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MATHS AND ENGLISH TARGETS
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 These targets are to help your child meet the expectations of the Foundation Stage Curriculum.
It is important to remember that each child is an individual and learning and progress will be at different rates. The number of targets may vary according to the needs of the individual at a point in time.
The children will each have a booklet showing which individual targets they are working towards. The objective is to focus their efforts and to inform you
when you are working with your child at home.
In the example below are potential targets for RECEPTION.
MATHEMATICAL DEVELOPMENT
Numbers for labels, counting and calculation
 Say and use the number names in order in familiar contexts
Count reliably up to (........) everyday objects
Recognise numbers to 10 | 20 | beyond 20.
Write numbers to (........).
Order numbers to (........).
Count on and count back from a given number.
State a number which is 1 or 2 more or less than a number from 1 to 10.
In practical activities and discussion begin to use vocabulary involved in
adding and subtracting.
Begin to relate addition to combining two groups of objects.
Begin to relate subtraction to 'taking away'.
Add 2 small groups of objects and count the total.
Separate a given number of objects into two groups.
Count how many are left in the group when some objects are removed.
Recognise and begin to use the symbols '+', '–' and '='.
Order a set of selected numbers e.g., 2, 5, 1, 8, 4.
Count in 2's | 10's.
Recognise and recall number bonds to make (.......).
Know doubles to 10.
Estimate a number in a range that can be counted reliably.
Select ......... objects from a larger set and state how many altogether in the set
without re-counting.
Use developing mathematical ideas and methods to solve practical problems.
Shape, space and measures
Use language such as greater, smaller, longer, shorter, heavier or lighter to
compare quantities.
Use language such as 'circle' or 'bigger' to describe the shape and size of 2D
and 3D shapes.
Talk about, recognise and re-create simple patterns.
Use and understand everyday language to describe position and direction.
Sequence familiar events e.g., daily routines.
Know the days of the week.
Begin to read o'clock time.
Recognise and sort coins.
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COMMUNICATION, LANGUAGE AND LITERACY
Speaking & Listening
Speak clearly and audibly.
Talk in clear sentences.
Listen to other people and respond appropriately.
Take turns in conversation.
Hear and say the initial sound in words.
Identify words that rhyme
Reading
Recognise (……………….) sounds in the alphabet.
Recognise own name.
Begin to word build.
Read a range of familiar words
Use contextual clues to work out unknown words, e.g., pictures, initial sounds.
Begin to be able to talk and answer questions about what has just been read.
Read a range of familiar common words and simple sentences independently
Read with increasing fluency and expression.
Read (………………..) key words from the Year R reading list.
Understand elements of stories e.g., main characters, sequence of events and
openings
Understand how information can be found in non-fiction texts
Writing
Use a comfortable and efficient pencil grip
Form recognisable letters
Experiment with writing in a variety of play situations
Write own name with correct use of upper and lower case letters
Begin to join some letters in accurate cursive style.
Use letters from own name in writing
Write a letter in response to a letter sound
Use some initial letters when writing words
Use phonic knowledge to writie simple regular words
Use phonic knowledge to make phonetically plausible attempts at writing
more complex words
Write labels or captions for pictures or drawings
Show awareness of word spacing.
Write (………...............) , sentences starting with a capital letter and ending
with a full stop.
Spell (..........) Year R words correctly in independent writing
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