Good examples of Primary PEP Targets:
Academic targets - English | |||||
Outcome/Target | Why? | How? | Who will be responsible? | When? | PP+ Cost |
Upper KS2: To answer a wide range of inference questions, using evidence from the text to support his answer. | To continue to exceed the expected standard in reading, XXXXXX must further develop his responses to a wide range of inference questions ensuring he refers to evidence from the text to support his answer. | Targeted support by class teacher at least once per week and twice by Teaching Assistant during comprehension based English tasks. Use of CGP targeted comprehension activities for school and homework. 1-1 tuition | Teaching Assistant LAC Teacher | 02-Feb-2024 | £232.00 |
Upper KS2: Improve reading fluency and comprehension | to reach the expected standard | XXXXXX must read nightly at home for at least 20 minutes of the text provided by his teacher. Teacher will direct XXXXXX to appropriate texts on Oxford Owl school site 1:1 reading session per week in school with a focus on fluency and words per minute at least 1 x teacher led guided reading sessions per week in a small group to develop comprehension and inference at least 1 x teaching assistant guided reading sessions per week in a small group to develop comprehension and inference. Reading comprehension strategy | teaching assistant
designated teacher
carers | 08-Feb-2024 | £140.00 |
Upper KS2: To include high level punctuation such as brackets, commas and dashes to show parenthesis in my writing at least 5 times a week. I will also continue to proofread each piece of work I produce, checking for spelling, punctuation and grammar with the help of an adult and/or my partner. I will aim to use Y6 grammatical features, taught this term, correctly in my work at least 5 times a week. | XXXXXX is making good progress and has indicated in his feedback that he enjoys literacy. To further develop his literacy skills and give himself the best chance of scoring high in his SATS tests, he needs to continue to practice his Year 5 grammatical features and start to practice taught Year 6 grammatical features this term. He also needs to continue to be prepared to proofread each piece of work he produces as this is a technique, he can employ with test papers too. | Small group sessions, access to additional adult in class, opportunities to practice and overlearn, targeted activities and questioning in class. Homework tasks and past SATS papers. Small group tuition | Teaching assistant | 21-Dec-2023 | £1,298.00 |
Upper KS2: For XXXXXX to increase reading fluency and improve her comprehension skills to meet ARE | According to our Lexplore system and teacher assessment XXXXXX is below ARE so further intervention is required. | Lexplore Interventions with XXXXXX (x5 15 minutes per week) FFT Intervention with XXXXXX (x3 30 minutes per week) Small group support during whole class reading with XXXXXXX (20 minutes per day x 5) Additional reading session 30 mins x 1 per week with XXXXXX Reading comprehension strategy | Mrs XXXXX Mrs XXXXX Mrs XXXXX | 12-Feb-2024 | £540.00 |
Lower KS2: To make continued good progress in Reading. With a main focus on the following skills: -understanding -inference -sequencing | Whilst XXXXXX is making significant progress in narrowing the gap, he is still behind meeting age related expectations. For a child working toward secure, a SS of 90 to 99 would be expected. XXXXXX's end of Y3 assessments show a SS of 90. We would like XXXXXX to improve on his raw score to move further into this bracket. | Daily reading intervention (Lexplore) with adult. 5 x 10 mins daily. FFT Lightening Squad Reading 1-1 - 30 mins per week Small Group Phonics and Reading - Success for All - 50 mins per day | Mr XXXX Mrs. XXXX Mrs. XXXX | 18-Dec-2023 | No funding |
Lower KS2: To make good progress to achieve age related expectations focusing on using clauses correctly as well as varying sentences using a range of skills. | XXXXXX has worked hard to improve his writing but he is not meeting age related due to not being at age related in phonics and reading. XXXXXX is not secure in his writing. | Guided and scaffolded writing taught by class teacher. Small group support with teaching assistant. 1-1 editing time with teacher/assistant to improve work. XXXXXX can form grammatically correct sentences most of the time and uses basic punctuation well. We would like to see XXXXXX use the range of punctuation taught up to and including Y4 mostly correctly^ (e.g., commas after adverbials; use of apostrophe) Other | Mr XXXXX | 18-Dec-2023 | No funding |
