1. André Imich, SEN and Disability Professional Adviser, DfE
Outcomes- What they are and what they’re not VITAL Conference London, 20 January 2015
Points of Clarification
1. Nomenclature:
Child = under statutory leaving age (16 years)
Young person = person over compulsory school age (16-25)
2. Key message – the same principles and the same vision applies to all ages 0-25 years
3. Post 16 Institutions often use the term ‘learning difficulties’. The term SEN is used in the Code across the 0-25 age range but has the same meaning.
André Imich, SEN and Disability Professional Adviser, DfE 1

2. The importance of outcomes
Previous system emphasises processes
Educational outcomes for SEND poor
Move from process to outcomes focus
Supports preparation for adulthood
Emphasises strengths rather than deficits
Builds on children and young people’s views, interests and aspirations
Encourages high aspirations for children and young people

3. A Quality EHCP Meets the requirements of the Act, regs and the Code.
Describes positively what children and YP can do
Clear, concise, understandable and accessible
Is outcomes focused – with provision clearly related to outcomes.

4. Quality of advice and information
Quality of EHCP reliant on quality of advice and information, inc. that from parents, children and young people.
All need to ensure that advice is given on outcomes.
Professional bodies need to provide guidance and exemplars to members
LAs should:
- provide guidance to advice givers
- monitor the quality of advice
- provide regular feedback to those giving advice

5. EHCP Sections E: Outcomes A: Views, interests and aspirations
B: Special educational needs
C: Health needs
D: Social care needs
E: Outcomes
F: Special educational provision
G: Any health provision reasonably required
H1: Social care provision under S2 of Chronically Sick and
Disabled Persons Act 1970
H2: Any other social care provision
I: Placement
J Personal budget
K: Advice and information received

6. Section E - Outcomes Range of outcomes over varying timescales
Cover education, health and care
Distinction between outcomes and provision - provision should help the children and YP achieve an outcome.
Steps towards meeting the outcomes.
Arrangements for monitoring progress
Forward plans for key changes
For children and YP preparing for transition to adulthood, outcomes that will prepare them well for adulthood.

7. Two types - extrinsic and intrinsic outcomes
Intrinsic - valued by and relate primarily to individuals, such as happiness, self-esteem, confidence
Extrinsic - can be measured and valued by other people, including educational achievement, literacy and numeracy or good health.
Extrinsic - easier to measure than intrinsic
Intrinsic and extrinsic outcomes are often connected.

8. Three key elements
What the C&YP needs to be able to do after a given period of time
Personalised
SMART - specific, measurable, achievable, realistic and time related.

9. Outcome in EHCP:
Benefit or difference made to an individual as a result of an intervention
Personalised - not expressed from a service perspective.
Something over which those involved have control and influence.
Specific, measurable, achievable, realistic and time bound (SMART).
Usually set out what needs to be achieved by end of a phase or stage of education.
Not a description of the service being provided.
Y9 onwards, outcomes should reflect the need to ensure young people are preparing for adulthood.

10. Outcomes focus re preparing for adulthood
Higher education and/or employment, including exploring different employment options, such as support for becoming self-employed and help from supported employment agencies
Independent living – YP having choice, control and freedom over their lives and the support they have, their accommodation and living arrangements.
Participating in society - having friends and supportive relationships, and participating in, and contributing to, the local community
Being as healthy as possible in adult life

11. Joint or single agency outcomes
Can be joint across education, health and social care.
For YP aged over 17, EHCP should identify clearly which outcomes are education and training outcomes.

12. Transfer of Statements and LDAs to EHCPs
Big challenge is the introduction of outcomes – need to ensure that those involved in transfer/ conversion work can develop outcomes.
Implications for training/ guidance

13. Activity in pairs – Thoughts about these ‘outcomes’?
Hugo will participate in activities he enjoys involving I.T. and use support strategies to minimise the likelihood of technology over-stimulation, resulting in fewer or no episodes of epilepsy. He will contribute to his own personal and health care.
By age 11, Jasmine (now aged 6) will develop her language and communication skills so that she is more able to make her wishes and needs understood to those around her.
Jamie will recognise his own feelings and will be able to self regulate resulting in lower levels of anxiety and higher levels of community participation and independence.

14. Is it an outcome? Does it have a clear time-frame for achievement?
Is it specific and measureable/ is it clear how everyone will know it has been achieved?
Does it relate to the special educational/ health/ social care needs identified
Does it help the child/young person progress towards their aspirations?
Is it clear why it is important for the child or young person (why do they want to achieve it?)

15. …………
Questions
Comments
Points of clarity
Discussion