1. Target setting: Is it feasible in the Early years foundation stage
Target setting: Is it feasible in the Early years foundation stage? Presentation by Claire Chabateni Saturday, 25th March 2017

2. Introduction
Target setting at EYFS has drawn mixed feelings from practitioners…
Children of age 3.6 – 5 years are not too young to have an awareness of good learning fun and how they can improve upon it.
At 3.6 years, children need to be aware that with more practice and resilience they can string cotton reels, lace shapes and do a pegged puzzle! These are their targets in fine motor skills in physical development.
At as young as 4 years old, children can be aware of and respond to your expectations.
At EYFS it is our responsibility to lay a foundation for future learning and target setting.

3. Presentation objectives
Quick review of areas of learning in the EYFS
Quick review of the ELG that are attained by age 5
Are targets necessary? Why?
Examples of targets in EYFS
Implementing targets

4. Do we have specific areas of learning in the EYFS?
In the EYFS, there are 3 prime areas of learning:
Communication & Language
Physical development
Personal Social & Emotional development
Important for child’s healthy development and future learning.
Prime areas of learning will help the child develop skills in:
Literacy
Numeracy
Understanding the world
Expressive arts and design

5. Do the areas of learning translate into 17 ELG that children should have gained by the time they turn 5 ?
There are 17 Early Learning Goals (ELG) that children need to achieve when they turn 5
Listening and attention
Understanding
Speaking
Moving and handling
Health and self care
Self confidence and self awareness
Managing feelings and behavior
Making relationships
Reading
Writing
Numbers
Shape, space and measures
People and communities
The world
Exploring and using media and materials
Technology
Being imaginative

6. Is target setting necessary in the EYFS
The setting of targets, creation of the required action plans and reflection on progress provides children with the key to unlock their true potential.
The EYFSP is completed in the year the children turn 5.
The profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1.
The child could be meeting or exceeding or not
meeting (emerging) the expected levels.
This data informs professional dialogue between the EYFS teachers and the KS 1 teachers on plans for future activities or support.

7. Some justifications for target setting
By setting targets children
Can improve their academic
performance.
Targets help children increase their
Motivation to achieve
Target setting increases the pride
and satisfaction in performance.
Achieved targets help children
improve their self confidence

8. What are targets all about
Targets are the desired levels of the
performance you want to see. (Can my
3.6+year old perform according to age
or even exceed) If not, is there anything
I can do to support them?
You need to define where you are now,
(simple observation? Some notes from the
nursery teacher?)
Set targets that seem to be reasonable
in the light of the bench mark (age related
or ELG related).
Set targets that are specific, measurable,
achievable, realistic, timely! (SMART)
Decide on the action plan (what can I do at
school/home to help meet my target?)
Give constant feed back on the target!
Celebrate success together!

9. What would targets in PSED look like in Nursery (30 – 50 months)
Age related: Making relationships
I can play in a group, extending and elaborating ideas.
Action plan: Encourage children to choose play with a variety of friends from a variety of back grounds so that everyone in the group experiences being included( building a tower, constructing together with Lego, building the rail track)
Feedback: Praise/ commend team work/reinforce through vocabulary
Children start initiating/joining in group activities extended to the play ground!
Celebrate success! Go for a picnic and play group games!

10. Would you set targets for numeracy in nursery?
Age related (30 – 50 months)
I can recite numbers from 1 – 5
I can count objects from 1 – 5
Action plan: Children can count objects around the class and also jumps,
hops, pats on the head, count themselves in a line!
Children count spoons, beds,
people on the dining table at home!
Check accuracy of counting. Give feed back.
Celebrate success together! (rewards -extended break!)

11. What would targets look like in Reception?
ELG: children count reliably with numbers from 1 – 20, place them in order and say which one is one more or less than the other.
I can count sets of different objects to 20
I can identify numbers to 20
I can order numbers to 20
I can say which number is one more than the other
I can say which number is one less than the other.

12. Do targets inform my planning?
Targets will be used to plan differentiated activities for children in the class. From the above example
L/A would count to 20 with various objects: counters, sticks, stones, unifix, objects around the class
M/A would work on recognition and ordering
H/A would find one more/less

13. Do you share targets with children and parents?
It is important to share targets with the children so that they take responsibility of their own learning.
USE: I can statements…
Parents should also be in the know, they need to know what is expected of their children and what they can do to help. Parents provide a support system!
They also need to know that targets enhance performance and helps children reach and even exceed the ELG.

14. Tracking progress on targets
It is important to track the progress of the target set.
Data obtained can help you to identify who is making good progress and who is lagging behind.
This information can be feed into your planning of differentiated activities.
Information can even point you to the kind of support that certain children may need.
Remember to celebrate success.
Feed information in your reports!

15. Thank you for your participation!
Research shows that children who set their own targets are high achievers because they work hard to attain their targets!
Writing down targets makes them concrete
Research also shows that when targets are made public, they are likely to be achieved as this puts accountability on oneself.
I hope this presentation has
been of benefit to you!

16. References
Reinwick Matt (2017) Student goal-setting Education Week by example
Acessed
.org.uk.eyfs-statutory-framework
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Accessed 05.o2.2017
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