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

2. 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

3. 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.

4. 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.

5. 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.

6. 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

7. 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?

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

9. 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

10. 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

11. 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?

12. 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?

13. Resources