1. Developing effective Outcomes Training for Education, Health and Social Care Professionals July 2015

2. Introduction Housekeeping Plan of the day EHC Plan data 2

3. Outline of the training 9.00 – 9.15 – Registration 9.15 – 9.20 – Introduction 9.20 - 9.30 - New Code of Practice 9.30 – 9.40 - Activity 1 9.40 – 10.15 – Outcomes 10.15 – 10.35 – Break 10.35 - 10.45 – Health input 10.45 – 12.00 – EHCP Activity 12.00 – 12.30 - Feedback 3

4. % of pupils with statements and EHC plans by provision LASpecial school INMSSRPTotal special provision mainstream England40.26.53.450.145.2 Staffordshire59.34.9064.232.6 CWAC47.64.26.858.640.3 Warwickshire4210.10.652.745.8 Worcestershire47.84.8o52.642.3 Solihull39.89.51.550.841.2 N Yorks40.25.70.346.251 Cheshire East30.79.05.144.850.8 York35.13.54.743.347.5 Stockport29.44.23.637.256.8 Warrington24.87.0031.851.1 East Riding Y9.64.01.114.782

5. Special school provision Increase of 46 places in special schools compared with this time last year – 2 nd year of increasing trend No additional place funding from EFA to support this increase

6. Requests for new assessments DateNumber of requests 1/9/13 – 31/5/14223 1/9/14 – 31/5/15335 50% increase RequestsAssessment agreed Top up agreedRefused 109521839

7. New Code of Practice The requirement of advice givers to support the writing of Education Health and Care Plans 7

8. Training objective: To have a clear understanding of what is meant by the term ‘outcome’. Developing meaningful person centred outcomes from Education, Health and Social Care for EHC Plans. 8

9. What is an outcome? SEN Code of Practice 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 specific, measurable, achievable, realistic and time bound (SMART). 9

10. Making Outcomes SMART Specific – it is clear to everyone what it actually means Measurable - how will we know if it has been achieved or missed? Achievable - is it a realistic target for the child/young person Relevant - is it a priority? Time-limited – when exactly could it be achieved? 10

11. What is important to them/for them ? When agreeing outcomes, it is important to consider both what is important to the child or young person – what they themselves want to be able to achieve – and what is important for them as judged by others with the child or young person’s best interests at heart. (CoP 9.67) 11

12. For example: In the case of speech and language needs: What is important to the child may be that they want to be able to talk to their friends and join in their games at playtime. What is important for them is that their behaviour improves because they no longer get frustrated at not being understood. 12

13. What an outcome is not! Aspirations are not outcomes in themselves, they are a step to an aspiration ( these are specified in Section A of the EHC plan). A description of the service being provided. For example: three hours of speech and language therapy. Solutions- this is the resource or provision you need to achieve the outcome. 13

14. Why outcomes are not objectives Focus on possibilities rather than problems Focus on result not provision Focus on looking ahead to adulthood at any age Focus on the child/young person and their families 14

15. Long –Term Outcomes…. To achieve by the end of an education phase/key stage/adulthood Short-Term Outcomes… To achieve by this time next year Targets…. To achieve by the end of a school term or less and will support the achievement of short/long-term outcomes 15

16. Top Tips When writing the outcome you may find it helpful to do the following: Write it as though it has already been achieved-it makes it more compelling Write it positively moving towards something you want the child or young person to achieve rather than away from something you want them to avoid Don’t embed the strategies or provision into the outcome 16

17. Activity Consider whether the statements are: 1.SMART 2.Outcomes or objectives 3.Long or short term 17

18. Child and young person centred reviews During the review process, encourage a more practical and child/young person led activity Consider key questions: What is working/not working? What is important to me ? What is important for me? What is important to me in the future? What do you want to do that you can’t do now ? 18

19. 19 Longer into the future A. Aspirations E. Outcomes B. Special Educational Needs F. Special Educational Provision G. Healthcare Provision C. Healthcare Needs D. Social Care Needs H1&2. Social Care Provision Steps towards outcomes Steps towards outcomes Steps towards outcomes Start Here End of phase or stage 2 or 3 years Steps towards the outcomes Outcomes Pyramid – Council for Disabled Children

20. Writing Outcomes: Key questions What difference needs to be brought about? How will the difference be made? When will the difference be made? 20

21. What difference needs to be bought about? Will be able to communicate using alternatives to gesturing Will be able to read more words Will be able to travel independently Will be able to count Will be able to use cutlery Will have Improved self esteem 21

22. How will the difference be made? Will communicate simple life choices using PECS Reading within 2 years of chronological Will be travelling to South Cheshire College independently Will be able to count forwards and backwards to 20 Will be able to eat finger food using a fork 22

23. When will we expect to see the difference?... by the end of a year group... by the end of an age phase... on entry to secondary school... by the end of KS3... by the next annual review... by transition to college 23

24. SMART OUTCOMES Maria will be able to communicate simple life choices using PECS by the end of year 2 Maria will be reading within 2 years of her chronological age by the end of primary school Maria will be travelling to South Cheshire College independently by the end of year 11 Maria will be able to count forwards and backwards to 20 by the end of year 2 Maria will be able to eat finger food using a fork on entry to secondary school 24