ELSA SMART Targets

Below you will find an extensive list of possible ELSA SMART targets. Please feel free to change them to suit the child you are working with. I have split them by age group and by area.

EMOTIONS – RECOGNISING AND UNDERSTANDING FEELINGS

Please feel free to change the time frame marked x and add the child’s name. You can also change the frequency as desired.

Ages 4–6

• Within x weeks, the pupil(Name) will identify at least 3 basic emotions in themselves using words, pictures or symbols in 4 out of 5 opportunities.
• Within x weeks, the pupil(Name) will match at least 4 emotions to appropriate facial expressions or body clues with one adult prompt or less.
• Within x weeks, the pupil(Name) will identify how they are feeling when offered a choice of 3 emotion words or pictures in 4 out of 5 opportunities.
• Within x weeks, the pupil(Name) will identify at least 2 body signs linked to a familiar emotion.
• Within x weeks, the pupil(Name) will communicate that they are beginning to feel upset, worried or angry using an agreed word, gesture, symbol or signal in 3 out of 5 opportunities.

Ages 7–11

• Within x weeks, the pupil (Name) will identify their current emotion from a choice of at least 5 emotion words in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify at least 3 physical signs that may indicate they are becoming emotionally overwhelmed.
• Within x weeks, the pupil (Name) will identify an emotion and give one possible reason for that feeling in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will distinguish between at least 3 similar emotions, such as worried/nervous, annoyed/angry or sad/disappointed.
• Within x weeks, the pupil (Name) will communicate that their emotional state is changing before reaching a high level of distress in 3 out of 5 observed opportunities.

Ages 12–15

• Within x weeks, the pupil (Name) will identify their emotional state using an agreed emotion scale or vocabulary in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify at least 3 personal signs that indicate when their emotions are becoming stronger.
• Within x weeks, the pupil (Name) will identify a possible trigger and emotion in 4 out of 5 relevant situations.
• Within x weeks, the pupil (Name) will identify a more precise emotion than their usual general term, such as moving from “bad” or “overwhelmed” to a more specific description when appropriate.
• Within x weeks, the pupil (Name) will communicate their emotional needs to a trusted adult using an agreed phrase, signal or communication method in 3 out of 5 opportunities.

Ages 16–18

• Within x weeks, the pupil (Name) will identify and communicate their emotional state using appropriate emotional vocabulary in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify at least 3 personal triggers and associated emotional or physical signs.
• Within x weeks, the pupil (Name) will recognise when their emotional state is beginning to change and identify one appropriate next step in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will distinguish between emotions that they previously found difficult to differentiate in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will communicate their emotional needs to an appropriate adult or support person in 4 out of 5 relevant situations.

EMOTIONAL REGULATION

Ages 4–6

• Within x weeks, the pupil (Name) will use one agreed regulation strategy with adult support when becoming upset in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will choose between two regulation strategies when offered a visual choice in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will use an agreed strategy to help them return to a calmer state with adult support in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will communicate that they need a break using an agreed word, gesture, symbol or signal in 3 out of 5 opportunities.

Ages 7–11

• Within x weeks, the pupil (Name) will identify 2 strategies that help them regulate and explain when they might use them in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will select an appropriate regulation strategy from an agreed list in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will use an agreed strategy before their emotional response reaches a high level in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will use an agreed method to request time, space or adult support when becoming overwhelmed in 4 out of 5 opportunities.

Ages 12–15

• Within x weeks, the pupil (Name) will identify at least 3 strategies that support their regulation and the situations in which they are useful in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will select and use an appropriate regulation strategy in 4 out of 5 relevant situations.
• Within x weeks, the pupil (Name) will recognise when their current strategy is not helping and identify an alternative in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will communicate their need for space, support or a change in activity before becoming highly overwhelmed in 3 out of 5 opportunities.

Ages 16–18

• Within x weeks, the pupil (Name) will identify their early signs of dysregulation and at least 3 strategies that may help in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will independently choose an appropriate regulation strategy in 4 out of 5 relevant situations.
• Within x weeks, the pupil (Name) will recognise when they need additional support and communicate this appropriately in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will use their individual regulation plan in 4 out of 5 relevant situations.

SELF-ESTEEM AND SELF-WORTH

Ages 4–6

• Within x weeks, the pupil (Name) will identify at least 3 things they like about themselves with visual or adult support in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify at least 3 things they can do well in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will accept a positive comment about themselves without immediately rejecting it in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify one thing they are proud of in 4 out of 5 ELSA sessions.

