Outcomes in an education, health and care plan (EHCP)

All EHCPs must set outcomes that will be achieved as a result of the support provided, and the timescale for achieving them.

  • Outcomes focus special education provision on things that are important to the child or young person, and things that help them to make real, recognisable progress.
  • Outcomes look forward, build on what the child or young person can already do and on their potential; this helps parents to have positive conversations with professionals.
  • Outcomes are a good way to involve families in the production of their child’s EHCP and they help to focus young people on what they really want to achieve.
  • Outcomes are challenging and should drive a culture of high expectations for children with special educational needs or disabilities.

How many?

We expect between 3 and 10 outcomes in an EHCP.

More than 10 outcomes suggests that professionals have set targets for all identified deficits and special needs not outcomes.

We would ask families to consider whether all of these are critically important at this stage in their child or young person’s life or whether some might be achieved simply as their child matures or if all are equally important?

Remember, fewer outcomes means that resources will be intensively targeted at things that can make a life-changing difference.

A small number of SMART outcomes means that education staff will find it easier to read the EHCP and use it as a day to day guide on how to work with the child or young person.

What is a good outcome?

Good = SMART and about the child or young person

specific, measurable, achievable, relevant, time-limited

Poor = general, vague or technical

jargon is used, unmeasurable, not relevant

By year 6, X will be able to read Harry Potter books.

X will improve his literacy.

By year 10, X will be able to write a full-page story with a beginning, middle and end without adult prompting.

X will achieve his potential in English.

Over the next 2 years, X will attend a social group at least every month where he is able to join in activities with other children.

X will have access to social activities outside the home.

By key end of summer 2020, X will be able to complete all tasks set by the teacher without becoming physically tired.

By key stage 3, X will have improved his core stability.

Within the next 2 years, X will ask to have a movement break using his voice or a flash card and will do this before he loses his concentration and becomes agitated.

X’s sensory diet will work well and enable X to self-regulate.

In 2 years’ time, X will be no more than 6 months behind the levels expected for his age in maths.

Next month, X will be working at between P1.2a and P1.6c in maths.

By the time he is 18, X will be able to travel independently to and from college and will use an alarm so that he leaves the house at the right time.

By the time he is 18, X will be able to count money using coins in a classroom activity.