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A strategic approach to improving staff confidence and accuracy in writing SMART targets for learning plans
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WSS-A3-180_WM_AET_1.pdf
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
At this large inner-city primary school, evaluation of SEND practice revealed that learning plans lacked high-quality SMART targets, limiting progress tracking and intervention impact. Staff confidence in target writing and associated technology was low. A structured improvement programme was introduced, including whole-school training, collaborative inset sessions, SEND-team coaching, shared templates, guidance videos and ongoing quality assurance. Staff worked together to co-construct long- and short-term outcomes across the four areas of need. Evidence of impact includes a substantial increase in staff confidence (from 27% to 65% fully confident), improved accuracy and consistency of learning plans, stronger alignment between need and provision, and a sustainable system supporting improved SEND outcomes.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), targets, coaching, teacher professional development