Target Setting in the Primary Classroom
This set of guidelines has been generated by a County project working with
groups of schools over the past two years. They have sought to clarify what
is good practice in classroom-based assessment and target setting, and to
observe how they can have a positive impact on effective teaching and
learning.
We trust that you will find the document to be useful in defining why and how
you should set targets for learning in the classroom. We hope that the
suggestions and examples of effective practice will provide some ideas for
future development.
Why Set Targets?
It is difficult to go into a Primary classroom nowadays without encountering
‘targets’ in one form or another.
They appear on walls, on cards, in children’s exercise books, in teachers’
planning, in reports to parents, IEPs, IBPs, SIPs, and in fact all over the place!
Primary Schools are required to:
 set aggregate targets for pupils’ attainment in Literacy and Numeracy at
the end of Key Stage 2,
 write targets for pupils in their annual report to parents,
 produce SMART targets for pupils with special educational needs in their
Individual Education Plans.
A common understanding of good practice indicates that teachers
should produce interim targets for children’s learning, and share these
targets openly with the children in a variety of ways that will be
meaningful for them.
This culture of target setting is firmly rooted in the government’s conviction
that standards of attainment in schools can be raised by the deliberate
concentration of energy and resources on improved outcomes which are
identifiable, measurable, challenging and achievable. However ………..
“Not everything that counts can
be counted,
and not everything that can be
counted counts.”
Albert Einstein
4
All pupils are entitled to a rich, broad and balanced curriculum which is
relevant to their needs and aspirations.
They are also entitled to the opportunity to achieve levels of success at school
which are commensurate with their potential and prepare them for adult life.
It may not be necessarily be possible to set quantifiable targets for children’s
achievement in every part of the curriculum, and indeed the targets
themselves may not always serve the purpose of promoting self-esteem and
striving for excellence.
Nevertheless, the judicious use of targets for individual pupils, classes and
year groups can help to focus energy and resources on raising standards in
critical areas of school life.
Targets for improvement which are well informed, realistic and challenging
can support children, staff and parents as they work together.
Target setting in itself is not a panacea for success in the classroom,
but it is a powerful weapon in the armoury of the effective teacher, to
be used wisely and sensitively to promote learning and progress.
Target setting in the classroom can:
 focus the teacher’s attention and effort on clearly defined priorities for
children’s learning and progress;
 help children to have a clear idea of what they need to do to improve their
work and achieve high personal standards;
 help parents know what they can do to support their children’s learning;
 enable teachers to evaluate the effectiveness of their teaching strategies.
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What are the benefits of target setting in the classroom?


easier report writing, since teachers feel that through the target
setting process they know their children much better;
highly motivated children who enjoy working towards targets;

effective peer and self-assessment takes place which encourages
an independent approach to learning;

liaison with parents with review procedures in place so that further
targets can be set.
Whose job is it
anyway?
Class teacher?
Headteacher?
Child?
Teaching
Assistant?
Governor?
Parent?
If target setting is to be effective all these
people will be working together
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What Makes Effective Target Setting?
Target setting in the primary classroom will be effective if:

systems are clearly understood by the children and practical for the
teacher;

children are involved in self assessment and encouraged to review
their own achievements;

targets relate to NC level descriptions through ‘child-speak’ criteria;

target setting is identified within the planning and linked to both
learning objectives and learning outcomes;

targets are displayed in a variety of ways and made accessible to
pupils;

individual targets are reviewed after a specific time-scale;

there is a system of intervention in place if children are not reaching
their potential or target;

marking provides the following: clear indication of ways forward and
feedback about targets achieved;

marking is alongside the child wherever possible and is both verbal and
written;

marking comments in workbooks provide an ongoing record of
children’s progress and are part of the school’s record keeping system;

analysis of children’s performance and achievements is ongoing from
the beginning of the foundation stage to the end of Key Stage1/2;

there is recognition that target setting for improvement of children’s
writing has cross curricular implications;

the use of wall displays show examples of other children’s work relating
to target setting which enables and encourages children to make
improvements to their own work.
‘CHILDREN TALK ABOUT WHAT THEY THINK THE
TARGET SHOULD BE. HAVING THE TARGET CARDS IN
FRONT OF THEM HELPS CHILDREN TO FOCUS ON
WHAT THEY NEED TO DO….’
Leven CE VC Primary School
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Target setting with the whole class will be effective when:

teachers’ expectations are shared with the whole class at the start of the year,
at the start of the term,
at the start of a unit of work,
at the start of lessons - targets or learning objectives

