Children and Families Act OutcomesWorkshop

SEN & disability conference

Philippa Stobbs, Council for Disabled Children

The overall planStarting with outcomes and aspirationsThe big picture, Sam and EllieSmartening up outcomes

Workshop

• A summary of the child or young person’s history.

• Details about the child or young person’s aspirations for the future, including aspirations relating to paid employment, independent living, and community participation.

• A summary of how to communicate with the child or young person and how to engage them in decision-making.

• If written in the first person, the plan should make clear whether the child or young person is being quoted directly, or if the views of parents or professionals are being represented.

•  

What to include in each section of the EHC plan: Aspirations

• EHC plan to focus on supporting the child or young person to achieve the aspirations

• Historical information should be kept to a minimum• Long-term aspirations of the child, young person and/or their

parents should be identified through an early conversation • The outcomes should then be written to support achievement

of aspirations• LAs and other services not responsible for aspirations in the

same way as for outcomes.As a child gets older, aspirations at an earlier stage may become achievable outcomes

Additional guidance: Aspirations

• Defined as: the benefit or difference made to an individual as a result of an intervention

• Not a description of the service being providedUsually set out what needs to be achieved by end of phase or stage of education

• Outcomes should be specific, measurable, achievable, realistic and time bound (SMART)

• EHC plan to specify arrangements for setting shorter term targets at school/other institution. Append shorter term plans and targets to EHC plan

• Ceasing EHC plan for young person over 18: take account of whether education/training outcomes have been achieved

What to include in each section of the EHC plan: Outcomes

• EHC plan should be clear how the SMART outcomes link to the longer term aspirations

• Outcomes to be challenging, based on high expectations • Outcomes are not provision; the benefit or difference that

provision is intended to make • Outcomes can be joint across education, health and social

care, except for young people over 17 - education and training outcomes need to be separately identified 

• Sitting beneath outcomes, EHC plan can identify steps that might be taken to move towards the outcomes

Additional guidance: Outcomes

Children Health Outcomes Study

To identify key healthcare outcomes, beyond measures of morbidity and mortality, that are regarded as important by children with neurodisability and parents. 

Aims:1.To identify, broadly, what outcomes children and parents expect from the combined resources of the NHS; 2.To present candidate generic PROMs, with example items, to determine whether these instruments measure outcomes children and parents value. 3.To consider pragmatic approaches which might motivate children to want, and be able, to complete PROM questionnaires, such as novel technology.

Outcome FindingsFor both parents and CYP our analysis found: •Relationship between outcomes: how different outcomes areas inter relate to form broader concepts and life outcome areas •Hierarchy of outcomes: “high level life outcomes” at top, dependent combinations of lower level outcomes.•Meaning of outcomes: Individual outcomes have complex set of meaning for parents and children •There are similarities and differences between the parents and children

Outcome hierarchy parents

Outcomes?

A:Aspirations

B: Special educational needs

F:Special educational provision

C: Health care needs

D: Social care needs

Longer into the

futureEnd of phase or stage

2 or 3 years

Steps towards

the outcomes

E: Outcomes*

G: Health care provision

H1:

Social care provision

(CSDPA 1970)

H2:

Other social care

provision

& steps towards

outcomes

Start here

Targets #

Targets #

Targets #

# EHC plan should specify the arrangements for setting shorter

term targets at school, service or institutional level.

& steps towards

outcomes

& steps towards outcomes

* For young people over 17, the education and training outcomes need to be separately identified.