1. Developing Good Education, Health and Care Plans
London Region 1 SEND Reform Partnership
Developing Good Education, Health and Care Plans
A Selection of slides from the
Champion Training
Fazilla Amide

2. Demystifying the language of Outcomes
Putting C/YP at the heart of Outcomes planning
Developing and writing SMART Outcomes
Writing a quality EH&C Plan
Agenda

3. Putting Children and Young People at the heart of Outcomes Planning
London Region 1 SEND Reform Partnership
Putting Children and Young People at the heart of Outcomes Planning

4. What is a Person Centred Approach?
Being “Person-Centred” is a way of
Thinking of things from the child’s point of view
Listening to what the young person wants, helping plan with them - not for them
Enabling children/young people to think about what THEY want, now and in the future
Supporting children to plan their lives, work towards their goals and get the right support
What is a Person Centred Approach?

5. What are the parents’ concerns? Does Daniel have the same concerns?
Watch the clip…
What are the parents’ concerns?
Does Daniel have the same concerns?

6. Brandon Trust Travel Buddy Project
That’s me. I am wanted… haha! Well…I’m off to Santigate to do some writing. Mondays…I get the bus on Monday…go to the Vibers.
Wednesday…I get the ah…76 bus again to the uh Misfits. Friday I do the same again. The best thing is when I play music. I always sing by myself.
I get my ipod out…get my microphone out…get my earplugs on and I start singing just mouth the words..hahaha…that’s what I do all the time!
So umm being independent has really helped me along. That feeling is really good. It’s fun if you are on a bus…getting around seeing my mates...look at the windows…look at the shops…I…ah… like going to the cinema and things…I um look at that and see what’s on.
It made me more confident doing the Travel Buddy thing. Yeah would recommend travel thing. Fantastic! It’s really good!

7. Developing and Writing SMART Outcomes
London Region 1 SEND Reform Partnership
Developing and Writing SMART Outcomes

8. Start with an Aspiration….
It may seem difficult – but mostly families want the same for their child as anyone else:
To be as independent as possible
To be healthy
To have good mental health, be happy
To be able to work or volunteer for something they enjoy doing
We just need to adapt these ideas to suit the child

9. Can be whatever the child/young person wants
Aspirations
By the very nature of the word, these “aspirations” need not be realistic
Unlike Outcomes, aspirations have no legal “teeth” but do need to be detailed on the Plan
Can be whatever the child/young person wants
Helps everyone better understand what motivates them

10. A useful starting point to form an Outcome
By the time I’m……..(age or Year group)
I’m… doing/maintaining etc.
Questions:
What would success look like?
How will you know when it has been achieved?

11. Ensuring an Outcome is “SMART”
Specific & Stretch
Has a clear target: The what
Is well-defined and easy to understand: The why
Guides action: The how
Measurable (and motivational!)
Can be assessed objectively
Includes figures/numbers
Can be seen
Achievable but Ambitious
Is challenging but not beyond reach
Ensures that the C/YP has the ability to do this
Relevant as well as Realistic
Aligns with aspirational outcome
Is meaningful to the C/YP
Time bound and Timely
Has a time scale/end date
Can be achieved (at a stretch ) within the allotted time

12. Timeline Guidance
Weeks/terms to a year = School Targets (ISPs, IEPs, LSPs) Medium Term To the next transition stage /phase = Outcomes ( detailed in the EH&C Plan) Long Term

13. Timeline Guidance
What could be a short term target for a higher functioning young person = IEP
Could be a long term Outcome for a child with very complex needs = EHCP

14. Outcomes and Provision (if say 13)
Longer term Outcome (Preparing for Adulthood)
I want to be able to travel independently, on public transport around Enfield by the time I’m 19 ( & not with my parents!)
Sub Outcome
To be able to travel to school & back every day, on my own, by Year 10
Provision/Action
Termly Targets in IEPs
For the next two terms, my parent/friend, carer will get the bus with me to school, there and back
The third term, they’ll get the bus with me, but when I get off, I’ll walk on my own from there and meet them at the bus stop on the way back etc.
Who will appoint the friend/carer ?
Who will teach me the “H” help signs if there’s a problem?
Is there an App that would help me navigate?
Who will get the bus pass?

15. Writing Quality Education, Health and Care Plans
London Region 1 SEND Reform Partnership
Writing Quality Education, Health and Care Plans

16. A Quality EH&C Plan Describes positively what children and YP can do
Also clearly describes their needs and provision
Clear, concise, understandable and accessible
SMART

17. Quality of advice and information
Quality of EHCP reliant on quality of advice and information, inc that from parent/carer, children and young people.
All need to ensure that advice given is based on Outcomes
Ideally Advice/Reports used should not be more than 12 months old – under 12 months, LAs should not seek new Advices

18. EHCP Sections 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