Page 1 An introduction to child and young person centred, multi-agency, outcome planning PUBLIC SECTOR TRAINING AND CONSULTANCY 184 Alcester RoadSpernal AshStudleyWarwickshireB80 7PA Tel/Fax: +44 (0) © Helen D Watson, Public Sector Training and Consultancy: 2014 Gloucestershire Children and Young People’s Strategic Partnership

Page 2 An introduction to child and young person centred multi-agency outcome planning Workshop objectives At the end of this half-day workshop, everyone will:- Have a common understanding of what is meant by child and young person centred SMART outcomes in Gloucestershire Appreciate how to develop child and young person centred outcomes Have practised working in multi-disciplinary groups to identify needs and to develop SMART outcomes Be clear where that information is recorded on Gloucestershire’s plans

Page or 1.30  Welcome, introductions and workshop objectives  Outcome planning for children and young people in Gloucestershire  The Children and Families Act 2014 and the Gloucestershire Model – A reminder  Understanding the situation and identifying needs  Listening to children, young people, and their parents or carers  Syndicate case-study exercise  Developing child and young person centred SMART outcomes  A common definition of SMART outcomes in Gloucestershire or 3.15Break or 3.30  Developing child and young person centred SMART outcomes (continued)  Syndicate case-study exercise  Planning to achieve outcomes  Thinking creatively and challenging “norms”  Syndicate case-study exercise  The templates for plans in Gloucestershire  Recording needs, outcomes, actions, resources, reviews or 4.30  Workshop evaluation and close An introduction to child and young person centred multi-agency outcome planning Workshop Programme

Page 4 Introductions Who are you? Where are you from? What do you do? How confident are you currently in developing and writing outcomes? Low confidence Little or no prior experiencePartly confident Limited prior experience and many uncertaintiesConfident Prior experience but still some uncertaintiesHighly confident Significant and current experience

Page 5 Outcome planning for children and young people with additional needs The Gloucestershire model

Page 6 From 1 September for all children / young people with special educational needs and disabilities Children with other additional needs will now be included in the larger Early Help review to implement a single pathway across the Partnership A graduated pathway that enables the right level of intervention and support when needed Further information:

Page 7 An integrated and graduated pathway producing a single plan Natural supports Family/community Single agency support One page plan Needs, outcomes, actions, resources (who/when), review Multi-agency support To meet additional education, health, social needs Needs, outcomes, actions, resources (who/when), review Multi-agency support To meet significant special education needs Needs, outcomes, actions, resources (who/when), review My ProfileMy Plan Education, Health and Care Plan My Plan + Child / Young Person

Page 8 Developing integrated, child / young person centred, outcome focussed, plans Five steps

Page 9 Developing integrated, child / young person centred, outcome focussed, plans Identifying, assessing and agreeing the child / young person’s needs Developing and agreeing child/young person centred outcomes matched to needsAgreeing the actions and resources to achieve each outcomeIdentifying the resources available and evaluating each possible action Who When £? Identifying a range of possible actions that could achieve each outcomeReviewing progress in completing the actions and achieving the outcomes

Page 10 Developing an integrated child / young person centred, outcome focussed, plan Individual reading of case study

Page 11 Developing integrated, child / young person centred, outcome focussed, plans Identifying, assessing and agreeing the child / young person’s needs Developing and agreeing child/young person centred outcomes matched to needs Agreeing the actions and resources to achieve each outcome Identifying the resources available and evaluating each possible action Who When £? Identifying a range of possible actions that could achieve each outcome Reviewing progress in completing the actions and achieving the outcomes

Page 12 Identifying and assessing needs Fundamental to developing the right outcomes Wrongly identified needs = wrong outcomes Statements of need should be specific to enable the right outcomes to be developed

Page 13 Identifying specific needs Don’t Do Be general Be specific Express need in universal termsChild needs to develop communication skills Child needs to communicate his/her needs, views and responses to teachers and classmates Parent needs to develop her parenting skills Mother needs to understand why children need boundaries Mother needs to set and enforce boundaries Express need in service termsChild needs to have short break care Parents need a support network Child needs to develop friendships / support network outside of family Express need in terms of assessmentChild needs to be referred to CAMHS Child needs to talk about.....

Page 14 Listening to children / young people and their parents / carers and identifying needs Syndicate exercise

Page 15 Working together as a group, please start to discuss and agree the needs identified in the case study. All record your decisions on page 16 and agree which of the following categories those needs fall into, ie:- Health and physical development Education and learning Mental health, emotional, social and behavioural development Communication and interaction Preparation for adulthood (independence skills, training, employment, housing) Listening to children/young people and their parents or carers and identifying needs Syndicate exercise 1 At the end of the exercise time, please compare your group’s decisions with the example answer that will be provided

Page 16 Syndicate exercise - Identifying needs Health and physical development Education and learning Mental health, emotional, social and behavioural development Communication and interaction Preparation for adulthood (independence skills, training, employment, housing)

Page 17 Listening to children / young people and their parents / carers and identifying needs Review of example answer to syndicate exercise

Page 18 Developing integrated, child / young person centred, outcome focussed, plans Identifying, assessing and agreeing the child / young person’s needs Developing and agreeing child/young person centred outcomes matched to needs Agreeing the actions and resources to achieve each outcome Identifying the resources available and evaluating each possible action Who When £? Identifying a range of possible actions that could achieve each outcome Reviewing progress in completing the actions and achieving the outcomes