there is a development of the children’s awareness of the impact of
their actions (e.g. behaviour, attitudes);

a reward system is incorporated (stamps, stickers, choice of activity
etc.);

targets are time-related and accumulate towards the reward/goal and
are not forgotten (i.e. a target that has been achieved may need an
occasional reminder in order to avoid regression);


the targets are appropriate to the majority (peer group support);
all staff members/adults within the school support the strategies that
are in place (e.g. dinner time supervisors, teachers, support teachers,
regular visitors to the school).
‘Less able children have been motivated….’
‘all children are talking and discussing
their work and how to improve it…….’
Hessle Penshurst Primary School
‘Presently, written targets are set for writing in KS2.
In Y 5/6 three targets (or 2, depending on ability) are set.
In Y3/4 only 2 targets are set. Each target is shared with
the children. The children have to achieve their target 3 times
before their target is attained. They then receive a special
“I have reached my target” sticker. In Y3, the child’s book
is stamped. A target grid is stuck on the inside cover of the child’s
writing book and a copy is kept by the teacher. Once a child has
completed the target, there is a 2 week rest and the new targets
are set.
Targets go up with the children to the next class in September….’
Cherry Burton CE Primary School
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Target setting with groups of children will be effective when:

teachers are able to differentiate for groups when planning for teaching
and learning so that pupils know and understand the learning
objectives, success criteria and expected learning outcomes;

children know and understand the purpose of the learning objectives,
success criteria and expected learning outcomes when involved in
self/peer assessment;

resources are well managed;

there is co-operation between group members;

the teacher has modelled the strategies used to develop children’s
confidence in their own involvement in the group tasks;

support teachers/parent helpers work alongside groups (high and low
ability);

learning is shared within plenary session;

response times to marking and feedback are built in to the structure of
the sessions;

groups of children work towards the same level and are provided with
group support and reassurance;

interaction/peer assessment takes place, since sharing and discussion
can have a very positive impact;

children are made aware of the steps they need to take to improve their
work and working methods are based on good examples so children
know what they are aiming for;

group targets are shared within literacy/numeracy hours, with children
working together during the week to achieve a target;

teachers are able to save time by setting shared group targets;

group targets are planned to ensure relevance to the needs of the
group.
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Target setting with individual children will be working well if:

individual children are made aware of both the teachers’ expectations
and the need to improve their learning that builds on prior attainment;

teachers make use of exemplification material (e.g. QCA) which
demonstrate standards of achievement linked to National Curriculum
levels in both KS1/2;

teachers are aware that too much emphasis on target setting can be
de-motivating for children and unmanageable for the teacher;

teachers are clear about why target setting is effective in raising
standards;

target setting derives from good formative assessment i.e. marking
provides clear indication of the next steps for improvement;

strategies used are a development of existing practice rather than
‘bolted on’;

both verbal and written language used is easily understood by
children and parents (intelligible).
Children can be involved in setting their own targets with
their teacher and encouraged to check their work to see if
targets have been reached. In the foundation stage this may
be verbal rather than written and would be supported by the
adult working alongside the child.
Peer and self-assessment, with time allowed for discussion/conferencing,
are highly effective strategies for both the most and the least able children.
‘I have used individual target cards in writing – an area which I
particularly wanted to develop. I have seen a measurable difference in
the number of children shifting from Level 2C to Level 2B and from
Level 2B to Level 2A…..’
South Cave CE VC Primary School
‘Children are offered constructive
advice in small steps in order for
them to improve….’
HALLGATE INFANT SCHOOL
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What works
well in some
schools?

You might like to try
one or two of these
ideas – even just one
may work well for
you!!
Pupil Planners were introduced with Y5/6 in one school and it was found
that children who were normally well organised coped well, whereas others
did not. A group of children were involved in designing the planners.
‘You don’t have failures – from what you’ve done, you design
something better’ (Joe Buchan, Kilham, CE VC Primary School)
There were mixed feelings about when they should be introduced and it
was thought that they might be more effective if introduced lower down the
school.
In some schools planners are made personal to the particular school and
have an introductory page that helps children understand the purpose of
the planners. It has been found that planners are most effective when
teachers check them regularly alongside the child. There is a time
consuming element to filling in individual pupil planners and time needs to
be allocated accordingly.

