Outcomes for SEND Support Plans

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

How Outcomes Help Support Children and Young People with SEND

Outcomes are an important part of helping children and young people with SEND achieve their true capabilities. They help everyone involved, families, schools, and professionals, stay focused on what really matters: making a real difference to a young person’s life.

What is an Outcome?

An outcome is the positive change or difference made for a young person because of the support they receive.

• Outcomes are usually long-term goals, built up over time through small, achievable steps.

• They might include things like joining in with group activities, making friends, or managing feelings better.

For example, if a young person finds it difficult to communicate, an outcome might be: "I can greet a familiar adult at school each day."

What Makes a Good Outcome?

A good outcome is:

• Personal to the young person, it’s about their life, not about services.

• Meaningful, the young person should understand it and, where possible, be part of setting it.

• Achievable and realistic, something the young person can work towards and feel proud of.

• Clear and time-bound, so everyone knows what success looks like and when it might happen.

We often use the SMART rule to help with this:

• Specific: Clear about what will happen.

• Measurable: Progress can be seen and recorded.

• Achievable: Challenging but possible.

• Realistic: Relevant to the young person’s needs.

• Time-bound: Set within a clear timeframe.

Why Outcomes Matter

• They help young people feel motivated by showing small successes along the way.

• They make support more focused on the young person’s real needs.

• They prepare young people for adulthood by building independence and confidence.

• They help everyone involved work together, families, schools, and services.

 What Are 'Steps Towards'?

Sometimes, a big outcome is broken down into small, short-term targets. These are sometimes called ‘Steps Towards’ and are used in plans like IEPs (Individual Education Plans) or SSPs (SEND Support Plans).

For example:

• Step: Make eye contact when a teacher says their name.

• Step: Say "hello" to a friend three times a week.

• Step: Ask and answer simple questions in a conversation.

Each ‘Step Towards’ is a small success that builds confidence and moves the young person closer to achieving their bigger outcome.

Plans are made together with teachers, support staff, families, and the young person, where possible, so that everyone knows how to help.

Remember:

• Outcomes are about planning for success, not labelling difficulties.

• Reviews (like Annual Reviews) look at how well the plan is working, not judging the young person.

• Outcomes usually last across a key stage, but they can be changed or celebrated once achieved!