Ages 7–11

• Within x weeks, the pupil (Name) will identify at least 5 personal strengths, qualities or achievements in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify one strength they have used in a real-life situation in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will respond to a mistake by identifying one thing they can learn or try differently in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will give themselves one positive statement about their abilities or qualities during 4 out of 5 ELSA sessions.
• Within x weeks, the pupil (Name) will identify at least 3 things that make them unique or valuable without comparing themselves negatively with others in 4 out of 5 opportunities.

Ages 12–15

• Within x weeks, the pupil (Name) will identify at least 5 personal strengths or positive qualities and give an example of each in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify one strength they have used when facing a challenge in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify and challenge at least 2 unhelpful negative statements about themselves in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify at least 3 personal achievements they feel proud of and explain why they are meaningful to them in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify a realistic positive statement about themselves when faced with self-critical thinking in 3 out of 5 opportunities.

Ages 16–18

• Within x weeks, the pupil (Name) will identify at least 6 personal strengths, skills or qualities and give examples of how they use them in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will recognise when they are using overly negative self-talk and identify an alternative perspective in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify at least 3 achievements or challenges they have overcome and recognise the personal qualities that contributed to them in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify 3 realistic personal goals and at least one existing strength that could help them achieve each goal in 4 out of 5 opportunities.

ANXIETY, WORRY AND UNCERTAINTY

Ages 4–6

• Within x weeks, the pupil (Name) will identify whether they are feeling worried, OK or very worried using an agreed visual scale in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify at least 2 body signs that may tell them they are worried in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify one strategy that helps when they feel worried and use it with adult support in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will communicate to an adult when something is worrying them using an agreed method in 3 out of 5 opportunities.

Ages 7–11

• Within x weeks, the pupil (Name) will identify at least 3 personal signs of worry in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will distinguish between a worry that can be acted upon and a worry that cannot be changed in 4 out of 5 examples.
• Within x weeks, the pupil (Name) will use an agreed strategy to manage a worry in 3 out of 5 relevant situations.
• Within x weeks, the pupil (Name) will identify one helpful response to a recurring worry in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will communicate a worry to an appropriate adult rather than keeping it to themselves in 3 out of 5 relevant situations.

Ages 12–15

• Within x weeks, the pupil (Name) will identify at least 3 situations that increase their worry and the signs they notice in themselves in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will sort worries into something I can influence / something I cannot influence in 4 out of 5 examples.
• Within x weeks, the pupil (Name) will identify and use at least 2 strategies to manage worry in 4 out of 5 relevant situations.
• Within x weeks, the pupil (Name) will identify when reassurance-seeking or avoidance is increasing their worry and identify an alternative response in 3 out of 5 opportunities.

Ages 16–18

• Within x weeks, the pupil (Name) will identify their personal signs, triggers and patterns associated with worry in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify whether a worry requires action, acceptance or support in 4 out of 5 examples.
• Within x weeks, the pupil (Name) will use an agreed strategy to manage a difficult or uncertain situation in 4 out of 5 relevant opportunities.
• Within x weeks, the pupil (Name) will identify when worry is affecting their daily functioning and communicate this to an appropriate person in 4 out of 5 relevant situations.

SOCIAL SKILLS AND INTERACTION

Ages 4–6

• Within x weeks, the pupil (Name) will take turns during a structured activity for at least 3 exchanges in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will use an agreed way of joining an activity with another child in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify whether a social behaviour is helpful or unhelpful in 4 out of 5 examples.
• Within x weeks, the pupil (Name) will identify at least 2 ways to show kindness or consideration towards another person in 4 out of 5 opportunities.

Ages 7–11

• Within x weeks, the pupil (Name) will identify at least 3 ways to start, maintain or end a conversation appropriately in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will demonstrate turn-taking during a structured conversation for at least 4 exchanges in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify how another person might feel in a social scenario in 4 out of 5 examples.
• Within x weeks, the pupil (Name) will identify at least 2 appropriate responses to a disagreement with a peer in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will demonstrate one agreed social skill in a real-life setting in 3 out of 5 opportunities.

Ages 12–15

• Within x weeks, the pupil (Name) will identify at least 3 factors that can affect successful communication in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify whether a response is appropriate, potentially inappropriate or requires more information in 4 out of 5 social scenarios.
• Within x weeks, the pupil (Name) will identify at least 3 ways of managing a disagreement without escalating the situation in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will use an agreed communication strategy during a real-life social difficulty in 3 out of 5 opportunities.