Marking symbols are being used in some schools. Written comments
and feedback can be effectively used in marking children’s work. Coloured
pen was one way for developing effective recording of teacher/child
dialogue for individual target setting. This can be made even simpler by
referring to agreed marking symbols, (which the children may have been
involved in choosing) that provide guidance for how children can correct
their work. (See Appendix A)

Stickers. In one school the target setting process was being developed
alongside the existing system that provided on-going stickers for
achievements in all areas of school life. It is important to reinforce targets
4 times before acknowledging that a target is really secure. Levels are
shared with children and are broken into manageable steps within the
targets. Target setting had been introduced in Y2 and Y6 but it was
expected that the project would have impact on other year groups.

Interactive displays that relate to NC levels. These can be used to
demonstrate standards and encourage children in self-assessment. In one
school, parents were surprised about the expected levels of achievement
at Y6.
At the start of the academic year, children wrote their own
individual mission statements, much of which related to what they wanted
to, or hoped to, achieve.

Portfolios can also be used to demonstrate standards. Some children
were encouraged to design their own target certificates using the
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computer. One school has developed a system for linking planning with
what is put into individual portfolios. Non-negotiable targets are set with
the children in each class. These are set for the term and are reviewed.
Parents are made aware of these. A ‘Living Portfolio’ showing examples of
achievement across several levels and to which children have access for
self-assessment purposes, has been trialled. The purpose of the ‘Living
Portfolio’ is to ensure that examples of work are changed regularly as
children produce pieces of work that demonstrate particular points that the
teacher shares with the children.

SATs expectations In several schools, Y6 children are made aware of
how to improve their work in relation to SATs expectations. Examples of
work are provided to demonstrate achievement at particular levels.

Target cards are one successful method for helping pupils to understand
next steps/ways forward. Target cards are being used extensively in
individual classes in many schools.
(See Appendix B)

Key Objectives In one school, time has been given to revamping the
long-term plans taking account of the DfEE schemes of work documents.
Expectations of performance at the different stages have been made into
Key Objectives from Reception to Y6. Bench marks for performance had
been identified. The content has been matched to the levels and Key
Assessments are to be set against the Key Objectives. Within the NC
levels small steps have been identified, core subject targets are set from
these and ‘can do’ stickers have been produced to show targets that have
been achieved. Each child has a sheet and this makes it easy to see what
still needs to be done. A sheet is also used as a ‘class tracker’ for each of
the foundation subjects. This kind of system can be difficult to manage
without adult support, but can be effective if such support exists within a
school.

Behaviour targets Sometimes class, group and individual targets relate to
some area of school life e.g. moving from the playground to the classroom
as sensibly as possible, working quietly and co-operatively in a group
situation. Individual targets are often set for a child whose behaviour is
causing concern, and this often has an impact on learning.
(See Appendix C)

In many schools, learning intentions/learning objectives are shared at
the start of lessons.

Reward systems are used successfully when children have reached
targets and individual schools have developed these in accordance with
school policy.

Improving writing The most common individual targets are for helping
children understand what they need to do to improve their written work.
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Often ‘target bookmarks’ are kept inside the writing book and children are
encouraged to refer to their individual target whilst they are writing.

Linked to planning Many teachers are identifying target setting within
their planning.
So……will it make life easier or harder?
Because if it increases my workload I’m not going to do it!!!!?
The manageability of target setting is obviously an important issue to
teachers and all these systems have been tried. What works well in one
school won’t necessarily work well in another!

Target statements transferred onto sticky labels. The advantage of this is
that the labels missing from a child’s master sheet show the targets that
have either been met, or are currently being addressed. Those still on the
master sheet show ‘at a glance’ what still needs to be done. Where sticky
labels are used effectively, there is often additional adult classroom
support. The manageability of the stickers can be difficult. It can be timeconsuming. However, children can be trained to take responsibility for the
management. Often the targets are stuck into the pupil workbooks at the
start of units or pieces of work.

‘Target achieved’ stickers can be used effectively. These can be given
as a reward /encouragement to children. The benefit of this is that a
sticker worn on a child’s jumper is seen by peers, other adults in school,
parents, carers etc. If these people then enquire about what had to be
done to achieve the target, the child then has the opportunity to tell them.
This has the added impact of reinforcing the learning that has led to the
target being met. Children can be involved in designing these reward
stickers, which heightens their importance and provides ‘ownership’. A
dual system is useful here since children may also want a second sticker
that adds to a target collection sheet kept in their own record of
achievement, personal file etc.

Where unacceptable behaviour effects children’s learning, some teachers
have trialled target sheets/systems relating to modifying/improving
behaviour. Here, children agree to the targets and sign a ‘contract’ with
the teacher, which is reviewed after an agreed time-scale.

