Personalised Learning Plans
What is the purpose of a PLP?

PLP targets should be used to
support the child in their areas of
most need - not necessarily one
each from the key areas that we
target e.g. speaking and listening,
reading and writing, numeracy and
PSD.
Setting Targets
PLP Target
AM7 Target
Own Class
Assessment
Target Setting
Document
SMART Targets
Something to think about when you
are setting the PLP targets. They
should be:
 Specific
 Measureable
 Achievable
 Realistic or Relevant
 Time bound
Specific



What: What do I want to
accomplish?
Why: Specific reasons, purpose or
benefits of accomplishing the goal.
Who: Who is involved?
Measurable



How much?
How many?
How will I know when it is
accomplished?
Achievable

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How: How can the goal be
accomplished? Is the task possible,
is it fair, taking into account the
child’s current situation?
Targets should still be
CHALLENGING!!
Realistic or Relevant

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Why is this target important?
Is this target moving forward?
Is it improving the child’s abilities
and confidence?
Time Bound

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When should the target be met by?
How often should it be done?
If a task is long-term / ongoing,
have you built in review dates to
check progress?
Our new PLPs
Oaklands School
Personalised Learning Program
2013 - 2014
This is PLP for
Monitored by
Main Areas of Need:
Current Levels:

Comprehension and Expression –
Reading and Writing –
Numeracy
The top bit will remain the same
PSD –
Where am I
now?
My Big Targets
are:
How am I going to do
it?
My Suggested Activities
are:
I am working
within
P4 and
can
listen
and
respon
d to
familia
r
rhymes
and
songs.
Target One:
To demonstrate
an
understandi
ng of 50
simple
words in a
range of
contexts –
Comprehens
ion P4a
1a. 10 words (names of
familiar people)
1b. +10 more words
(basic needs e.g.
toilet)
1c. +10 more words
(food)
1d. +10 more words
(classroom
objects)
1e. +10 more words
(transport)
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Discrimination between
different objects –
choice of two then 3
etc
Discrimination between
different pictures –
choice of two then 3
etc
Use of PECs
Identification skills
program (ICT)
Can you point to the
……? in a book or a
picture
Review Date
(February
2014 or
earlier if
target is
met)
1a. A –
Novembe
r 2013
1b. A –
January
2014
1c, 1d, 1e –
Not yet
met.


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Children will continue to have 4
targets.
The big target will remain the same
for 2 terms unless completed.
The target areas will remain the
same for 2 terms unless the child
makes so much progress that the
yearly target is achieved.
How can parents help at home?
I am

workin
g
within
P8. I
can
count
beyon
d 10
and
show
an
unders
tandin
g of
ordinal
numbe
rs 1st,
2nd,
3rd and
last.
Target 5:
To recognise
numerals 1
to 9 when
represente
d in order
and
randomly.
To
estimate a
small
number,
e.g. 1, 2 or
3 and
check by
counting –
Number
P8c
5a. recognise
numerals 1 to 5
in order.
5b. recognise
numerals 1 to 5
randomly.
5c. recognise
numerals 1 to 9
in order.
5d. recognise
numerals 1 to 9
randomly.
5e. estimate 1 and
count to check.
5f. estimate 1 or 2
and count to
check.
5g. estimate 1, 2 or
3 and count to
check.
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Use of numicon to
support numeral
recognition
Number songs – see
Anne
Use of numerals
presented in
different ways –
mirror numbers,
coloured numbers,
number pictures (see
Rosemary)
Finding numbers in
the sand, water, and
environment.
Using small sets of
everyday objects –
can they say how
many without
counting initially and
then count.
What activities could you do to help your child?
I have just
comple
ted
level
P3iia
and I
can
greet
people
I
know.
I now
need
to
focus
more
on
books.

Target 3:
To listen and
respond to
familiar
rhymes
and stories
and to
show some
understand
ing of how
a book
works –
Reading
P4e
3a. hold a book the
right way up.
3b. turn the pages
one at a time.
3c. turn the pages
front to back.
3d. identify pictures
in a book.
3e. turn head in
response to
familiar rhyme
or story.
3f. show pleasure
when listening
to familiar
rhyme or story.
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Story time/book
sharing activities.
Whole class/small
group big book
session.
Interactive stories
on the whiteboard.
Sensory stories –
puppets, props, visual
aids.
Song box activities
Number rhyme
programs.
What activities could you do to help your child?
I have
achiev
ed P1i
and
now
moving
on to
P1ii. I
show
simple
reflex
respon
ses to
differ
ent
situati
ons.

Target 6:
Pupil may
briefly
turn head
or smile at
a familiar
sound or
situation –
Shape,
Space and
Measure
P1iid
6a. turn head to
familiar adult
voice
6b. smile when hears
familiar adult
voice.
6c. turn head to
familiar child
voice
6d. smile when hears
familiar child
voice.
6e. turns head for
favoured
activity
6f. smiles for
favoured
activity
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Preferred adult to
stand behind child
and say their name.
Other familiar adults
say child’s name from
behind.
Use of auditory cues
for familiar activities
e.g. rustling the nappy
bag, the door opening.
Use of songs for
transition times.
Through interaction –
copying the child,
tickles, bubbles.
What activities could you do to help your child?
I am

workin
g
within
P7. I
can
write
my
name
and
copy
writing
. I now
need
to
work
on
forma
tion.
Target 4:
To use a tripod
grip
consistentl
y. To begin
to use
correct
letter
formation
for a few
letters,
sometimes
with visual
prompts.
To write
from left
to right –
Writing
P7a
4a. uses a tripod
grip
4b. forms initial
letter of their
name correctly.
4c. forms 3 letters
of their name
correctly.
4d. forms all of the
letters of their
name correctly.
4e. uses the letters
of their name
within
independent
writing.
4f. writes from left
to right.
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Use of threading,
tweezers, and other
materials to develop
fine motor skills
Use of different
mark making
equipment
Use of specialist
triangular pencils or
pencil grips
Opportunities to
practice writing
individual letters –
whiteboards, tracking
sheets
Opportunities given
to write e.g. through
role play areas,
shopping lists
What activities could you do to help your child?