Outcomes – personalised and person centred Curriculum offer and outcomes for progression and development

Why do we facilitate Annual Reviews? Apart from it being statutory? It’s a central part of our process It is a significant conversation opportunity It allows us to work with parents to ensure co production It keeps us informed of changes and allows valuable information to be shared It is our duty to - facilitate the development of the child or young person and to help him or her achieve the best possible educational and other outcomes. Section 19 - Children and Families Act 2014

SEND code or practice The SEND code of practice states: 9.61   EHC plans must specify the outcomes sought for the child or young person. Outcomes in EHC plans should be SMART (specific, measurable, achievable, realistic, time-bound). 9.66     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 SMART.

Outcomes There are two types of outcomes: Intrinsic - valued by and relate primarily to individuals, such as happiness, self-esteem, confidence etc. Extrinsic - can be measured and valued by other people, including educational achievement, literacy, and numeracy or good health etc. Intrinsic and extrinsic outcomes are often written together.

PART 3 Children and young people in England with special educational needs or disabilities Local authority functions: general principles 19:Local authority functions: supporting and involving children and young people In exercising a function under this Part in the case of a child or young person, a local authority in England must have regard to the following matters in particular— (a)the views, wishes and feelings of the child and his or her parent, or the young person; (b)the importance of the child and his or her parent, or the young person, participating as fully as possible in decisions relating to the exercise of the function concerned; (c)the importance of the child and his or her parent, or the young person, being provided with the information and support necessary to enable participation in those decisions; (d)the need to support the child and his or her parent, or the young person, in order to facilitate the development of the child or young person and to help him or her achieve the best possible educational and other outcomes.

Set the agenda for the review process Who is here? Appreciation – what do we like and admire about the child/young person? What’s important to the child/young person (and/or parents) What’s important for the child/young person? What do I need to support me? How best to support me? What’s working (from everyone’s perspective) and needs to continue? What’s not working (from everyone’s perspective) and needs to change? What actions need to be undertaken to achieve the agreed outcomes (educational and other) by the support network around the child/young person? Aspiration Need Provision Outcome

How we link the process to planning. Aspiration Need Provision Outcome Appreciation – what do we like and admire about the child/young person? What’s important to the child/young person (and/or parents) What’s important for the child/young person? How best to support? What’s working (from everyone’s perspective) and needs to continue? What’s not working (from everyone’s perspective) and needs to change? Important to/Important for What’s Working/Not Working What actions need to be undertaken to achieve the agreed outcomes (educational and other) by the support network around the child/young person?

How does this link to curriculum Curriculum Framework Linking and Measuring Outcomes

John F Kennedy Curriculum and Assessment Pre Formal Core Learning intentions Communication Interaction Creative Interaction Cognition and Learning Physical Development Structure and Routine Developing Self Care

John F Kennedy Curriculum and Assessment Semi Formal Core Learning Intentions Communication Social Communication Functional Creative Cognition and Learning Physical/PE Structure and Routine Independence/Social

Aspiration Need Provision Outcome Appreciation – what do we like and admire about the child/young person? What’s important to the child/young person (and/or parents) What’s important for the child/young person? How best to support me What’s working (from everyone’s perspective) and needs to continue? What’s not working (from everyone’s perspective) and needs to change? What’s Working/Not Working What actions need to be undertaken to achieve the agreed outcomes (educational and other) by the support network around the child/young person?

What’s important to the child/young person (and/or parents) Student’s year group ……………………….. Student’s identified primary need ………………………………………………………………………… Aspiration Need Provision Outcome Appreciation – what do we like and admire about the child/young person? What’s important to the child/young person (and/or parents)   What’s important for the child/young person? What’s working (from everyone’s perspective) and needs to continue? What’s not working (from everyone’s perspective) and needs to change? What’s Working/Not Working What actions need to be undertaken to achieve the agreed outcomes (educational and other) by the support network around the child/young person? Outcome What help do I need to achieve this? Who will do this? When and how will they help me? How will we know that the outcome has been achieved?   How do we evaluate this as a whole school measure?   How do we monitor and track this within the school year? How do we know our outcomes are fit for purpose?

Resources http://www.helensandersonassociates.co.uk/education/