Planning support for a child with SEND – Outcomes
Before deciding on support, it is important to think about where your child is and where you want them to be.
Thinking about outcomes first helps everyone to decide on the support that is needed. Sometimes the outcomes can be met by adapting the school’s universal offer, or in other cases something different or additional is required. Read more on universal and additional support.
Outcomes should be talked about and agreed by everyone – the child, their parents and practitioners working with your child.
They shouldn’t be written by the class teacher or SENCo without input from parents, children and young people.
Outcomes should make clear what the benefit is for the child or young person and should be written from the child’s perspective, not the adults.
What makes a good outcome:
Outcomes should be the things that are important to your child and should be more than an educational target. Outcomes are what you want your child to be able to do, that they can’t do at the moment.
A good outcome is:
- child-focused (this means they are important to or important for the child)
- written in child-friendly language
- clear to see when the child achieves it
Good outcomes 👍
Not good outcomes 👎
|Ben will be able to ask his friends if he can play, so he can join in with games at playtime.||Ben to improve intelligibility when speaking.|
|Emily will get dressed by herself by 08.00, so she can catch the bus to college at 08.30 with her friends.||To provide Emily with mobile technology assistance to support independent morning life skills.|
|Aril will move around the school building independently ready for his transition to secondary school.||Aril to improve his independence.|
The One Planning Guide has more detailed information about good outcomes. Click on ‘Chapter 5: Outcomes’ on page 2.
For a useful next step, learn about the way Essex plans and supports children on the ‘Planning support for your child – Assess, Plan, Do, Review’ page.