This information is based on the work of 24 East Riding teachers and nursery nurses.

To raise standards through target setting, teachers working in the foundation stage needed the following:

• A measure of each child's prior attainment (On-entry Assessment, etc.)
• An understanding of each child's potential (what could this child achieve?)
• A manageable target setting strategy used to match the needs of the child
• An understanding of progression through the foundation stage and KS1
• A process for monitoring the progress of groups and individuals
• A system of intervention for those who appear not to be achieving their targets

Setting learning/social targets with children can be effective when:

• All teachers (adults) involved in the process have an understanding of how targets setting can help to raise attainment
• Target setting is an integral part of the ARR policy
• The process is seen as an ongoing part of effective classroom practice
• The information collected is used to inform teaching and learning
• Children share and are involved in the whole process (verbal or written)
• Parents understand and discuss the process with the teacher and the child
• The achievements of each child are celebrated

The teachers involved in this developmental work, trialled target setting strategies and systems in their Foundation Stage classrooms (individual, group and whole class ideas).

If you would like more information about the findings from these trials, they are available from Angela Jones (see address below) or see the feedback from the teachers in the booklet (also below).

Targeting Learning in the Early Years Classroom

30K

For more information on this project please contact Angela Jones, who is responsible for assessment, and manages the projects which are developed to support teachers working in the foundation stage.

For more information please contact:

Angela Jones, Teaching and Learning Consultant, Foundation Stage and Primary Data
Tel: (01482) 392467
E-mail: angela.jones@eastriding.gov.uk