Targets relating to specific levels can be transferred onto ‘desk cards’.
These are often laminated and kept in a central ‘tidy box’. The advantage
of these is their durability and of course they will be replaced as targets
are achieved. They can of course relate to different subjects and can be
used year on year with future classes.
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
Blank laminated white cards can be used for table groups in a similar way
to a whiteboard on the wall. They can be wiped clean at the end of the
session/day etc. and re-used continually.

Targets may be written in pupil planners/diaries. The advantage of this is
that the pupil/teacher and parent are involved. These can be very
effective but it is important to consider the number of targets and how
often they are given. Sometimes pupils are expected to think of their own
targets for each week and it can be difficult for them. They need to
understand long term, medium term and short term targets and if this is
not clear, they may feel it is pointless and something they have to do for
the teacher, rather than something that is purposeful and useful.

Wall displays for younger children have been found to be effective with
examples provided for reference.

Targets are often written at the start of lessons, which refer to the
learning intention. Children are then expected to assess the outcome of
their work/learning at the end of the session. The teacher may write these
on a whiteboard and the children refer to them or the children may be
expected to copy the target, learning intention/objective into their own
workbook. If the subsequent marking provides feedback relating to the
outcome, this is an effective record of the child’s achievement. Marking
systems should provide feedback that shows the child the next steps (s)he
needs to take in order to make improvements.
This is an example of marking that includes both written feedback relating to
the learning intention and a target for the next step forward.
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
Some teachers provide pupils with target cards that act as bookmarks
kept in their workbooks. These usually have a selected number of targets
for the individual child. Where this system works well, the child has to
prove that the target has been met perhaps 3 or 4 times before it is
recorded that it is actually achieved. ‘Smiley Face’ grids can be used to
show this, with the teacher dating the last ‘box’ when they are all filled.
E.g.
 

This can work well with all ages of children; footballs, ticks or colouring in
the sections can be substituted for older pupils if necessary!
This is an example from Rawcliffe Bridge Primary School where individual
target cards are being used effectively.

Target cards may be introduced that specify e.g.5 targets for the term for
each pupil, or there may be several targets identified, to be met over an
agreed time-scale with a review built in during the term.
Core subject target sheets can be used by the teacher for planning for target
setting on a class, group or individual basis with the sheets being highlighted
and dated accordingly. (See Appendix D)
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Some class strategies:
Idea 1
Class targets for literacy, numeracy etc. can be put up on the white board.
Group targets written on A4 wipe clean boards can be displayed at each table.
This allows for differentiated targets that children refer to when checking their
work against the learning objective(s).
If children feel that they have achieved the target they put TA (target achieved)
at the end of their work.
The teacher will either agree this, put a tick or sign it OR the teacher will put
T (target to be continued) and the arrow shows the child that the target is not
agreed until further work has been done or the piece of work has been improved.
This has the advantage of fully involving children in self-assessment.
All children receive effective feedback and understand what is expected of them!
Idea 2
Target review cards can be kept in pockets on a wall display. Little cards with the
children’s names can show the date of their review. It can work well but teachers
must consider how this can be managed.
Target can be shared at termly parent/teacher consultation meetings, with
discussion taking place between parent, child and teacher.
One or two targets may be set, relating either to subject areas and/or
behaviour/social.
In some schools target cards have a message to parents that explains how the
system works and invites parents to be involved in the process.
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Teachers are full of good ideas and are constantly thinking of ways that make
systems more manageable, more effective and less time-consuming. Many of
the examples included in this document reflect the range of strategies that are
being trialled, adopted and modified throughout the country.
The most important development in assessment is undoubtedly what is now
called Assessment for Learning, replacing the older term 'formative
assessment'. The notion of a 'gap' between the child's current performance
and the desired standard is recognised. Effective feedback from teachers
enables children to 'close the gap'.
So what is the impact
on children’s
learning?
Teachers have shared the following views about the effect that target setting
in the classroom has had on children’s learning:

Pupils are taking more responsibility for learning outcomes;

They are able to self-assess/evaluate more effectively;

Pupils are more motivated and can see the next step/target more clearly
and are keen to ‘get there’;

Pupils are more focussed in their learning and there has been a raising of
expectations;

Target setting has led to more verbal feedback and discussion with pupils;

‘The biggest improvements have really been in the work of children with
above average ability. There have been some improvements in average
children’s work and limited improvements in the work of children who are
slightly below average’;

When a target or learning objective is explained, pupils are more focussed
on the purpose of the activities;

