1. GIRFEC Outcome focused Planning

2. Workshop overview
9:30am – Welcome/Introductions 9:40am – Icebreaker 10am – Group activity: Planning processes 10:15am – Outcome focused planning 10:45 am – Break 11am - Outcome planning activity 12 am – Moderation
Welcome /Introductions Jonathan Stone
Icebreaker Ed Psych
Group activity – Planning Processes – Fiona (10min conversation 5min feedback)
Outcome focused planning presentation – Ed Psych
Outcome Planning Activity – Jonathan
Moderation - Fiona

3. Ice breaker activity/Quiz
What the GIRFEC is it?
What are the SHANARRI wellbeing indicators?
What are the 3 sides of the My World Triangle?
What are the four areas of the resilience matrix?
Ed Psych Monday Nick Smiley Tuesday Wednesday Chris Atherton Thursday Gillian Cross Friday Eddie McGhee

4. GIRFEC Practice Model

5. Group activity
In small groups, discuss the planning processes within each of your services.
Name of plan/language used?
Are there different stages/levels?
Criteria for each stage/level
How do C&YP move between stages/levels?
Prepare to feedback on key learning (one person per group)
Fiona – handouts on tables Blank plans from each agency GIRFEC practice model

6. Child’s Plan Outcome focused planning
Ed Psych

7. Outcomes???? I will take part in a social skills group.
Mum and Dad will stop shouting at each other.
I can effectively participate in a two way conversation where the topic is not of my choosing
Mum will make healthy meals
I can confidently blend CVC words on most occasions.
I will attend contact with my Dad every week.
I have completed toe by toe (up to page16).

8. Outcomes
What are they?
Changes, differences or benefits that occur as a result of activities or interventions.
Why are they important?
They reflect the impact of single or multi-agency actions on children and young people.
They help us to measure the effectiveness of our actions in improving the life of the child or young person.
They are not:
Outputs are the services or supports (actions/strategies/interventions) that have been delivered to the child or young person and/or their family.

9. Outcome Features
Always planned in partnership with children, young people and parents as well as all involved services.
Informed by robust single agency or multi-agency assessment, including detailed analysis of strengths and pressures.
Planned and agreed before considering what actions are required to take place.
Planned within the most relevant wellbeing indicator

10. Outcomes should be:
Positive changes in the child / young person’s development /experiences even when outputs (services/interventions/actions) are delivered to others (e.g. parents).
Written positively using ‘I’ outcome statements ( e.g. I can, I know, I have, I am able to…) as it is the child’s plan.
Achievable within an agreed and specific timescale taking account of the child or young person’s review schedule (which should reflect the significance of their needs).

11. Helpful Questions for Planning Outcomes
What are we trying to achieve?
What needs to be different?
What needs/pressures are there? What are the exceptions? When are needs / pressures less evident?
What are the strengths and protective factors? How can these can be developed?
Will scaling (e.g ) help to determine an outcome baseline? Can this be used to evaluate progress?
What outcomes need to be prioritised? What needs to change first?
What needs to be done? Who is the best person to do that (including the child/young person and parents)?

12. SMART? I behave in maths or
I can ask for help on most occasions with some adult support.
I will be safe in my community or
I will keep to the coming home time set by my Mum on every occasion
I have my dyslexic needs met or
I can independently plan and organise my thoughts and ideas during writing tasks.
I will be active outside the house or
I will increase my activity levels by attending football training every Tuesday until my next review.
I am supported to have friends or
I am able to successfully join a social conversation with a small group of my peers on most occasions.

13. SMART Outcomes Outcome Specific Measurable Achievable Realistic
Time Limited

14. Measurable / Progressive Statements
With full adult support
With some adult support
Independently / without adult support

15. Measurable / Progressive Statements
On some occasions
On most occasions
On all occasions

16. Measurable / Progressive Statements
One period each day
Three periods each day
Five periods each day

17. Outcome planning activity
Review the CMAP assessment information
In small groups
Analyse the assessment information provided
Identify the strengths and needs?
15mins
Jonathan – handouts – CMAP assessment “Jemma McDonald” copies for all participants (30) Outcome planning Group recording sheet

18. When do you think this is achievable by (timescale)? 20mins
Think of 3 long term outcomes for the child/young person – what knowledge/skills/abilities do you want them to develop/improve?
Break this down into smaller steps and ensure the first step is SMART (i.e the outcome to be recorded on the plan).
When do you think this is achievable by (timescale)?
20mins
Ensure participants understand the difference between long term outcomes and smaller outcomes that would appear on the wellbeing plan.

19. What has to happen (actions/strategies) to give the child the best chance of achieving this outcome?
Who is going to deliver this targeted intervention?
15mins

20. Group feedback
Groups write up one outcome from their plan.

21. Moderation of Child Wellbeing Plans
Is the plan informed by robust assessment and the national practice model (6 key questions/wellbeing indicators)?
Has the pupil been actively involved in the assessment, planning and evaluation process? Are the pupil’s views clearly represented on the plan?
Have the parents/carers been actively involved in the assessment, planning and evaluation process? Are their views clearly represented on the plan?
Where relevant, have other agencies been actively involved in the assessment, planning and evaluation process? Are their roles/agreed actions clearly represented on the plan?
Are the Outcomes SMART (written in the first person, specific to the individual’s needs, achievable but challenging, describe the end state (the change that will be achieved once appropriate action has been taken), focus on priorities, measurable)?
Are the actions clearly related to the outcomes? Do they reflect the agreed actions of everyone involved?
No Yes
Fiona – Laminated Copy of Moderation Questions Copy of Child’s Plan HK (20 per day)

22. Moderation activity
1 plan to moderate per group

23. End

24. Child and Parent voice

25. Wellbeing Web

26. Pupil Prompt Cards

27. Parent Prompt Cards