EHCP Target Bank Aligned to the SUCCESS Framework

EHCP Target Bank Aligned to the SUCCESS Framework

This target bank offers examples of EHCP outcomes and short-term targets aligned to the SUCCESS principles for behaviour support. SENCOs can use this to shape provision that is specific, sustainable, and focused on building meaningful skills.

Creating effective Education, Health, and Care Plans (EHCPs) is crucial for supporting pupils with special educational needs (SEN) in achieving meaningful outcomes. This EHCP Target Bank, aligned to the SUCCESS Framework (Specific, Understanding-based, Consistent, Collaborative, Environmental, Skills-focused, Sustainable), provides SENCOs, teachers, and support staff with over 100 practical, measurable, and inclusive targets to shape provision. Using UK spelling and grammar, this resource is designed to help educators develop EHCPs that foster skill development, promote inclusion, and ensure sustainability. Below, we present a detailed target bank, implementation guidance, and tips for personalising EHCPs to meet diverse pupil needs.

Why Use the SUCCESS Framework for EHCP Targets?

The SUCCESS Framework ensures EHCP targets are:

• Specific: Clear, measurable, and focused on precise behaviours or skills.
• Understanding-based: Informed by assessments and functional analysis.
• Consistent: Applied uniformly across staff and settings.
• Collaborative: Developed with input from pupils, families, and professionals.
• Environmental: Supported by adaptations to the learning environment.
• Skills-focused: Prioritising skill development over behaviour control.
• Sustainable: Designed for long-term success with minimal adult intervention.

This framework aligns with best practices in special education, ensuring EHCPs are practical, inclusive, and effective. Whether you’re a SENCO, teacher, or parent, this target bank offers actionable examples to enhance pupil outcomes.

---

EHCP Target Bank: Over 100 Examples Aligned to SUCCESS

S – Specific

Specific targets define clear behaviours or skills, making progress measurable.

1. Pupil will use a visual timer to transition between activities with no more than one prompt in 4 out of 5 opportunities.
2. Pupil will raise their hand to request help instead of calling out in 3 out of 5 opportunities during lessons.
3. Pupil will remain on task for 10 minutes using a structured work system in 80% of sessions.
4. Pupil will use a choice board to select a preferred activity during break times in 4 out of 5 opportunities.
5. Pupil will follow a two-step verbal instruction with a visual prompt, achieving success in 80% of daily routines.
6. Pupil will remain seated during group story time for 8 minutes with one fidget tool in 3 out of 4 sessions.
7. Pupil will use a communication book to share one need (e.g., “I need help”) 3 times per week.
8. Pupil will complete a 10-minute writing task using a slanted writing board with no more than two prompts.
9. Pupil will respond to their name during register with a gesture or verbal response in 4 out of 5 calls.
10. Pupil will pack their bag independently using a visual checklist at the end of the day, 5 times per week.
11. Pupil will use a visual cue to wait for their turn in conversations during small group work in 80% of opportunities.
12. Pupil will initiate a greeting using a taught phrase or sign in 3 out of 5 daily interactions.
13. Pupil will engage in a 5-minute sensory activity (e.g., squeezing a stress ball) before transitions.
14. Pupil will follow a one-step instruction via a communication device in 4 out of 5 trials.
15. Pupil will use a timer to manage a 15-minute reading session with no adult prompts in 3 out of 4 sessions.
16. Pupil will share a resource with a peer during group tasks, responding to a visual cue in 4 out of 5 opportunities.
17. Pupil will complete a fine motor task (e.g., threading beads) for 10 minutes with one verbal prompt.
18. Pupil will use a stop/go card to indicate readiness to start a task in 80% of lesson introductions.

U – Understanding-based

Targets are grounded in assessments, observations, and functional behaviour analysis.

1. Pupil will use a designated break card to leave class when overwhelmed, supporting sensory regulation.
2. Pupil will identify triggers using a feelings chart and name a strategy to use in response, twice weekly.
3. Pupil will participate in emotional check-ins to monitor anxiety-related behaviour changes, weekly.
4. Pupil will use a sensory journal to record one sensory trigger daily, informing support plans.
5. Pupil will name one emotion (e.g., “I feel cross”) using a visual emotions board during reflection time.
6. Pupil will engage in a behaviour tracking session to identify refusal triggers, reviewed termly.
7. Pupil will use a mood tracker to indicate emotional state daily, with data used to adjust support.
8. Pupil will trial a sensory tool (e.g., ear defenders) during noisy transitions, evaluated fortnightly.
9. Pupil will use a self-regulation scale (1–5) to indicate emotional state during transitions, tracked weekly.
10. Pupil will participate in a sensory audit to identify environmental triggers, actioned within one term.
11. Pupil will use a feelings diary to express one emotion daily, building emotional literacy.
12. Pupil will engage in a functional communication review to assess progress in communication methods, termly.
13. Pupil will identify one peer interaction challenge during reflection sessions, with strategies co-developed weekly.
14. Pupil will use a regulation checklist to monitor sensory needs during group activities, shared termly with parents.
15. Pupil will participate in a sensory diet review to adjust environmental supports, conducted half-termly.
16. Pupil will complete a preference assessment to identify motivating rewards, reviewed every half-term.
17. Pupil will use a visual scale to rate confidence in completing tasks, recorded weekly.
18. Pupil will participate in a social interaction observation to identify strengths, actioned within one month.

