Every PEP must contain three SMART targets that are reviewed at the next PEP. There should always be a SMART target for English / literacy, maths and then another area eg attendance, homework, another subject. Where a child is in KS1 or KS2 there must be a writing SMART target as we know that statistically CLA achieve less strongly in this area and we wish to ensure there is focused support for this area.
On a SMART target page in the PEP, please ensure you add the following:
- Reason for target – explain fully the situation for the child in relation to the target eg. The child is currently struggling to attend school regularly. Their attendance to date is 85% which is lower than the 90% minimum expectation. The child has had multiple days of unauthorised absence as they have felt too anxious to come into school. Attendance on days where the child has Spanish is only 60% currently. Days tend to be harder when the child has Spanish lessons as this is a subject where they find things the hardest. The child wants to get support with attendance and says they wish to come to school more regularly.
- Outline SMART target – this is where a fully SMART target should be written. It must link improving the Current Situation and must ensure it is ambitious for the child. Please see the guidance below for more detailed explanation of how to write a SMART target. An example of a SMART target for the above example could be ‘the child will achieve attendance of 90% on days where they have Spanish lessons in the next 8 weeks. ‘
- Actions Required – this is where all related actions that are required to support the achievement of the target are listed. This should include actions for the child, the school, the carer and social worker. An example of the actions that may support the above target is ‘the child and carer outline on a poster the days over the next 8 weeks the days with Spanish lessons and mark attendance of these. The DT and Spanish teacher meet with the child to discuss what causes the underlying anxiety around Spanish lessons and agree some next steps to help reduce that anxiety. The Spanish teacher to establish communication with carers to feedback both ways on progress. The carers to identify a positive reward for achieving 90% attendance at end of each week and a final reward if 8 weeks achieved above 90% target. The Spanish teacher to ensure there is positive reinforcement in lessons and clearly identified progress made in learning is shared back with the child to support motivation. DT to check on progress after week 1, 4 and 8. Target to be reviewed at next PEP’
Specific
Is this specific to the young person and to the curriculum/targeted area? Which specific skills or knowledge need to be acquired? Who needs to be included? When do you want to do this? Why is this a goal?
Measurable
How can you measure progress? How are you going to demonstrate success?
Achievable
Does the young person have the skills required to achieve the goal? If not, how can you support them? What is the motivation for this goal? Is the amount of effort required on par with what the goal will achieve?
Realistic
Will the child/young person be able to achieve this goal? Will they be able to celebrate a success by their next PEP meeting?
Time-bound
What’s the deadline and is it realistic? Will this target be achieved in time for the next PEP meeting?