KS1: ee, igh, ow (as in blow) oo (as in zoo) and when secure following on to - oo (as in look), ar, or, air, ir, ou (as in out), oy | To achieve ARE | Phonics groups split by ability for specific targeted teaching (small group of 4/5 other children) phonics sounds - 1:1 support daily for 10 minutes RWI intervention 4 x per week 30 minutes per session in a small group of 4/5 Daily reading at home for at least 15 minutes per night Phonics | Teaching Assistant Designated Teacher Carers | 06-Feb-2024 | £294.00 |
KS1: To write a simple sentence, using capital letters, finger spaces and a full stop correctly and independently 50% of the time | To reach ARE | Targeted support by teacher or TA in all writing activities Table top resources to support and encourage independence Reward system for completing work Visuals for use of finger spaces, capital letter and full stop - personalised steps to success RWI intervention 4 x per week for 30 minutes with group of 4/5 (application of phonics into graphemes/words/sentences. Weekly home work - hold a sentence Phonics | teaching assistant designated teacher carers | 06-Feb-2024 | No funding |
EYFS: Writing - To form most letters correctly from RWI set 1 sounds, and use them to write CV and CVC words. | To r each age related expectations | - RWI sound mat desk top helper - copy sent home - Nelson letter formation and pencil control scheme of work - hard copies sent home - Ability group streamed for specific targeted work delivered by class teacher and HLTA - Targeted support from TA for 5 minutes daily 1:1 on arrival to school as part of morning routine - RWI intervention group at least 3 times per week for 30 minutes in a small group - Goal setting e.g. for each 5 letters mastered a reward (supports self-esteem and confidence building) Phonics | teaching assistant designated teacher carer | 22-Jan-2024 | £279.00 |
EYFS: Reading: Recognise set 1 sounds consistently for most of the time, and begin to blend sounds for CV and CVC words | To reach age related expectations | - RWI sound mat desk top helper - copy sent home - Phase 1 Phonics aspects 5-7 in continuous provision in EYFS unit and nurture base to support and promote rhyme, alliteration and oral blending & segmenting - Ability group streamed for specific targeted work delivered by class teacher and HLTA - Targeted support from TA for 5 minutes daily 1:1 on arrival to school as part of morning routine: identifying phoneme grapheme correspondence - RWI intervention group at least 3 times per week for 30 minutes in a small group - Goal setting e.g. for each 5 letters mastered a reward (supports self-esteem and confidence building) Phonics | teaching assistant designated teacher carer | 22-Jan-2024 | No funding |
Academic targets - Mathematics | |||||
Outcome/Target | Why? | How? | Who will be responsible? | When? | PP+ Cost |
Upper KS2: To complete a wide range of problem solving and reasoning activities with increasing independence and accuracy. | To continue to exceed the expected standard in maths, XXXXXX needs to demonstrate that he can apply his maths skills across a range of problems. Additionally, XXXXXX needs to provide clear and concise written responses to explain his thinking. | Extension tasks in Maths will be aimed at applying maths knowledge in problem solving using resources from White Rose Maths, Classroom Secrets and I See Problem Solving. Access to Mathletics online subscription for homework. Individual instruction | Teaching Assistant LAC Teacher Parents | 05-Feb-2024 | £71.00 |
Upper KS2: To use written methods for the four operations with fluency, and apply these skills to related problem solving and reasoning questions | To reach expected standard | weekly explicit multiplication lesson for year group; Basic maths skills 3 x per week for 15 minutes Targeted support from teacher at least twice per week during maths lessons as part of a small group. Targeted support from TA at least twice per week as part of small group intervention outside of the maths lesson to apply measures through problem solving tasks. Access to Mathletics intervention platform learning tools for home and school to apply time table basic skills in to application of problem solving with pace Access to Timetable Rockstars subscription learning platform each night at home for at least 10 minutes small group tuition | Teaching Assistant designated teacher carers | 08-Feb-2024 | £101.00 |