Ages 16–18

• Within x weeks, the pupil (Name) will identify at least 3 factors that contribute to positive communication and relationships in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify appropriate responses to a range of social scenarios in 4 out of 5 examples.
• Within x weeks, the pupil (Name) will demonstrate an agreed communication strategy when experiencing a disagreement in 3 out of 5 relevant situations.
• Within x weeks, the pupil (Name) will identify when they need to clarify another person’s meaning rather than making an assumption in 3 out of 5 opportunities.

FRIENDSHIPS

Ages 4–6

• Within x weeks, the pupil (Name) will identify at least 3 behaviours that help people be good friends in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify whether a friendship behaviour is kind or unkind in 4 out of 5 examples.
• Within x weeks, the pupil (Name) will identify one appropriate response when another child does not want to play in 4 out of 5 opportunities.

Ages 7–11

• Within x weeks, the pupil (Name) will identify at least 5 qualities they value in a friend in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify at least 3 ways to resolve a friendship disagreement in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify when a friendship interaction is becoming uncomfortable and identify an appropriate response in 4 out of 5 scenarios.
• Within x weeks, the pupil (Name) will identify one appropriate way to respond when they are excluded from an activity in 4 out of 5 opportunities.

Ages 12–15

• Within x weeks, the pupil (Name) will identify at least 5 characteristics of a healthy friendship in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will distinguish between healthy, unhealthy and uncertain friendship behaviours in 4 out of 5 scenarios.
• Within x weeks, the pupil (Name) will identify at least 3 appropriate responses to peer pressure in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify when they need to seek support with a friendship difficulty and identify an appropriate person to approach in 4 out of 5 scenarios.

Ages 16–18

• Within x weeks, the pupil (Name) will identify at least 5 characteristics of a healthy and respectful relationship in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify personal boundaries that are important to them in friendships or relationships in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify appropriate responses to pressure, conflict or boundary difficulties in 4 out of 5 scenarios.
• Within x weeks, the pupil (Name) will identify when a relationship is negatively affecting their wellbeing and identify an appropriate source of support in 4 out of 5 scenarios.

 COMMUNICATION AND EXPRESSING NEEDS

Ages 4–6

• Within x weeks, the pupil (Name) will communicate a basic need using words, symbols, gestures or another agreed method in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will use an agreed phrase or signal to tell an adult when they need help in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify whether they need help, space, a break or reassurance when given visual choices in 4 out of 5 opportunities.

Ages 7–11

• Within x weeks, the pupil (Name) will communicate when they are struggling using an agreed phrase, signal or communication method in 4 out of 5 relevant situations.
• Within x weeks, the pupil (Name) will identify what type of support they need from a choice of at least 3 options in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will communicate a disagreement respectfully in 3 out of 5 relevant situations.
• Within x weeks, the pupil (Name) will ask for clarification when they do not understand something in 3 out of 5 opportunities.

Ages 12–15

• Within x weeks, the pupil (Name) will identify and communicate their support needs to an appropriate adult in 4 out of 5 relevant situations.
• Within x weeks, the pupil (Name) will use an agreed assertive communication strategy when they disagree with someone in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will communicate when they do not understand or need more information rather than withdrawing or becoming overwhelmed in 3 out of 5 opportunities.

Ages 16–18

• Within x weeks, the pupil (Name) will identify their communication needs and explain them to an appropriate person in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will use an appropriate assertive communication strategy in 4 out of 5 relevant situations.
• Within x weeks, the pupil (Name) will communicate when they need clarification, additional support or a reasonable adjustment in 3 out of 5 relevant situations.

BOUNDARIES AND PERSONAL SPACE

Ages 4–6

• Within x weeks, the pupil (Name) will identify whether a behaviour is OK or not OK in 4 out of 5 simple scenarios.
• Within x weeks, the pupil (Name) will identify at least 2 ways to show someone they do not want an interaction to continue in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify that other people can say no to touch, play or interaction in 4 out of 5 scenarios.
• Within x weeks, the pupil (Name) will identify one trusted adult they can tell if something makes them uncomfortable in 4 out of 5 opportunities.

Ages 7–11

• Within x weeks, the pupil (Name) will identify appropriate and inappropriate boundary behaviours in 4 out of 5 scenarios.
• Within x weeks, the pupil (Name) will identify at least 3 ways to communicate a personal boundary in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify that different people may have different boundaries in 4 out of 5 scenarios.
• Within x weeks, the pupil (Name) will identify at least 2 appropriate actions if someone does not respect their boundary in 4 out of 5 scenarios.

