Writing and Measuring smart outcomes for
children in Calderdale
A Step by Step guide to writing
SMART plans and measuring
outcomes
Make Outcomes SMART
Specific
What is it we are trying to measure?
Is it absolutely clear what is expected?
Measurable
Will it be possible to tell if an outcome has been
achieved? Establish a benchmark against which
progress may be measured
Achievable
Don’t set unrealistic outcomes - intermediate outcomes
(distance travelled) are important. Visualise what it will
look like when it’s happened
Realistic
Concentrate on the immediate issues
Put in some quick wins to build confidence
Time
Review progress. Identify the milestones and a
means to keep to them
Sustainable
What is needed to maintain standards and avoid
relapse?
1. State each need of and/or risk to the child clearly and unambiguously. What is it that is causing
concern? E.g.
Helen is at risk of physical harm;
Shazia is not at the expected weight or height for her age or stage of development;
Delroy is living in home conditions that are unhygienic and unsafe;
The needs or risks should be evident from the most recent assessment.
2. Write the desired outcome as a positive statement of change or benefit for children and families.
Ask yourself, so what does this mean for the child? Consider how the outcome will result in

greater knowledge

new skills

different behaviour changes in attitude.
The outcomes should arise from assessment of the developmental needs of a child, their parents’
capacity, and family and environment factors. The outcomes desired and the interventions
selected, should be grounded in professional knowledge and research findings. E.g.
Parents will use positive methods of discipline with Helen such as praising good behaviour, saying
clearly what behaviour is expected. If Mum starts to lose her temper, she will leave the room;
Shazia will achieve her expected developmental milestones;
Delroy will be living in a safe & clean home environment where all floors are free from food bits,
rubbish and animal faeces.
3. Measuring outcomes means collecting evidence about the effects of activities in respect of:

the child’s development

the factors or dimensions of parenting capacity

the family and environment which are having an impact on the child’s development.
Evidence is the information that demonstrates progress or improvement and the ‘distance travelled’.
This requires a baseline in order to be able to demonstrate that intervention has contributed to, or
brought about, change or improvement. This information must be recorded so that change over
time can be measured and that judgments of outcomes can be validated.
Types of measures

Recorded observations, for example, interaction between a parent and a child.

Standardised assessment, for example, completion of a questionnaire or semi-structured
interview.

Testimonials, for example, a child says that they are happier at school.

Numerical, for example, school attendance records.

Objective, for example, child’s health and developmental milestones, including height and
weight.
Choose methods and tools for collecting this evidence. E.g.
•
Strengths and Difficulties Questionnaires.
•
The Parenting Daily Hassle Scale.
•
Home Conditions Scale.
•
Adult Wellbeing Scale.
•
The Adolescent Wellbeing Scale.
•
The Recent Life Events Questionnaire.
•
The Family Activity Scale.
•
The Alcohol Scale.
•
Multi-agency Assessment of Neglect Toolkit
•
Communication Toolkit
•
Centile Chart
4. The Actions required to achieve the outcomes need to be explicit. A referral will not, of itself,
result in change. Thought should be given to the purpose of the referral – A referral to FIT would
result in intensive family support – what do you hope to achieve by this? Can other agencies
contribute? E.g.
Weekly home visits by volunteer befriender to support and motivate parents.
Parents will participate in a parenting programme which focuses on their ability to provide a safe,
hygienic, home environment and explores their understanding of safety in the home
5. Identify who is responsible for the actions – all parties who are responsible for achieving change
6. Timescales and dates for review of progress should be specified.
Link to DoH Assessment Questionnaires and Scales