Developing Person Centred Outcomes Linked to Aspirations: Theory and Practice 22 nd January – Mott McDonalds Fazilla Amide Amide HR, Change and Training Solutions

Agenda Clarifying key language/definitions Importance of being Person Centred What are Outcomes? Why Are We Using Them? Developing SMART Outcomes Writing quality Outcomes over varying timescales

Putting Children and Young People at the Heart of Outcomes Planning

Clarifying Language What do all these words really mean? Aspirations? Outcomes? Provision? Targets? Look at the Questions and match them to their respective definitions…

What does being Person Centred Mean? Being “Person-Centred” is a way of: Thinking of things from the child’s point of view Picking up on what the young person wants, reflecting what they have detailed in their Section A Enabling children/young people to think about what THEY want, now and in the future Supporting children to plan their lives, work towards their goals and get the right support Balancing what’s important to them with what’s important for them

What’s the point of this video clip? Key Focus of the Reforms…

Brandon Trust Travel Buddy Project That’s me. I am wanted… haha! Well…I’m off to Santigate to do some writing. Mondays…I get the bus on Monday…go to the Vibers. Wednesday…I get the ah…76 bus again to the uh Misfits. Friday I do the same again. The best thing is when I play music. I always sing by myself. I get my ipod out…get my microphone out…get my earplugs on and I start singing just mouth the words..hahaha…that’s what I do all the time! So umm being independent has really helped me along. That feeling is really good. It’s fun if you are on a bus…getting around seeing my mates...look at the windows…look at the shops…I…ah… like going to the cinema and things…I um look at that and see what’s on. It made me more confident doing the Travel Buddy thing. Yeah would recommend travel thing. Fantastic! It’s really good!

Some Practical Work…. Thinking of Daniel in the video, write a potential Outcome which could feed into his aspiration of being more independent…

Outcomes and Provision ( e.g. 13 years old) Who will appoint the friend/carer ? Who will teach me the “H” help signs if there’s a problem? Is there an App that would help me navigate? Who will get the bus pass?

Developing and writing SMART outcomes

Why is it hard to be SMART? Activity Thinking about your Local Area, take a few minutes To note down the difficulties faced in developing SMART Outcomes Then take 5 mins to discuss at your table and agree key themes

Why SMART?? To clearly manage expectations! To know when you have achieved the Outcome (or not) To be really clear that the young person knows what they are agreeing to achieve Young people are more likely to achieve, especially if they can visualise/picture what success looks like…

Start with an Aspiration…. It may seem difficult – but mostly families want the same for their child as anyone else: To be as independent as possible To be healthy To have good mental health, be happy To be able to work or volunteer for something they enjoy doing To go to college We just need to adapt these ideas to suit the child

What is an Outcome? 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 specific, measurable, achievable, realistic and time bound (SMART). (9.66 SEND CoP) Typically, it could be about learning new skills

Example Outcomes? To have learnt the skills to become a professional Gardener by the time I’m 23 Or To have passed at least 6 GCSEs by the time I’m 16 or 17 Or To have learnt 3 or 4 key skills around social etiquette by the time I go to college Or To be able to ride a bicycle without stabilizers or support by the time I’m 10 Or To be going to the toilet independently by the time I’m 5

Why Outcomes? EHC plans should be focused on preparing for adulthood or the next Key Stage Outcomes should always enable children and young people to move towards the long-term aspirations of employment or higher education, health and well being independent living and community participation. (9.64 SEND CoP) Can include wider outcomes such as positive social relationships and emotional resilience and stability Outcomes should also be used for those under SEN Support

Key Components of a good Outcome… Other than SMART: Usually longer term: more than 12 months to a key stage or adulthood Linked to the Aspiration Clear and simple, ideally written in the 1 st person since it should be person-centred Holistic & Framed Positively Not based around Provision Not Targets based on a Professional’s programme of development Based on what we can control and influence Something that everyone can clearly visualise Can clearly demonstrate what “Difference/Benefit” is expected

Aspiration Outcome Target Provision

A useful starting point… By the time I’m……..(age or key stage) I can/ have learnt the skills to/ am maintaining/ am doing……… Questions: What would success look like? How will you know when it has been achieved? Note: Should be framed positively Not be based around Provision

Activity: You receive these Outcomes/Targets from the following areas via reports or feedback School – “I’m dressing and undressing myself in PE lessons on my own” OT – “I’m doing up my buttons on my shirt and pulling up my zip on my own” Physio – “I’m able to pull off and put on my tops”, or “I can stand on my own for at least 15 minutes” Social Care OT – “I’m able to get in and out of the bath/shower safely on my own” Parents – “I’m bathing/showering on my own” Now develop a potential Aspiration and Outcome….

If 6, with poor muscle strength, currently needing a walking frame to stand/walk for long periods. Unable to do up buttons/co-ordinate putting on/taking off clothes A Potential Aspiration & Outcome... Aspiration: “To be as mobile and independent as possible when I leave school” Outcome: “By the time I’m 9, I’m getting out of the shower/bath and walking into my bedroom to get dressed by myself.”

Another way to develop Outcomes…

Attending a messy play session once a week What would that:- Give your child? –Time to explore different textures and consistencies Do for your child? –Help me learn to get used to the touch, feel & smell of different things Make possible for your child? –I become more comfortable with touching things –More confident with accepting differing colours/smells –Help me to finger feed

Attending weekly Messy Play So a SMART outcome? “By the time I’m 5, I am holding food like Wotsits, a piece of water melon or cooked pasta twirls, and can put them in my mouth”

Write a SMART overarching Outcome & Provision which could come from some of the below…? Info sent in from the school re Bob who is in Year 4 and has poor balance and co-ordination & weak muscles: Aspiration from Section A: I want to play league football A Physio may have written “Bob is able to balance standing on one leg for around 1 minute each, by the end of Year 4.” He would also benefit from attending the school’s balance and co-ordination programme, Tiger Teams. School has written as the over arching “Outcome”: Bob’s doing 15 minutes of exercises which supports his ability to play football, during his weekly PE lessons. Parent’s “Outcome” is: Bob will be going to a football league club by the end of next year

Possible overarching Outcome & Provision…. Aspiration from Section A: I want to play league football Section E: Outcome: Bob has learnt the skills to play a basic level of football by the end of Primary school Physio Target: “Bob is able to balance standing on one leg for around 2 minutes each, by the end of Year 4” Provision: Bob’s doing 15 minutes of exercises which supports his ability to play football, during his weekly PE lessons. Bob will attend a 6 week Tiger Team programme this year School will support Bob to join the school football club with some support from volunteer members of staff Parents will arrange for Bob to be picked up from the school football club on a weekly basis

3 Points of Flexibility Time Provision/Strategy Level of Difficulty

If something is not Achievable? Then don’t agree to it!! Should have open, honest, transparent conversations Clarify if information isn’t clear For the LA to make the final decision as to what goes on the EHCP

Summary… Detail 2 or 3 things you have either Learnt from this session Been surprised about Had re-confirmed Disagreed with!