C – Consistent

Targets ensure uniform application across staff and settings for predictability.

1. Pupil will follow a personalised visual routine at arrival and departure with adult modelling, daily.
2. All staff will use a consistent script (e.g., “I can see this is hard. Let’s do it together”) for managing refusal.
3. Pupil will receive daily pre-teaching of new tasks to reduce anxiety across lessons.
4. All staff will use a visual signal (e.g., thumbs-up) to acknowledge positive behaviour daily.
5. Pupil will follow a consistent morning routine using a visual schedule, implemented by all staff.
6. Staff will use a shared de-escalation phrase (e.g., “Let’s take a moment to breathe”) during dysregulation, recorded daily.
7. Pupil will receive consistent praise for initiating tasks independently, delivered in every lesson.
8. All staff will use a unified hand signal for “wait” during group activities, applied in all interactions.
9. Pupil will follow a consistent toileting schedule supported by a visual timer, daily.
10. Staff will use a shared behaviour log to record dysregulation incidents, ensuring consistent data collection.
11. Pupil will access a consistent morning greeting from a named staff member to support regulation.
12. All staff will use a standard visual prompt (e.g., red/green card) for task transitions in every lesson.
13. Pupil will receive consistent feedback on social interactions using a shared comment bank.
14. Staff will use a unified reward system (e.g., stickers) across lessons, tracked daily.
15. Pupil will follow a consistent sensory break routine, supported by all staff using a shared schedule.
16. All staff will use a standard phrase (e.g., “Well done for trying”) to reinforce effort in every interaction.
17. Pupil will access a consistent check-in time with a key adult at the start of each session.
18. Staff will use a shared visual timer to support transitions across all classroom activities.

C – Collaborative

Targets incorporate input from pupils, families, and professionals for ownership.

1. Pupil will contribute to a weekly behaviour plan review using visuals and sentence starters.
2. Pupil will choose two calming strategies from a co-developed toolkit to practise weekly.
3. Family will share one home strategy each term for school to trial in parallel.
4. Pupil will co-create a reward chart with their teacher, selecting one motivator weekly.
5. Family will share one calming strategy (e.g., music listening) to trial in school, reviewed termly.
6. Pupil will contribute one idea to their sensory toolkit during termly meetings, actioned within one week.
7. Pupil and parents will review a behaviour goal using a visual feedback form during EHCP meetings.
8. Pupil will choose one peer activity (e.g., board game) for their weekly social skills plan.
9. Family will provide feedback on regulation strategies via a termly survey.
10. Pupil will select one preferred sensory tool (e.g., weighted vest) to trial, reviewed monthly.
11. Pupil and family will co-create a transition plan for moving to a new classroom.
12. Pupil will share one preference for seating during a pupil voice session, actioned within one week.
13. Family will collaborate with staff to prioritise one social skill each term, reviewed monthly.
14. Pupil will use a choice board to select one calming activity during weekly reviews.
15. Pupil and parents will contribute to a sensory profile update, identifying one new need each term.
16. Pupil will choose one goal for independent work during termly reviews.
17. Family will share one successful home routine (e.g., bedtime calming) to adapt for school.
18. Pupil will participate in a collaborative goal-setting session using visuals to identify one priority.

E – Environmental

Targets adapt the physical or sensory environment to support success.

1. Classroom will include a low-stimulation workspace for independent tasks, accessible daily.
2. Noise levels will be monitored during transitions using visual prompts.
3. Pupil will access a regulation zone at least once per session as needed.
4. Classroom will include a sensory break station with tactile resources, accessible during lessons.
5. Pupil will access a low-light area during reading tasks to reduce sensory overload.
6. Visual prompts will be displayed on the pupil’s desk to support task initiation.
7. Classroom noise levels will be monitored using a sound meter during group activities.
8. Pupil will have access to a movement zone with clear boundaries during break times.
9. Classroom will include a visual schedule board visible to the pupil at all times.
10. Pupil will access a designated calming space during transitions, equipped with sensory tools.
11. Lighting will be adjusted to reduce glare during focused tasks.
12. Pupil will use a personal whiteboard with task instructions to reduce auditory overload.
13. Classroom will include a tactile wall panel for sensory regulation during independent work.
14. Pupil will access a low-sensory entrance to the school building during arrival times.
15. Visual timers will be placed in all learning areas to support time management.
16. Pupil will have access to a weighted lap pad during seated tasks to support focus.
17. Classroom will include a clear exit route to a regulation zone during moments of overwhelm.
18. Sensory tools (e.g., noise-cancelling headphones) will be stored in a consistent location.

S – Skills-focused

Targets prioritise teaching functional skills over behaviour control.

