OUTCOMES –
PERSONALISED AND
PERSON CENTRED
Curriculum offer and outcomes for
progression and development
Why do we facilitate Annual Reviews?
• Apart from it being statutory?
• It’s a central part of our process
• It is a significant conversation opportunity
• It allows us to work with parents to ensure co production
• It keeps us informed of changes and allows valuable
information to be shared
• It is our duty to - facilitate the development of the child or
young person and to help him or her achieve the best
possible educational and other outcomes. Section 19 - Children and Families
Act 2014
SEND code or practice
The SEND code of practice states:
9.61 EHC plans must specify the outcomes sought
for the child or young person. Outcomes in EHC plans
should be SMART (specific, measurable, achievable,
realistic, time-bound).
9.66 An outcome can be defined as the benefit or
difference made to an individual as a result of an
intervention. It should be personal and not expressed
from a service perspective; it should be something that
those involved have control and influence over, and
while it does not always have to be formal or
accredited, it should be SMART.
Outcomes
There are two types of outcomes:
Intrinsic - valued by and relate primarily to individuals, such as
happiness, self-esteem, confidence etc.
Extrinsic - can be measured and valued by other people,
including educational achievement, literacy, and numeracy or
good health etc.
Intrinsic and extrinsic outcomes are often written together.
PART 3 Children and young people in England with special educational needs
or disabilities
Local authority functions: general principles
19:Local authority functions: supporting and involving children and young
people
In exercising a function under this Part in the case of a child or young person, a
local authority in England must have regard to the following matters in particular—
(a)the views, wishes and feelings of the child and his or her parent, or the young
person;
(b)the importance of the child and his or her parent, or the young person,
participating as fully as possible in decisions relating to the exercise of the function
concerned;
(c)the importance of the child and his or her parent, or the young person, being
provided with the information and support necessary to enable participation in those
decisions;
(d)the need to support the child and his or her parent, or the young person, in order
to facilitate the development of the child or young person and to help him or her
achieve the best possible educational and other outcomes.
Set the agenda for the review process
Who is here?
Appreciation – what do we like and admire about the child/young person?
What’s important to the child/young person (and/or parents)
What’s important for the child/young person?
What do I need to support me?
How best to support me?
What’s working (from everyone’s perspective) and needs to continue?
What’s not working (from everyone’s perspective) and needs to change?
What actions need to be undertaken to achieve the agreed outcomes
(educational and other) by the support network around the child/young person?
Aspiration
Need
Provision
Outcome
How we link the process to planning.
Aspiration
Need
Provision
Outcome
Appreciation – what do
we like and admire
about the child/young
person?
What’s important to
the child/young
person (and/or
parents)
What’s important for
the child/young
person?
Important
to/Important for
How best to support?
What’s important to the
child/young person
(and/or parents)
What’s important for
the child/young
person?
What’s working (from
everyone’s perspective)
and needs to continue?
What’s not working (from
everyone’s perspective)
and needs to change?
What’s Working/Not
Working
What actions need to
be undertaken to
achieve the agreed
outcomes (educational
and other) by the
support network around
the child/young
person?
How does this link to curriculum
Curriculum Framework
Linking and Measuring Outcomes
John F Kennedy Curriculum and Assessment
Pre Formal
Core Learning
intentions
• Communication
Interaction
• Creative Interaction
• Cognition and
Learning
• Physical Development
• Structure and Routine
• Developing Self Care
John F Kennedy Curriculum and Assessment
Semi Formal
Core Learning Intentions
• Communication Social
• Communication
Functional
• Creative
• Cognition and Learning
• Cognition and Learning
• Physical/PE
• Structure and Routine
• Independence/Social
Aspiration
Need
Provision
Outcome
Appreciation –
what do we like
and admire
about the
child/young
person?
What’s
important to
the
child/young
person (and/or
parents)
What’s
important for
the
child/young
person?
What’s
Working/Not
Working
What’s
important to the
child/young
person (and/or
parents)
What’s
important for the
child/young
person?
How best to
support me
What’s working
(from everyone’s
perspective) and
needs to continue?
What’s not working
(from everyone’s
perspective) and
needs to change?
What actions
need to be
undertaken to
achieve the
agreed
outcomes
(educational
and other) by
the support
network around
the child/young
person?
Student’s year group ………………………..
Aspiration
Appreciation – what do we
like and admire about the
child/young person?
What’s important to the
child/young person (and/or
parents)
Outcome
Student’s identified primary need …………………………………………………………………………
Need
What’s important to the
child/young person (and/or
parents)
What’s important for the
child/young person?
What help do I need
to achieve this?
Who will do this?
How do we evaluate this as a whole school measure?
How do we monitor and track this within the school year?
How do we know our outcomes are fit for purpose?
Provision
What’s important for the
child/young person?
What’s working (from
everyone’s perspective) and
needs to continue?
What’s not working (from
everyone’s perspective) and
needs to change?
When and how will they help
me?
Outcome
What’s Working/Not Working
What actions need to be
undertaken to achieve the
agreed outcomes (educational
and other) by the support
network around the
child/young person?
How will we know that the
outcome has been achieved?
Resources
• http://www.helensandersonassociates.co.uk/education/