Additional Support Plan
Outcomes:
February
The role of the Coordinator
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Education Health and Care Plan Coordinator
Ultimately the content of plans will only be as good as
the advice we receive.
Asking the right questions = appropriate advice
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Outcomes – Section E (Section 9.64 – 9.69 of Code – Page 162)
9.64
EHC plans should be focused on education and training, health
and care outcomes that will enable children and young people
to progress in their learning and , as they get older, to be well
prepared for adult hood. EHC plans can also include wider
outcomes such as positive social relationships and emotional
resilience…….
9.65
Long-term aspirations are not outcomes in themselves…..
9.66
An outcome can be defined as the benefit or difference
made to an individual as a result of intervention.
Outcomes
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Currently we write too many outcomes in plans.
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SMART outcomes – 4 or 5 maximum.
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Outcomes to be achieved over a minimum of a 2 years,
a Key Stage, or course duration in Post 16 Education.
If outcomes are written well they can then be clearly
linked to provision (Sections F, G and H). In current
plans these sections are generic and vague.
Provision:
Section F: Special Educational Need Provision
Outcome A: By the end of Key Stage 4 Billy will have developed the necessary
social skills and independence to enable him to access Post 16 Provision.
Steps Toward:
SEN Provision
By Who?
A1: Billy to
develop
understanding
of others
emotions.
Social Skills / Social Stories
group to be accessed once a
week for 1 hour.
HLTA to deliver Progress to be
social skills
reviewed termly
programme.
in consultation
with SENCO and
parents.
A2:
When?
Provision:
Section G: Health
Outcome E: By the end of Key Stage 4 Billy will be able to manage his impulsive
behaviours in order to access Post 16 Training Courses.
Steps Toward:
Provision
Who and When?
E1: Continue to
monitor and, if
appropriate
medicate Billy’s
ADHD.
Billy to be prescribed ? mg of
Concerta to be taken …….
Scheduled appointments with
Community Paediatrician.
E2: Billy to learn
strategies to
reduce his
impulsive
behaviours
Liaise with parents and school to
suggest suitable strategies to
manage Billy’s impulsivity.
Paediatrician to attend school
meetings / annual reviews if
appropriate.
In summary:
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Systems are in place to request and collate advice.
The SEN Team / EHCP coordinators need to change
paperwork used to ensure SMART advice is collected
from contributors to the EHCP plan.
Contributors to plans need to consider SMART outcomes
for children and young people in order to improve
Sections E , F G and H in plans.