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Examples of Good PEP targets

Please have a look for some examples of PEP targets.

Targets

Targets/outcomes should be SPECIFIC, MEASURABLE, ACHIEVABLE, REALISTIC and TIME LIMITED

Targets/outcomes should be linked to interventions and support especially the use of Pupil Premium Funding (PPG).

Some common problems with the Academic Targets section of the PEP:

 

• Targets/outomes which state the problem and the expected outcome but do not specify what will happen to make a difference. The ‘rule of thumb’ is that somebody unrelated to school should be able to see exactly what is being provided, how often, and by whom. Support should not be vague or implied.

 

• Targets/outcomes which state what will happen, but only specify what the young person should do.

Although it may be appropriate for young people to share responsibility for a target, it should never rely entirely on them.

 

• Targets/outcomes which refer to the continuation of something that is already happening. This is only appropriate if the action is very new and has been put in place in anticipation of the PEP. The PEP should specify actions which will make things better than they were before.

 

• Targets/outcomes which refer only to routine classroom strategies even though the young person is falling behind. If the young person is failing to make expected progress, it is likely that an intervention will be needed, and the Pupil Premium is there to help. For post 16 pupils, application can be made for limited funding for support via the PEP.

See below for some exemplar targets

KS1 reading and writing












 

KS2 maths and social skills













 

KS3 and 4 social skills and maths/English







 

Examples of PEP Targets for Keystage 1 Reading and Writing
Examples of PEP targets for Keystages 3 and 4 Social Skills, Maths, and English
Examples of PEP Targets for Keystage 2 Maths and Social Skills

Post-16: Resources, Advice, and Guidance

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