Upper KS2: Numeracy target - During autumn term I will continue to practice my fractions, decimals and percentages and I will aim to evidence this, correctly, in my work at least 5 times a week. I will also aim to continue to develop my knowledge and skills in converting measurements and time and aim to show this correctly, in my work, at least 5 times a week. I am also going to maintain my 'can do attitude' to my Maths lessons and be prepared to accept feedback and praise given to me by the adults. Finally, I will continue to use written methods for multiplication and division and continue to apply these to solve mathematical problems and evidence these calculations in my written work the majority of the time. | XXXXXX continues to demonstrate a real aptitude and ability in Maths. To further develop his knowledge and understanding he now needs to continue to develop his learning in identified areas | Small group sessions, access to additional adult in class, opportunities to practice and overlearn, targeted activities and questioning in class, working collaboratively with a partner and class discussions Small group tuition | Mrs XXXXXX | 21-Dec-2023 | £1,298.00 |
KS1: Maths - To complete addition using a number sentence, using the correct numerals and symbols 50% of the time | To reach ARE | targeted support from class teacher or TA in all written mathematical activities Intervention Maths for fluency Plus 1 x 4 times per week for 30 minutes as a group of 3 Mathletics subscription to access at home and as an extension or intervention in school. Reward system in place for completing work. | class teacher teaching assistant Designated teacher | 22-Jan-2024 | No funding |
EYFS: Maths - To recognise numbers to 10 consistently and match numerals to the correct amount of objects understanding the quantity is represented by numerals | To reach age related expectation | - targeted support in self-directed play through opportunities that present for number Daily number formation for 5 minutes writing each numeral 1-10 3 times in his maths book before all maths lessons supported by TA 1:1 or as a small group of 3 Goals set for each set of numbers do ne daily and a reward to be gained - building self-esteem in achievements Use of favourite characters/objects to focus counting/number work around Small group tuition | class teachers teaching assistants designated teacher | 22-Jan-2024 | No funding |
SEMH targets | |||||
Outcome/Target | Why? | How? | Who will be responsible? | When? | PP+ Cost |
Upper KS2: SEMH - To build an Aspiration Pathway to Success (on-going target | to support emotional well-being and aspirations | 1Decision Nurture Programme to run alongside Aspiration Pathway 1 x session per week for 30 minutes with SENDCO Session 1 - Beginning Session • Session 2 - My Emotions • Session 3 - My Family • Session 4 - My Network • Session 5 - My Future • Session 6 - End Session Other | class teacher SENDCO designated teacher | 18-Jan-2024 | No funding |
Upper KS2: SEMH - To build an Aspiration Pathway to Success (on-going target) | to support emotional well-being and aspirations | 1Decision Nurture Programme to run alongside Aspiration Pathway 1 x session per week for 30 minutes with SENDCO Session 1 - Beginning Session • Session 2 - My Emotions • Session 3 - My Family • Session 4 - My Network • Session 5 - My Future • Session 6 - End Session. Other | class teacher SENDCO designated teacher | 08-Feb-2024 | No funding |
Upper KS2: Social and Emotional target - During autumn term I will continue to access XXXXXX Suite when required and attend nurture sessions once a week. This will give me the opportunity to talk about things that are upsetting or worrying me. | XXXXXX is making good progress in class and is becoming a more secure and confident learner. He is more able to talk about his feelings and thoughts and is better able to deal with minor 'fall outs' with friends. He is still not able to disassociate himself with the negative behaviours of others however we are working with him to build his resilience and responses to these situations. XXXXXX will continue to require the comprehensive package of emotional support that is in place in school. | Nurture sessions, access to XXXXXX Suite when required, access to Mrs XXXXX and Mrs XXXXX, continued monitoring of XXXXXX's emotional well-being and presentation in school | Mrs XXXXX Mrs XXXXX Mrs XXXXX | 21-Dec-2023 | £797.00 |