Page 19 Establishing a common definition of outcomes “The benefit, or difference made, to an individual as a result of an intervention” (Children and Families Act 2014, Code of Practice) What the individual will be able to do, or what they will be able to achieve Examples To be able to dress myself without help To have a network of friends I can spend time with, have fun with, and share my feelings with To achieve six A to C grades at GCSE

Page 20 What an outcome is not ! Not... four sessions of speech and language therapy...programme of physiotherapy But... what the child will be able to do (that he/she cannot do now) after the speech and therapy or after the physiotherapy ExampleScott is able to successfully express what he needs and wants to those who need to know outside of his family and friendsHanan is able to walk unaided A description of what will be provided to meet the individual’s needs

Page 21 What an outcome is not ! A general statement of what needs to happen To have acquired some basic literacy and numeracy skills To emotionally prepare Wayne for his frequent hospital visits To develop Scott’s expressive language To develop Kirsty’s ability to engage in appropriate play with her peers To improve my independence To review..... To continue with......

Page 22 Developing outcomes Outcomes should be matched to each identified need Outcomes should be SMART

Page 23 Outcomes should be SMART SMARTSMART SpecificClear, precise, unambiguous statements MeasurableTargets ie. numbers, percentages, levels … or verbal confirmation AgreedWith the child / young person, parents / carers, other professionals involved Realistic (ie. achievable)In terms of timescales, resource availability, current level of ability or capabilities, etc TimedRealistic deadlines for completionShort, medium and long term timescales

Page 24 Examples of SMART outcomes Need Charles needs to remain safe during short periods without supervision and manage his own basic care OutcomeIn twelve months time, I will be able to walk home from a venue close to my home, accompanied by an adult who allows me to take the lead. In six months time, I will be able to keep myself clean and smelling fresh Need Yasmin needs to learn how to manage her epilepsy Outcome In three months time, I will understand why I need to take my medication and how often I need to take it. In twelve months time I will take my medication myself at the times that the doctor has told me to Need Kate (aged 12) needs to develop the basic reading, writing and numeracy skills necessary for adult life Outcome By the time I leave secondary school, I will have the reading, writing and numeracy skills necessary for FE college and for me to be independent Need Wayne (aged 3) needs to be able to clearly communicate when he starts school Outcome Wayne will be able to tell his teacher and his classmates what he needs and what he is thinking when he starts school in September 2015

Page 25 Examples of medium term and short term SMART outcomes By the time I leave secondary school, I will have the reading, writing and numeracy skills necessary for FE college and for me to be independent Over the next 12 months I will be able to consistently construct simple 5 word sentences I will be able to read with an adult using a paired reading approach I will be able to recognise the value of common coins and notes I will be able to tell the time to the nearest half-hour, using an analogue and digital clock

Page 26 Need : To develop friendships and a support network outside of home By September 2015, I feel happier because I have a network of friends I can spend time with, have fun with, and share my feelings with By July 2014, I can explain how to set about building a lasting friendship By September 2014, I have one friend who I like spending time with By December 2014, I have a minimum of two friends I like spending time with and having fun with

Page 27 Developing outcomes Outcomes should be matched to each identified need Outcomes should be SMART Written in plain English so they can be understood by children / young people and their parents / carers Avoiding professional jargon

Page 28 Written in plain English By September 2014, I will have one friend who I play with Not... By September 2014, to have developed a positive peer relationship or By September 2014, to interact in shared play with peers

Page 29 Developing child and young person centred SMART outcomes Syndicate exercise

Page 30 Developing child/young person centred SMART outcomes Syndicate exercise 2 Working together as a group, please now pick one category of needs previously identified, and discuss and agree the wording of SMART outcomes to meet each of those needs. All record the outcomes on pages 31 and 32. Also please discuss and record how the achievement of each outcome could be measured Continue and repeat with other categories of need until the end of the exercise time, and then compare your decisions with the example answer that will be provided

Page 31 Child / Young Person Centred SMART Outcomes NB. This column does not appear in any GCC plan. It is included here to help you check that your outcomes are measurable

Page 32 Child / Young Person Centred SMART Outcomes

Page 33 Developing child and young person centred SMART outcomes Review of example answer to syndicate exercise

Page 34 Developing integrated, child / young person centred, outcome focussed, plans Identifying, assessing and agreeing the child / young person’s needs Developing and agreeing child/young person centred outcomes matched to needs Agreeing the actions and resources to achieve each outcome Identifying the resources available and evaluating each possible action Who When £? Identifying a range of possible actions that could achieve each outcome Reviewing progress in completing the actions and achieving the outcomes

Page 35 Developing options for achieving each outcome Services / support to be provided Actions Creative / original thinking Challenging the “norms”

Page 36 Identifying possible actions for achieving each outcome Full group exercise

Page 37 Developing integrated, child / young person centred, outcome focussed, plans Identifying, assessing and agreeing the child / young person’s needs Developing and agreeing child/young person centred outcomes matched to needs Agreeing the actions and resources to achieve each outcome Identifying the resources available and evaluating each possible action Who When £? Identifying a range of possible actions that could achieve each outcome Reviewing progress in completing the actions and achieving the outcomes

Page 38 The templates for plans in Gloucestershire My Plan : My Plan + : My Education, Health and Care Plan Available on Schools website at SENCOSPOT

Page 39 My Plan + (Multi-agency Early Help Plan)

Page 40 Education, Health & Care Plan Name of Child’s Education, Health and Care Plan

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Page 42 Workshop evaluation Please leave your completed evaluation forms. Thank you