1. Pupil will use a traffic light system to signal frustration levels, practised twice weekly.
2. Pupil will role-play three problem-solving strategies during social stories sessions.
3. Pupil will practise one peer interaction skill (e.g., turn-taking) weekly.
4. Pupil will learn to use a visual scale to indicate anxiety levels during group work.
5. Pupil will practise a sharing skill during structured play in 4 out of 5 opportunities.
6. Pupil will be taught to use a communication board to request a break in 3 out of 4 sessions.
7. Pupil will develop a deep breathing technique to manage frustration, practised weekly.
8. Pupil will learn to follow a three-step routine for starting tasks, practised daily.
9. Pupil will practise a greeting skill (e.g., waving) during morning routines, 5 times per week.
10. Pupil will learn to use a choice board to select tasks, achieving independence in 80% of opportunities.
11. Pupil will develop a waiting skill during group activities, practised weekly.
12. Pupil will be taught to use a self-reflection tool to evaluate effort after tasks.
13. Pupil will learn a conflict resolution strategy (e.g., asking for help) during peer interactions.
14. Pupil will practise a fine motor skill (e.g., buttoning) during daily life skills sessions.
15. Pupil will learn to use a visual prompt to initiate conversations in 3 out of 5 interactions.
16. Pupil will develop a time-management skill using a timer for short tasks.
17. Pupil will learn to identify one sensory need during weekly reflection sessions.
18. Pupil will practise a turn-taking skill in a board game, achieving success in 80% of turns.

S – Sustainable

Targets ensure long-term delivery with minimal adult input.

1. Pupil will follow a self-directed task checklist to reduce reliance on 1:1 support within one term.
2. Class team will use peer buddies for transitions instead of adult prompts in 4 out of 5 instances.
3. Regulation tools will be embedded in classroom zones, not reliant on specialist staff.
4. Pupil will use a self-managed checklist to complete morning tasks, reducing prompts to one per week.
5. Classroom will embed visual cues for transitions, accessible without staff intervention.
6. Pupil will transition to break times with peer support, achieving independence in 80% of transitions.
7. Pupil will use a self-directed sensory toolkit, accessing tools independently in 80% of sessions.
8. Regulation strategies will be embedded in class routines, requiring no adult prompts.
9. Pupil will follow a peer-modelled routine for entering the classroom, reducing guidance to one cue per day.
10. Pupil will use a visual reward chart to track task completion, managed independently.
11. Classroom will include a permanent calming corner, accessible without specialist support.
12. Pupil will use a self-monitoring app to track regulation, reducing adult input to one weekly review.
13. Pupil will follow a group routine for lining up, supported by peers, achieving independence.
14. Sensory tools will be integrated into the classroom, accessible without adult help.
15. Pupil will use a visual timetable to navigate lessons independently, reducing prompts to one per day.
16. Pupil will access a peer buddy system for transitions, reducing adult support to one prompt per week.
17. Classroom will include embedded visual prompts for task initiation, used independently.
18. Pupil will use a self-managed break card to take sensory breaks independently.
19. Pupil will follow a peer-supported routine for tidying up, reducing adult prompts to one per session.
20. Classroom will include a permanent sensory station, allowing self-regulation without adult prompts.
21. Pupil will use a self-directed task board to complete homework, reducing adult support.
22. Pupil will follow a group routine for handwashing, supported by peers, achieving independence.
23. Pupil will use a visual schedule to manage break times independently, reducing prompts.
24. Classroom will embed regulation strategies in daily routines, requiring no specialist input.
25. Pupil will use a self-managed timer to complete tasks, achieving independence in 80% of lessons.

---

How to Implement the EHCP Target Bank

1. Personalise Targets: Adapt each target to the pupil’s needs, using data from sensory profiles, behaviour assessments, and family input. Ensure targets are realistic and reflect the pupil’s strengths.
2. Monitor Progress: Use simple tracking methods (e.g., tally charts, digital logs) to measure success. Review data termly to adjust targets as needed.
3. Ensure Consistency: Train all staff to implement targets uniformly, using shared visuals, scripts, and strategies to maintain fidelity across settings.
4. Collaborate: Involve pupils and families in setting and reviewing targets to promote ownership and ensure relevance.
5. Adapt Environments: Embed sensory tools, visual prompts, and regulation zones in classrooms to support independence.
6. Downloadable Template: Add these targets to your EHCP or behaviour plan templates. Personalise them for each pupil and share with staff for consistent implementation.

Why This Target Bank Is Useful for SENCOs and Teachers

This EHCP Target Bank, aligned to the SUCCESS Framework, empowers educators to create tailored, effective, and sustainable plans for pupils with SEN. By focusing on specific, skills-focused, and collaborative targets, it promotes meaningful progress while reducing reliance on intensive support. The inclusion of environmental adaptations and consistent strategies ensures pupils can thrive in inclusive settings.

For more resources on special education, sensory strategies, and behaviour support, explore our Sensory Stories (#), Challenging Behaviour (#), and Parenting (#) sections at inclusiveteach.com.

Discover over 100 EHCP targets aligned to the SUCCESS Framework for SEN. Practical, measurable, and inclusive, this target bank supports SENCOs in creating sustainable Education, Health, and Care Plans. Download now!

• SMART EHCP Target Writing
• Free Behaviour Support Plan Template
• Communication Passports