Improving outcomes for children in the Foundation Stage in maintained schools

This publication aims to clarify what is meant by target setting in the Foundation Stage for maintained schools, and is aimed particularly at settings where the Foundation Stage is in the early stages of development.

The aim of the publication is to:

• support schools in improving outcomes for children in the Foundation Stage
• support the effective development of the foundations of curricular target setting in all schools
• develop a process for using the stepping stones and early learning goals (and from 2008, Early Years Foundation Stage) to promote progress through Assessment for Learning
• support the use of observational assessment and other evidence of children’s early learning and development to identify their next steps in learning
• help practitioners and settings to use this information to strengthen continuity across the Foundation Stage and Key Stage 1, and to establish a deeper understanding of how the conditions for learning enrich learning and development opportunities for young children
• provide summary guidance for LA colleagues to illustrate how careful attention to early learning and development opportunities supports Foundation Stage Profile outcomes for children at the end of the Foundation Stage
• illustrate the most effective ways of improving outcomes for children at the end of the Foundation Stage through the 15 LA case studies
• show how these approaches were founded on improving the conditions for learning by setting process-based targets for practitioners as indicated by the Effective Provision of Pre-school Education (EPPE) research.