West Midlands Outcomes Resource

Regional Resources National Resources Module 2a: How to develop an outcome Module 1: What are outcomes and how are they linked to aspirations, needs and provision Overview: Aims & Vision Principles Module2b: What does a good outcome look like Module 4: Providing outcome focused advice TO BE DEVELOPED Module 5: SEN Support and Graduated approach TO BE DEVELOPED Module 3: How to monitor and review outcomes GUIDANCE: The package is designed and presented in modules, so that Local Areas can decide how best to deliver it. For example by covering more than 1 module in a session/workshop or delivering all or some modules separately over a period of time. The overview is designed to be used with all modules. Local Areas can amend the modules to tailor them to their individual needs. *NOTE: Additional module on SEN Support and Graduated approach required. To be decided whether to include as separate module or incorporate in to another. National Resources

Aims & Vision Principles Overview Aims & Vision Principles GUIDANCE: To be used as an introduction, where appropriate, for each module.

Aim and vision To ensure all children and young people achieve successful long term outcomes into adult life That everyone is working together in a more person centred and outcome focused way to achieve this

Aim and vision To develop a shared understanding of outcomes which enables system and cultural change To enable smarter commissioning to meet need

Aim and vision Early years To identify need at the earliest point, and then make effective provision, to improve long-term outcomes for children To support and empower families to help their child achieve their outcomes GUIDANCE: Optional slide for Early years

Aim and vision Preparing for Adulthood To support CYP to prepare for adult life and help them go on to achieve the best outcomes in higher education /employment, independent living, good health in adult life and participating in society To develop outcomes around preparing for adulthood as early as possible and encourage high aspirations GUIDANCE: Optional slide for Preparing for adulthood

Why focus on outcomes? Statistics show: disabled people are significantly more likely to be victims of crime than non-disabled people and remain significantly less likely to participate in cultural, leisure and sporting activities than non-disabled people1 disabled people are significantly more likely to be victims of crime and bullying than non-disabled people2 disabled people are around three times as likely not to hold any qualifications compared to non-disabled people, and around half as likely to hold a degree-level qualification3 46.3 per cent of working-age disabled people are in employment compared to 76.4 per cent of working-age non-disabled people4 young people with SEN are twice as likely not to be in education, employment or training5 References: 1,2,3 Office for Disability Issues 2012, http://odi.dwp.gov.uk/disability-statistics-and-research/disability-facts-and-figures.php#gd 4 Labour Force Survey (ONS 2012), http://www.ons.gov.uk/ons/rel/lms/labour-market-statistics/march-2012/index.html 5 Support and aspiration: A new approach to special educational needs and disability - A consultation, DfE, http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/standard/publicationdetail/page1/cm%208027

By focusing on improving outcomes for children and young people and thinking about preparing for adulthood from a young age we can ensure all children and young people regardless of their SEN or disability can: feel and be safe participate and enjoy community, cultural and leisure activities have the opportunity to gain qualifications and employment have the opportunity to be independent

Principles We have a common understanding of an outcome: ‘An outcome can be defined as 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).’ Code of Practice, 9.6646 GUIDANCE: Agreed regionally References: 6 Special educational needs and disability code of practice: 0 to 25 years, DfE, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

Principles We have agreed shared overarching outcomes for all children and young people: Stay safe Be healthy Enjoy and achieve Gain employment Live independently Be included in the community These are a combination of the Every Child Matters and Preparing for Adulthood Outcomes (REF)

Principles Central to the development of an outcome is the young persons voice. They must be supported so that they can be involved in decision making. To recognise the importance and value of early intervention Person centred planning is fundamental to the development of outcomes and to enabling and embedding cultural change Outcomes must be shared by the child or young person, their family and professionals

References: 1,2,3 Office for Disability Issues 2012, http://odi.dwp.gov.uk/disability-statistics-and-research/disability-facts-and-figures.php#gd 4 Labour Force Survey (ONS 2012), http://www.ons.gov.uk/ons/rel/lms/labour-market-statistics/march-2012/index.html 5 Support and aspiration: A new approach to special educational needs and disability - A consultation, DfE, http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/standard/publicationdetail/page1/cm%208027 6 Special educational needs and disability code of practice: 0 to 25 years, DfE, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf