Swindon SENCO Conference 2015
Alexandra House Hotel
Aspirations and Outcomes
Friday 6th March
EHC Plan Sections
A:
B:
C:
D:
E:
F:
G:
H1:
H2:
I:
J:
K:
Views, interests and aspirations
Special Educational Needs
Health Needs
Social Care Needs
Outcomes
Special Educational Provision
Any Health Provision reasonable required
Social Care Provision under S2 of Chronically Sick
and Disabled Persons Act 1970
Any other Social Care Provision
Name and Type of setting
Personal Budget
Advice and Information gathered
Peter Drucker
This is not about changing the paperwork
Planning
A good person-centred conversation explores the following:
•What do people like and admire about you?
•Who are the important people in your life?
•What is important to you – now and in the future?
•What is important for you – now and in the future?
•What is working well?
•and not so well in your life at the moment?
•What support and help do you need?
•What are your hopes for the future?
•What are the outcomes we are going to plan for?
•What are the steps?
•Who is going to do what and by when?
Real wealth (social capital)
or “You don’t know what you need until you know what you’ve got”
Skills what you can do
Knowledge what you know
People family, friends,
Access what’s in the local
community
Assets local facilities
Resilience ability to cope
Don’t jump too quickly from “You can’t do this” to “So you will need us to . .
.” Always consider real wealth in any plan
. . . before
you try to
sort
everything
else out for
the young
person
Usable quotes:
Aspirations do not have to be realistic
Planning should be about life outcomes
- i.e. more than the next step in the classroom
We are part of the means, not an end in
ourselves – however good we are at our jobs
Our purpose is to prepare children and
young people for adulthood so they can be as
independent as they choose to be
Aspirations to targets in one plan
Aspiration
•I want a job when I leave education
Outcomes
•By December 2015 I will have had work experience that I chose
•I will be able to travel from home to college using public transport by
myself by the end of August.
Steps
•Be working with a job coach by March
•Job Coach to assist doing a vocational profile with input from college,
family and support workers to be ready by June
•Plan work experiences to begin in September
•Begin travel training by catching the bus with my PA
Educational targets
•Literacy, numeracy, language, IT, social & independence skills educational
targets can be linked to this outcome and the steps to get there.
Aspirations and outcomes
LAs cannot be held
accountable for aspirations
Outcomes must be
S.M.A.R.T.
SEND Tribunal may have
opinion about Outcomes but
can only rule on Provision
A person-centred outcome is . . .
• about what the young person will be able to
do, not what provision will be made or
services offered
• of benefit or will make a difference to the
individual
• achievable within a given timeframe
• observable, specific and measurable
• best written as though it has been achieved
• moving towards a positive future and not
away from a negative past
Example
I will be understood by my
friends and can play with
them at playtime and in the
after school club on
Wednesdays without
anyone getting frustrated