IPP目标撰写指导与示例 - 思维分步流程

Aug 31, 2026

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Guidance provides a step-by-step process for creating an Individual Progress Plan (IPP) target, focusing on what the child should achieve, the conditions that enable learning, and the measurable level of success. It explains how to structure clear targets using four elements: the child (by name), observable skills or behaviours, the conditions and supports (prompts, materials, environment), and success criteria that can start achievable and increase across IPP reviews. Multiple concrete examples illustrate target clarity and criteria setting.

LanguageEnglish

CategoryForms

FormatDOCX

Pages6

Reading Time2 min

AccessFree to download

IPP目标撰写流程

目标思维分步与草拟

让孩子参与（Child’s Voice & Participation）

目标清晰度四要素

条件与支持的描述

成功标准如何设定与逐步提高

目标示例

家长签署（Signed Parents）

Step-by-step thinking to create an IPP target The process below is intended to support your thinking about what you want the child to achieve, under what conditions and to what level of success. Once you have worked through this process, you should have a final IPP target at the bottom of the page which can be transferred to the child’s IPP form. 2 THINKING about the target Write your comments below Brainstorm Planning for an IPP target Individual Progress Plan Signed Parents should sign to show that they have contributed to this IPP Child’s Voice & Participation How will we involve the child in this IPP? What are their interests / preferences / strengths that can incorporated into planning for these targets? Guidance for writing IPP targets Making sure targets are clear Clear targets always include the following four elements: Who? Does what? Under what conditions? To what degree of success? Who is the child – use their name. Does what will clearly describe the skill/behaviour that you hope to observe the child demonstrating by the end of this IPP review period (If you cannot see or hear it – the target is not clear). Under what conditions will provide a clear description of what needs to be in place at this stage of their learning process in order for the child to complete the task and achieve success. The conditions may include: the level of adult support that you expect will continue to be necessary at the end of the review period – these may be physical visual or verbal prompts. specific materials to be used and/or how materials are presented. the environment or context. To what degree of success tells us how competent the child needs to be in order to meet the target. The criteria set will therefore depend on the stage the child is at in the learning process, and to some extent the nature of the task. It may be appropriate for a lower level of success to be set in the first instance, with it then being increased over subsequent IPPs. For example, Billie is learning to catch a ball. It is likely that only a few attempts to catch will be successful in the early stage. Therefore, IPP 1 target will be to catch the ball on 2 out of 5 attempts. At review , having achieved this target Billie’s success criteria could be increased to catching the ball on 4 out of 5 attempts, for IPP 2. The way the criteria for success is expressed needs to be appropriate to the task. For example, it could be the size of the ball used, the distance thrown/caught, it could be a distance, the number of attempts per session. Adapted from the National Portage Association’s Basic Workshop materials (courtesy of Suffolk County Council Early Years) Some examples Sula will complete a six piece in-set puzzle when seated at the table and an adult points to the right hole and verbally prompts her to turn each piece to fit, 3 times a week. Arthur will take turns in a game with 2 other children when an adult prompts by saying whose turn it is next, once per session. Bobby will catch a large ball when it is carefully thrown to him from a distance of 1 metre, on 3 out of 5 attempts. Laurie will name 6 farm animals when an adult points to them in a book 5 out of 6 tries. Jasmine will put her shoes on independently, on the correct feet before going outside or home 3 out of 4 times. Ali will imitate the signs for red, yellow and blue during a colour related activity once a day. Pam will walk forward 6 steps, when she is wearing her gaiters and an adult holds both her hands, 2 times per session. Chang will build a tower of 5 bricks when an adult holds the lower bricks to steady them, 4 out of 6 tries. This step-by-step approach to creating targets is based on Portage principles. It is recommended that INCCOs attend the New Portage Workshop to fully understand and develop best practice in identifying small step targets; and supporting them effectively. For further information, please contact mandy.jennings@n-somers

FAQs

IPP目标必须包含哪些四个要素？

目标需要明确：谁（孩子姓名）、做什么（可观察的技能/行为）、在什么条件下、以及达到什么成功程度。

如何描述“条件”以确保目标可执行？

条件可包括预期持续的成人支持（身体/视觉/语言提示）、特定材料与呈现方式，以及学习环境或情境等。

成功标准要如何设定并在后续IPP中提高？

成功标准应与孩子当前学习阶段匹配，必要时先设较低成功率以确保起步可达成，然后在后续回顾周期中逐步提高，例如从“5次中2次成功”提升到“5次中4次成功”。

Aug 31, 2026

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