Outcomes- What they are and what
they’re not
VITAL Conference
London, 20 January 2015
André Imich, SEN and Disability Professional Adviser, DfE
The importance of outcomes
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Previous system emphasises processes
Educational outcomes for SEND poor
Move from process to outcomes focus
Supports preparation for adulthood
Emphasises strengths rather than deficits
Builds on children and young people’s views, interests
and aspirations
 Encourages high aspirations for children and young
people
A Quality EHCP
 Meets the requirements of the
Act, regs and the Code.
 Describes positively what
children and YP can do
 Clear, concise, understandable
and accessible
 Is outcomes focused – with
provision clearly related to
outcomes.
Quality of advice and information
 Quality of EHCP reliant on quality of advice and
information, inc. that from parents, children and young
people.
 All need to ensure that advice is given on outcomes.
 Professional bodies need to provide guidance and
exemplars to members
 LAs should:
- provide guidance to advice givers
- monitor the quality of advice
- provide regular feedback to those giving advice
EHCP Sections
A:
B:
C:
D:
Views, interests and aspirations
Special educational needs
Health needs
Social care needs
E: Outcomes
F: Special educational provision
G: Any health provision reasonably required
H1: Social care provision under S2 of Chronically Sick and
Disabled Persons Act 1970
H2: Any other social care provision
I: Placement
J Personal budget
K: Advice and information received
Section E - Outcomes
 Range of outcomes over varying timescales
 Cover education, health and care
 Distinction between outcomes and provision - provision
should help the children and YP achieve an outcome.
 Steps towards meeting the outcomes.
 Arrangements for monitoring progress
 Forward plans for key changes
 For children and YP preparing for transition to adulthood,
outcomes that will prepare them well for adulthood.
Two types - extrinsic and intrinsic outcomes
 Intrinsic - valued by and relate primarily to individuals,
such as happiness, self-esteem, confidence
 Extrinsic - can be measured and valued by other people,
including educational achievement, literacy and
numeracy or good health.
 Extrinsic - easier to measure than intrinsic
 Intrinsic and extrinsic outcomes are often connected.
Three key elements
1. What the C&YP needs to be able to do after a given
period of time
2. Personalised
3. SMART - specific, measurable, achievable, realistic and
time related.
Outcome in EHCP:
 Benefit or difference made to an individual as a result of
an intervention
 Personalised - not expressed from a service perspective.
 Something over which those involved have control and
influence.
 Specific, measurable, achievable, realistic and time
bound (SMART).
 Usually set out what needs to be achieved by end of a
phase or stage of education.
 Not a description of the service being provided.
 Y9 onwards, outcomes should reflect the need to ensure
young people are preparing for adulthood.
Outcomes focus re preparing for adulthood
 Higher education and/or employment, including
exploring different employment options, such as support
for becoming self-employed and help from supported
employment agencies
 Independent living – YP having choice, control and
freedom over their lives and the support they have, their
accommodation and living arrangements.
 Participating in society - having friends and supportive
relationships, and participating in, and contributing to,
the local community
 Being as healthy as possible in adult life
Joint or single agency outcomes
 Can be joint across education, health and social care.
 For YP aged over 17, EHCP should identify clearly which
outcomes are education and training outcomes.
Transfer of Statements and LDAs to EHCPs
 Big challenge is the introduction of outcomes –
need to ensure that those involved in transfer/
conversion work can develop outcomes.
 Implications for training/ guidance
Activity in pairs – Thoughts about these ‘outcomes’?
 Hugo will participate in activities he enjoys involving I.T. and use
support strategies to minimise the likelihood of technology overstimulation, resulting in fewer or no episodes of epilepsy. He will
contribute to his own personal and health care.
 By age 11, Jasmine (now aged 6) will develop her language and
communication skills so that she is more able to make her wishes
and needs understood to those around her.
 Jamie will recognise his own feelings and will be able to self regulate
resulting in lower levels of anxiety and higher levels of community
participation and independence.
Is it an outcome?
 Does it have a clear time-frame for achievement?
 Is it specific and measureable/ is it clear how everyone
will know it has been achieved?
 Does it relate to the special educational/ health/ social
care needs identified
 Does it help the child/young person progress towards
their aspirations?
 Is it clear why it is important for the child or young person
(why do they want to achieve it?)
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Questions
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Comments
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Points of clarity
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Discussion