a target button on the ePEP, you will be presented with the following boxes to complete:
SMART Target What is the intended outcome? (What specifically do they need to do to make progress? | Is it clear to the child/young person what is expected of them? |
Intervention Category (EEF drop down) (from Education Endowment Foundation Teaching & Learning Toolkit) | Select from drop down selection |
Result What is the impact? (What will you see that is different and how will you measure progress? | Provide context - i.e. what is the current concern and if there are any barriers? What is the qualitative and quantitative baseline? |
Required Action What are the planned strategies/support/interventions? (What needs to happen?) | Include all support that will be provided to help the child/young person achieve the target i.e. resources, 1:1 support, small group work etc. |
Person(s) Who will carry out and monitor actions? | Key people who will support |
When? Timescales for achieving actions (DD-MM-YYYY format) | Will this target be achievable by the next PEP date? |
For guidance on Pupil Premium Plus funding requests, see our PP+ Page
SMART Target Examples (with some examples of how to complete PP+ requests)
SMART Target | Expected Outcome | Required Action | Person(s) | When? | PP+ Cost |
I will show my working out clearly alongside my final answers in all of my maths work. | To be able to gain full marks when answering GCSE exam questions, I will need to show my full understanding by showing the logical steps taken to get to an answer. | 1:1 and small group maths interventions, modelling, class discussions, verbal/written feedback in maths book. | Maths Teacher & Maths TA | 14-May-2027 | No funding requested |
I will accurately sound out 15 or more phase 3 graphemes on at least 3 separate occasions. | I will be more confident at phonics and be able to apply this to my reading and writing. | Phonics lessons, phonics games/apps, homework. Daily 10 minutes small group phonics sessions. | Class Teacher & TA | 10-Mar-2027 | £117.00 Notes: 13 x Daily small group sessions at £9 per week |
I will ask for help to refocus when I feel my concentration dropping because I don't understand or have forgotten the instructions of a task. | There will be a reduction in behaviour points for not remaining on task or being out of my seat. I will be able to recognise when I am having difficulty concentrating and have strategies to help me. | Adults will support me to regulate and regularly check that I have understood the task. I will have regular movement breaks and agreed timed tasks. | Class teachers | 10-Feb-2027 | No funding requested |
I will accurately spell 80% or more of high frequency words and use them correctly in my work. | As I missed some early learning, I am working at a lower spelling age than where I should be so I need help to improve my recognition and spelling of high frequency words so I can improve in my written work. | IDL (daily in school and 2-3 times a week for 10 minutes at home), PAT (5 minutes daily), memory activities, common word precision teaching, RWI 1:1 support | Class teacher, TA, Carers | 18-Dec-2026 | £390.00 Notes: 13 weeks 1:1 for 1 hour a week at £30 per hour |
I will be able to form the following letters correctly: b, d, f, j, k, o, p, v, w, x, z | I will be able to write these letters from the line with appropriate size and shape. | Daily 1:1 handwriting practice sessions | Miss R | 17-Jul-2026 | £70.00 Notes: 10 weeks Daily 5 minute 1:1 sessions at £7 per week |
I will use the correct punctuation (including capital letters, commas, full stops and apostrophes) in my writing at least 90% of the time. | I have a great imagination and am able to write creatively. By using the correct punctuation, my writing will flow and make more sense when it is read. | Punctuation prompts card on the desk, purple pen marking to help me review my work, teacher feedback, attend Mrs H's writing group for 1 hour per week. | Class teacher & Mrs H | 02-Feb-2027 | £104.00 Notes: 13 x weekly 1 hour group sessions at £8 per week |