2014 SEND Reforms

1. Buckinghamshire County Council 2014 SEND Reforms Outcomes, outcomes, outcomes Julie Standing, SEN Officer, Paula Williams or Jane Turner Educational Psychology Service

2. Learning Outcomes • By the end of this presentation you will be able to define an outcome • You will practise recognising outcomes • You will practice writing an outcome • You will know where to go for more information

3. Outcomes, outcomes, outcomes • Best possible educational attainment and qualification (with support as necessary) • Preparation for employment, adulthood • Preparation for independent living • Participate in the community - having friends, relationships, contribution to society • Be as healthy as possible

4. Schools, Nurseries, 16 – 19 provision, alternative providers, PRUs MUST (Code of Practice 2014 6.2): • Use best endeavours to make sure a CYP receives support they need • Ensure CYP with SEND engage with the activities of the school/setting/college • Designate a teacher to be responsible to co-ordinating SEN provision • Inform parents when they are making special educational provision • Prepare an SEN information report for the Local Offer

5. Putting the focus on outcomes, outcomes, outcomes • Long-term, short-term, today • Where you are going, how to get there, what will help? • Invest in training and support for staff in settings and across services to ‘get it right’ • Ensure that professional advices are outcome focussed • Start using an outcomes focus in your own work and/or service – ‘practice makes perfect’

6. But what are outcomes? Everyone knows what an outcome is but definitions vary as it can mean different things depending on the actual type of outcome and time scale. Aspirational? Desired? Long term? Short-term? Today? What will this child be able to do? - how, by when, what/who will help?

7. Outcomes, outcomes, outcomes Steps towards aspirations for adulthood Long-term, short term Clearly worded, shared, agreed, reviewed S - specific M - measurable A - attainable R - realistic T - timely A description of what a child or young person could be doing at a specific point of time in the future

8. Outcomes, outcomes, outcomes – what are they, what do they look like/sound like? • Focussed on the young person/child in the context of the family - person centred • Are not about the intentions / needs of the professional • Raise aspirations • Use action verbs – performance orientated • Typically written in the future tense

9. Outcomes, outcomes, outcomes – what are they, what do they look like/sound like? Holistic, multi- professional Tell us what will happen (or is expected to happen) after a specified intervention Are evidence-based, the stronger the base the stronger the outcomes Imply greater accountability Reflect longer term outcomes (e.g. end of a key stage)

10. Outcomes, outcomes, outcomes • Long term outcome – this may vary depending on the age of the child • Short term outcome/targets – 1 term, 1 year, Key Stage, Annual Review • Consider steps to deliver the targets/outcomes • Action plan • Transition plan (from Year 9)

11. Questions to ask to test if something is an outcome: What would it: • give you? • do for you? • make possible for you? • where, when, and with whom do you want it to happen? • what is stopping you? • what would you do instead? • Does it just describe provision? If so it is not an outcome

12. Quiz : Is this an outcome? Is it SMART?Yes/No/short/long-term/aspiration • By end of Y1, Sarah will listen attentively in a range of situations. • William will follow instructions using several ideas or actions • Paul needs constant supervision to keep him safe on the playground • Elliott will express himself effectively, showing awareness of listeners’ needs. He will use past, present and future forms accurately when talking about events that have happened or are to happen in the future. He can develop his own narratives and explanations by connecting ideas or events by Y6.

13. Quiz : Is this an outcome? Is it SMART?Yes/No/short/long-term/aspiration • Janice will handle equipment and tools effectively, including pencils for writing by Y2. • Graham needs 1:1 support throughout the day to manage his toileting and self-care needs by the next Annual Review. • Julian will be confident to try new activities, and say why he likes some activities more than others. • James will be able to name all the letters in the alphabet by the end of YR. • Oliver will be selected for the next Olympic games when he is 19.

14. Quiz : Is this an outcome? Yes, No, Aspiration • Hannah will be able to speak simple sentences with correct syntax and grammar by the end of Y1. • John will do Toe by Toe every day for 10 minutes. • George will be able to apply simple spelling rules and guidance by Y4. • Ryan’s school attendance will not fall below 85% next term. • Stacey will get 5 GCSEs at the end of Key stage 4

15. Quiz : Is this an outcome? Yes, No, Aspiration • Annabelle will be able to use standard units of mass, length, time, money and other measures by the end of the school year. • Patrick will gain a place at FE college to study engineering when he finishes school. • Olivia will be a famous actor.

16. Outcome Activity Think of a child in your class who has SEND. Write a long-term and short term outcome for literacy and numeracy. What is the next step? What support, help will be needed? Share with your neighbour and check you have a SMART outcome and will know when it is reached.

17. Helpful documentsEarly Years Learning Outcomes, National Curriculum • https://www.gov.uk/government/publications/early-years-outcomes • https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/260481/PRIMARY_national_curriculum_11-9-13_2.pdf • https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/244221/SECONDARY_national_curriculum3.pdf • https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/317288/Mental_health_and_behaviour_in_schools.pdf

18. Who else can help the class teacher? • SENDCo • Specialist Teaching Service • PRU • Educational Psychology Service