Pupils are more aware of the criteria associated with the NC levels,
particularly in literacy. Some have attained higher levels partly as a result
of understanding the requirements and through reaching targets.
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And finally……
Target setting needs to
come with a Health
Warning!
Valuing children’s individual strengths and weaknesses is central to primary
school philosophy. Most primary teachers encourage children to understand
the importance of valuing each other as individuals.
The government is committed to raising standards in schools.
We believe that standards will only be raised by developing
a learning culture in schools.
There was a time when teachers were encouraged to support the belief that
children’s self esteem would suffer if they were given any feedback that was
seen to be negative. This had the effect of giving children unrealistic
expectations that were not matched to their ability.
There needs to be a variety of approaches to target setting, according to the
philosophy and needs of each individual school.
Target setting can have a positive impact on children’s learning. As teachers
become more focussed about targets within their planning, teaching and
learning in the classroom will become increasingly effective.
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Appendix A
Using marking symbols to provide feedback
When marking symbols are used on children's work, the child has to selfcorrect, the teacher agrees with the child that the work is correct and the
symbol is coloured in, thus the learning is reinforced.

draw a picture



write a letter
cut out


save on the computer
I can’t read this
put this in your folder



find a reference book
do a copy for the display
brilliant/well done

go back and check/
use the ‘undo’ symbol
for re-working
1 punctuation (numbers after the P relate to examples displayed on a chart for reference)

Alternatives to the
might be Sp for spellings (boxes drawn round the words to be corrected)
or H for handwriting, although this may be when the glasses symbol is used.
On mondy my dad came to see me. and we was lucking at
sum things for me its going to be my birthdy soon I am
going to get a wotch it will be the bst prsent ever and I
will be a loud to wer it at school on tusday I am having a
party and I can hav six frends my mum is going to maek a
cake it is going to have some choclit butons on and sum
candls
1
The child finds simple sentences in the section and corrects them. (Only a
short section is chosen for correction.)
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Appendix B
Individual Target Card
This example shows a grid that is completed over a period of time (4
occasions in this case) Alternatives to the smiley faces could be used, or the
child could simply colour in the squares. In order to save time, target cards
can be pre-printed for each level and coloured accordingly (e.g. blue for level
W, pink for level 1)
My Target Card
Name: Jenny Simpson
I have to remember my finger spaces.
Hitting the target!
 
 
02/10/00
I need to sit my letters on the lines.
 
 
31/10/00
My letters need to be the right size.

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Appendix C
Behavioural target sheet
Name Aiden Abett
My Target is
Date 10 October
To stop thumping other children and play sensibly in the playground
We will look at my target
after half term
Signed Aiden
Mrs Sheila Lowitt
I've
reached my
target!!
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Appendix D - sample sheet for sticky labels
Name…………………………………………
Class………………………………………………
Date completed…………………………….
I should use more interesting words.
Level 2B
I need to remember
letter strings and spelling
rules.
Level 2B
Tall letters must be the right
size and some letters need to
‘hang’ below the line.
Level 2B
I must not mix capital letters
with small letters. (Like B when it
should be b) baBy baby 
Level 2B
I need to think more
carefully about what I
am going to write.
Level 2B
I want people to enjoy
reading my writing.
I need to put in more
interesting details.
Level 2A
Level 2A
I should be able to have a go
at spelling most words on my own.
My handwriting should be
very neat.
Level 2A
Level 2A
I need to organise my writing
and use my imagination.
I need to join up my
handwriting.
Level 3
Level 3
I should think about who might
be reading my work when I write it.
I need to use speech marks
and commas.
Level 3
Level 3
I need to write longer sentences
and join them with words like
‘meanwhile’, ‘later’, ‘however’,
‘but suddenly’
Level 3
I must check my spellings.
I must read my work through
to make sure it makes sense.
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Level 3
We wish to thank members of the working group who contributed to
these guidelines:
Kim Fisher, Hallgate Infant School
Glynn Jones, School Improvement Adviser
Jeanne Mundy, Curriculum Project Manager: Assessment
Jane Watt, Burton Agnes CE VC Primary School
and the following schools that were involved in the project:
'Teacher Assessment and Target Setting in the Primary Classroom':
Brandesburton Primary School Inmans Primary
Bugthorpe CE VC Primary
Martongate Primary
Cherry Burton CE VC Primary
Nafferton Primary School
Driffield Junior School
North Cave CE VC Primary
Hessle Penshurst Primary
Parkside Primary
Kilham CE VC Primary
Skidby CE VC Primary
Leven CE VC Primary
South Cave CE VC Primary
Further information - ‘Target Setting in the Early Years Classroom’
Angela Jones, Curriculum Project Manager: Baseline Assessment
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