Outcomes for SEND Support Plans

Outcomes help to evaluate the success of support in place for young people with SEND.

What is an Outcome?

An outcome is the difference made to an individual as a result of an intervention. These are long term, but achieved through shorter term targets or steps. These could include adapting activities, small group interventions or nurture groups/classes. These are particularly helpful when outcomes are for social communication.

What are the characteristics of a ‘good’ Outcome?

• Personal to the young person.

• Not expressed from a service perspective.

• Something the young person can 'own' and take responsibility for. It can be helpful for outcomes to be written in the young person's words. This will help them engage with them.

• Those involved should have control and influence over it.

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

Smart Targets

1. Specific

• A clear statement of what will be achieved.

• Easy to understand.

• How the outcome will be achieved.

2. Measurable

• Progress can be assessed.

• May include figures or numbers.

• Can be observed and seen.

 3. Achievable

• Challenging but not too hard.

• Providing opportunities for success along the way.

4. Realistic

• Aligning with the outcome.

• Meaningful to the young person.

5. Time bound

• A time scale or end date.

• Achieved within the allotted time.

The Benefits of Outcomes

• Meaningful outcomes that the young person believe in are more likely to engage them. This means they will work more towards achieving them.

• They help prepare young people for adulthood as they are longer term.

• They help everyone involved focus on the young person's needs.

• They help you to target the resources needed for success.

'Steps Towards'

The 'Steps Towards' are the basis for IEPs or SSPs. They are short term targets that allow you to see 'mini successes' that build towards outcomes. These could be focused on areas such as:

• Making eye contact with their teacher when the teacher says their name.  

• Saying “hello” to a known adult at least three times in the week.

• Asking and answering simple questions in sentences.

• Completing a game that involves speaking with another child.

These depend on the young person and their needs. It is important to consider what is realistic for them to achieve in a certain amount of time. It is also important to consider who is involved in putting the plan in place. The plan should be created in collaboration so that everyone knows what they are responsible for. For example, a teacher may be leading but an LSA may be implementing strategies.

It is important to note that annual reviews are reviews of the plan and its targets, not of the child. Planning for how the targets can be evidenced makes the annual review process more meaningful. Outcomes do not always need updating and usually last a key stage. As a child approaches the end of a key stage or achieves an outcome, then it is removed and celebrated.