If you haven't already, we would recommend that you first read our One Minute Guide on Annual Reviews, this can be found here. For all our One Minute guides, please visit our dedicated page on the Local Offer here.
Click here for the Integrated Assessment Team's Annual Review Session which aims to provide an:
•Understanding of the review process
•Awareness of time scales
•Knowledge of how to complete the New Paperwork
•Provide key dates for the year
You can also watch the session, here.
SEND Outcomes Guidance
As well as this page, there is also useful information on the CDC website, here.
What do we mean by ‘goals’ and ‘outcomes’?
- Goals are what a child/young person (and their family) want to achieve.
- Outcomes are what they actually achieve.
- Tony’s goal is to secure a supported internship by the time he leaves college.
- The outcome will be whether he has started a supported internship by the time he leaves college, we’ll know if he has achieved this.
Goals/outcomes may be to:
- Maintain a child or young person’s situation (e.g. to continue to live at home), or to
- Change their situation (e.g. to improve their employment skills)
Goals and outcomes are not:
- Services (e.g. short breaks)
- Activities (e.g. going swimming)
- Outputs (e.g. speech and language therapy session)
- Resources (e.g. 5 hours of TA support)
Focus on outcomes
An EHC plan should be written in collaboration with, parents, children and young people and the content should be outcomes driven.
A good EHCP will have had the child / young person at the centre, with them and their family fully involved in identifying what is personally important to deliver the outcomes they seek.
Types of outcomes
We define outcomes as being either:
- Long term – the Preparation for Adulthood outcomes:
- Good Health
- Preparing for Employment
- Independent Living & Housing
- Friends, Relationships & Community.
- Medium term – what will be achieved by the child or young person by the end of a particular ‘phase’:
- Early years
- Primary (Key Stage (KS)1/KS2)
- Secondary (KS3/KS4/KS5)
- Further education.
- Short term (up to a year)
- Improve attendance
- Take up of extra-curricular activities (football, badminton)
- Increase reading age
- Improve social network (eg. seeing friends outside of school)
Are Outcomes achieved?
Questions to ask, to check if outcomes have being achieved…
- What would it give you? (People skills, travel skills etc.)
- What would it do for you? (More confidence, independence etc.)
- What would it make possible for you? (Be able to get a job and travel there alone)
Other questions to ask include:
- When, where and with whom will you work on this with?
- How will you know when you have achieved your outcome?
- To further support achieving the outcome, you could then ask:
- What barriers are stopping you from reaching your outcome?
- What (else) could you do instead?
Four hours of access to a ‘mock flat’ - this is NOT an outcome, but a resource to assist in achieving an outcome.
What would that:
- Time to experience what it is like to live independently in a flat
Do for you?
- Provide me with an insight to what skills are required to live in a flat
- Help adults understand with what other skills I require help with
Make possible for you?
- Move closer to potential job opportunities
- Feel confident
Outcome: To be able to live in my own flat independently becoming less reliant on my parents/carers.
Writing SMART Goals
Short term SMART goals should underpin long and medium term outcomes.
Goals should define clearly and unambiguously what is to be achieved, how that achievement will be seen or measured, and over what timeframe. Therefore, goals can be defined by the acronym SMART:
- Time bound
Goals that are not SMART, means it becomes difficult to tell if they have been achieved or not and the degree of success.