Ages 12–15

• Within x weeks, the pupil (Name) will distinguish between OK, could be OK and not OK behaviours in 4 out of 5 scenarios.
• Within x weeks, the pupil (Name) will identify at least 3 personal boundaries that are important to them in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify appropriate ways to respond when another person’s boundary is unclear in 4 out of 5 scenarios.
• Within x weeks, the pupil (Name) will identify an appropriate action if a personal boundary is repeatedly ignored in 4 out of 5 scenarios.

Ages 16–18

• Within x weeks, the pupil (Name) will identify their own boundaries in at least 3 relevant areas in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify respectful and disrespectful boundary behaviours in 4 out of 5 scenarios.
• Within x weeks, the pupil (Name) will demonstrate an appropriate way to communicate a boundary in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify appropriate sources of support when boundaries are not respected in 4 out of 5 scenarios.

RESILIENCE, MISTAKES AND PROBLEM-SOLVING

Ages 4–6

• Within x weeks, the pupil (Name) will identify one thing they can try when something does not work in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will try an alternative strategy after an initial attempt has not worked in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify one thing they learned from a mistake in 3 out of 5 opportunities.

Ages 7–11

• Within x weeks, the pupil (Name) will identify at least 3 possible solutions to a simple problem in 4 out of 5 scenarios.
• Within x weeks, the pupil (Name) will identify the difference between a small problem and a big problem in 4 out of 5 examples.
• Within x weeks, the pupil (Name) will try at least one alternative approach when their first attempt is unsuccessful in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify one thing they learned from a mistake rather than describing themselves negatively in 4 out of 5 opportunities.

Ages 12–15

• Within x weeks, the pupil (Name) will use an agreed problem-solving process to identify a possible solution in 4 out of 5 scenarios.
• Within x weeks, the pupil (Name) will identify what is within their control and what is outside their control in 4 out of 5 examples.
• Within x weeks, the pupil (Name) will identify at least 2 possible responses to a difficult situation before choosing one in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will reflect on a setback and identify one learning point or next step in 4 out of 5 opportunities.

Ages 16–18

• Within x weeks, the pupil (Name) will use an agreed problem-solving process when faced with a challenging situation in 4 out of 5 relevant scenarios.
• Within x weeks, the pupil (Name) will identify controllable and uncontrollable factors in 4 out of 5 examples.
• Within x weeks, the pupil (Name) will identify at least 2 possible solutions before making a decision in 4 out of 5 relevant situations.
• Within x weeks, the pupil (Name) will reflect on a setback and identify a realistic next step in 4 out of 5 opportunities.

CHANGE, TRANSITIONS AND FLEXIBILITY

Ages 4–6

• Within x weeks, the pupil (Name) will use a visual timetable or transition support to move between activities with no more than one adult prompt in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify one strategy that can help when a planned activity changes in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will communicate that they are finding a change difficult using an agreed method in 3 out of 5 opportunities.

Ages 7–11

• Within x weeks, the pupil (Name) will identify at least 3 strategies that help them manage changes to routines in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify what has changed and what has stayed the same when faced with a change in routine in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will use an agreed strategy when a planned activity changes in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify one thing they can control when faced with an unexpected change in 4 out of 5 opportunities.

Ages 12–15

• Within x weeks, the pupil (Name) will identify their personal response to unexpected change and at least 3 strategies that may help in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify what is within their control when faced with an uncertain situation in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will use an agreed strategy to manage an unexpected change in 3 out of 5 opportunities.

Ages 16–18

• Within x weeks, the pupil (Name) will identify their personal responses to change and uncertainty in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify at least 3 strategies for managing changes to plans, routines or expectations in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will use an agreed strategy when faced with an unexpected change in 4 out of 5 relevant situations.

SELF-AWARENESS AND PERSONAL NEEDS

Ages 4–6

• Within x weeks, the pupil (Name) will identify at least 3 things they enjoy in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify at least 2 things that help them feel comfortable and ready to learn in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify one thing they find difficult and one thing that helps in 4 out of 5 opportunities.

Ages 7–11

• Within x weeks, the pupil (Name) will identify at least 5 personal preferences, strengths or needs in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify at least 3 things that help them feel ready to learn in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify one personal need and communicate it appropriately to an adult in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify at least 3 situations that make them feel comfortable or uncomfortable and explain why in 4 out of 5 opportunities.