Upper KS2: Social and Emotional - During autumn term I will continue to access Blossom Suite, twice a week, as part of a nurture group to support my social and emotional skills. I will also aim to apply the techniques which I have learnt to help me when I am feeling different emotions. I will also remember that I can talk to a trusted adult about how I am feeling so that they can support me. Finally, I will also aim to use the calm corner inside the classroom if I ever feel overwhelmed and need a little time to apply some breathing techniques and refocus. | XXXXXX continues to have lots of challenges and worries with regards to family, family time, bereavement, her brother's ongoing treatment and XXXX transitioning to secondary school at the end of this academic year. | Nurture sessions, access to Blossom Suite, access to Mrs XXXXX, Mrs XXXXX, school to continue to monitor XXXXXX's emotional well-being and presentation in school, re-referral to Butterflies for bereavement counselling | Mrs XXXXX Mrs XXXXX Mrs XXXXX | 21-Dec-2023 | £1,594.00 |
Upper KS2: For XXXXXX to understand what has happened to her and to come to terms with it. To help to make her emotions feel more manageable. | To support XXXXXX with her emotions and understanding with her grief with regards to the loss of her mum in Jan of this year and then the further loss of her dad in September. To encourage her to express her feelings | School have referred XXXXXX to a counselling service 'All About You' for bereavement support. Pastoral Team will continue to support XXXXXX in school with 1:1 sessions . A discussion has been had with the counselling service on how best to do this to support their work without contradiction and not having two opposing therapies running together. | Mrs XXXXX Mrs XXXXX | 09-Jan-2024 | £220.00 |
KS1: PSED - To develop self-esteem and confidence in his own abilities by building an Aspirational Pathway to success | XXXXXX lacks confidence and seeks reassurance she is good from adults - this programme will support and improve emotional well-being and mental health and contribute to the Aspiration Pathway | - 1Descision Nurture Programme delivered by SENDCO x 1:1 for 30 minutes each week - Programme covers: emotions, self-esteem journey, sharing worries, knowing I am special and unique, my family, my home, my support network, my school, my community, my future self, my pot of dreams - Emotions and self-esteem are measured at start and end of the programme. This will be developed alongside the Aspiration Pathway. | class teachers teaching assistants SENDCO designated teacher parents/carers | 22-Jan-2024 | £218.00 |
EYFS: PSED: To see himself as a capable person and build an aspirational pathway to success | To support and improve emotional well-being and mental health and set aspirational goals | - 1Descision Nurture Programme delivered by SENDCO x 1:1 for 30 minutes each week - Self-Regulation targeted support at least twice per week for 15 minutes per session for review of feelings and using strategies and to give praise, support and consolidation opportunities for strategies. Plus multiple daily ongoing check-in with key adult - calming space for sole use in a designated area of the Reception classroom - resources shared with parents and carers | class teachers teaching assistants SENDCO designated teacher parents/carers | 22-Jan-2024 | £218.00 |
EYFS: PSED - To develop self-esteem and confidence in his own abilities | XXXXXX has a poor view of himself and what he is able to achieve, greatly underestimating himself | Implement a target book for XXXXXX to have many opportunities each day to identify and celebrate his achievements - there should be 5 boxes for each day; each activity/goal completed gets him a sticker. Goals are for everyday routine actions such as completing letter formation or number formation or completing a job for an adult. After 3 weeks one additional box to the daily chart every fortnight for setting himself challenges. Begin to engage XXXXXX in setting challenges to be achieved that are realistic. Take XXXXXX to key staff to celebrate work and achievements. Invite parent/carer in to see his work or creations in the classroom to celebrate in partnership Share XXXXXX's work with the whole class for peer support record