Ages 12–15

• Within x weeks, the pupil (Name) will identify at least 5 personal strengths, preferences, needs or values in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify situations that support or negatively affect their wellbeing in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify at least 3 reasonable adjustments or supports that help them participate successfully in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will communicate one personal need to an appropriate adult in 4 out of 5 relevant opportunities.

Ages 16–18

• Within x weeks, the pupil (Name) will identify their personal strengths, needs, preferences and values in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify at least 3 factors that support their wellbeing and participation in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify and communicate the support or adjustments they need in 3 out of 5 relevant situations.
• Within x weeks, the pupil (Name) will identify how their personal strengths can support them in education, relationships or future goals in 4 out of 5 opportunities.

INDEPENDENCE AND COPING

Ages 4–6

• Within x weeks, the pupil (Name) will independently choose an appropriate activity or strategy from 2 available choices in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will attempt an agreed coping strategy before asking an adult to solve a minor problem in 3 out of 5 opportunities.

Ages 7–11

• Within x weeks, the pupil (Name) will identify whether they can manage a situation independently or need adult support in 4 out of 5 examples.
• Within x weeks, the pupil (Name) will use an agreed coping strategy before seeking adult help in 3 out of 5 appropriate situations.
• Within x weeks, the pupil (Name) will identify at least 3 people or resources they can use for support when needed in 4 out of 5 opportunities.

Ages 12–15

• Within x weeks, the pupil (Name) will identify when they can manage a difficulty independently and when support is needed in 4 out of 5 scenarios.
• Within x weeks, the pupil (Name) will use at least 2 independent coping strategies appropriately in 4 out of 5 relevant situations.
• Within x weeks, the pupil (Name) will identify appropriate sources of support for at least 3 different types of difficulty in 4 out of 5 opportunities.

Ages 16–18

• Within x weeks, the pupil (Name) will identify when they can manage a situation independently and when they need additional support in 4 out of 5 scenarios.
• Within x weeks, the pupil (Name) will use agreed coping strategies independently in 4 out of 5 relevant situations.
• Within x weeks, the pupil (Name) will identify appropriate sources of support for emotional, social or practical difficulties in 4 out of 5 opportunities.

ATTENTION, FOCUS AND READINESS TO LEARN

Ages 4–6

• Within x weeks, the pupil (Name) will use an agreed strategy to prepare themselves for a learning activity in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify whether their body is ready or not yet ready for a learning activity in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will use one agreed movement, sensory or regulation strategy before returning to an activity in 3 out of 5 opportunities.

Ages 7–11

• Within x weeks, the pupil (Name) will identify at least 3 things that help them concentrate in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will select and use an agreed strategy when they notice their attention drifting in 3 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify when they need movement, quiet, help or a short break and communicate this appropriately in 3 out of 5 opportunities.

Ages 12–15

• Within x weeks, the pupil (Name) will identify at least 3 factors that affect their ability to focus in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify and use appropriate strategies to support concentration in 4 out of 5 relevant situations.
• Within x weeks, the pupil (Name) will communicate an appropriate support need when they are struggling to engage with a task in 3 out of 5 opportunities.

Ages 16–18

• Within x weeks, the pupil (Name) will identify the environmental and personal factors that affect their concentration in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify at least 3 strategies that support focus and sustained engagement in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will independently use an agreed strategy when they recognise that their concentration is reducing in 4 out of 5 opportunities.

GOALS, MOTIVATION AND FUTURE THINKING

Ages 4–6

• Within x weeks, the pupil (Name) will identify something they would like to learn, try or improve in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify one small step they can take towards a chosen goal in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify something they have achieved and describe how they did it in 4 out of 5 opportunities.

Ages 7–11

• Within x weeks, the pupil (Name) will identify one personal goal and at least 2 steps towards achieving it in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will review their progress towards a goal and identify one thing that is going well in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify one barrier to achieving a goal and one possible solution in 4 out of 5 opportunities.

Ages 12–15

• Within x weeks, the pupil (Name) will set one realistic personal goal and identify at least 3 steps towards achieving it in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify one potential barrier to their goal and develop an alternative plan in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will review their progress and identify what they have learned about themselves in 4 out of 5 opportunities.

Ages 16–18

• Within x weeks, the pupil (Name) will identify a realistic short-term goal and develop an action plan containing at least 3 steps in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will identify potential barriers and appropriate strategies for managing them in 4 out of 5 opportunities.
• Within x weeks, the pupil (Name) will review their progress and identify at least one achievement, learning point and next step in 4 out of 5 opportunities.