video messages from family telling XXXXXX how proud they are of his achievements Implement and develop 'My big job' with XXXXXX - in My views XXXXXX said he wants to build a truck but can't use this as his first independently set challenge - have time each day when XXXXXX works with an adult on his truck; adults should not solve problems or tell him what to do, he should be guided by key questions being asked for problem solving. Keep the blocks/mobilo in a separate pile in his own named challenge box to keep working on - develop a photobook as an instruction manual so he can revisit and reuse his own strategies again to build further vehicles. When the task is achieved XXXXXX can take his truck home and set himself a new challenge the following week! Other | class teachers teaching assistant EYFS lead/ SENDCO designated teacher parents/carers social workers | 22-Jan-2024 | £56.00 |
Metacognition and self-regulation targets | |||||
Outcome/Target | Why? | How? | Who will be responsible? | When? | PP+ Cost |
Upper KS2: To further develop self-regulation with understanding of his emotions | To independently understand and manage his emotions, knowing there are strategies that he can draw upon, identifying the root cause of the emotion | 1:1 targeted work during VOC session with TA and ad-hoc as and when needed metacognition and self-regulation | teaching assistant designated teacher | 05-Feb-2024 | £80.00 |
Upper KS2: To apply calming techniques for managing behaviour | to support emotional well-being, self-regulation, positive behaviour and reduce challenging behaviour and risk of exclusion | BOXALL Profile Assessment review and identified interventions and strategies Further develop the safe space and resource with objects that provide ability to squeeze as this helps XXXXXX calm down. Tent in classroom with cushions and mood lighting Self-regulation support from TA 1:1 as and when needed and weekly sessions to review the week 1:1 with teacher each week for 20 minutes to review behaviour target book and reflect on achievements Attendance at football competitions for school Share any resource with carers 2 x staff to attend trauma informed training small group behaviour support with sports coach 2 x per week 1 x 10 minutes per week with headteacher to review behaviour and celebrate achievements Fig's Friend pupil role - school dog. Other | Teaching Assistant Designated Teacher | 08-Feb-2024 | £343.00 |
Lower KS2: For XXXXXX to understand and manage his feelings around the events happening in his life, including transitioning to a new school. | XXXXXX is currently going through the adoption process. The adoptive family are going to panel on the 12.11.23 and whilst there is every expectation this will be fine, a previous identified family pulled out which meant the timelines given to XXXXXX re leaving XXXXX and his current carers were extended. XXXXXX has had to deal with some very complex emotions with regards to his past, present and future. | The school Pastoral team, XXXXXX's social worker and Carers are working closely together to ensure that XXXXXX's emotional needs are considered. The Pastoral team (Helping Hands) are having a daily check in with XXXXXX, he is having 1-1 weekly support with Helping Hands and weekly group Lego Therapy sessions. His 1 - 1 sessions are not planned well in advance and are led by XXXXXX's feelings and emotional needs. These needs can be picked up on during the daily check ins and teacher observations. | Mrs XXXXX Mrs XXXXX | 18-Dec-2023 | £666.00 |
KS1: PSED: To be able to talk through and resolve calmly any disagreements/conflicts with peers | to support relationships and emotional well-being | 1:1 direct work with Pastoral manager x 30 minutes per week for 12 weeks. Desty Programme Support in class as and when required. Other | TA pastoral manager DT carers | 06-Feb-2024 | £176.00 |
EYFS: PSED - To take turns and share, building positive relationships | To develop social skills and building a positive relationship with a male-role model over a long period of time - identifying a successful male in his life | at least 1 session per week with sports coach for core strength activities to develop muscles necessary for sitting and writing activities to develop turn taking within a small group and developing a team mentality Mentoring | sports coach designated teacher | 22-Jan-2024 | £48.00 |
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