Outcomes help everyone involved understand what the support is intended to achieve.

They should:

• Be specific to your child or young person.
• Be realistic but ambitious.
• Focus on long-term aspirations.
• Help prepare children and young people for adulthood.
• Be reviewed regularly to measure progress.

Outcomes should reflect the views, wishes and aspirations of the child or young person and their family.

• Education and learning
• Communication and interaction
• Social, emotional and mental health
• Physical and sensory needs
• Friendships and social relationships

For young people (Year 9 onwards), outcomes must support preparation for adulthood, including:

• Community participation
• Employment, training and further education
• Health and Well-being 
• Independent Living

• Specific - clear about what the child will achieve.
• Measurable - progress can be monitored.
• Achievable - realistic for the child or young person.
• Relevant - linked to their needs.
• Time-bound - includes a timescale where appropriate.

Realistic does not mean unambitious.

Outcomes should encourage progress and help children and young people fulfil their potential, while remaining attainable.

A realistic outcome should:

• Be based on your child / young person's identified needs.
• Take account of their current level of ability and development.
• Build on existing strengths and skills.
• Be achievable with the provision specified in the EHCP.
• Allow sufficient time for progress to be made.
• Be challenging enough to promote development.

Examples

Not realistic:

By the next annual review, Liam, who currently communicates using single words, will communicate fluently with adults and peers in all situations.

This may not reflect Liam's current level of development or the progress that could reasonably be expected within a year.

More realistic:

By the end of year 1, Liam will use 3–4-word phrases to communicate his needs and preferences independently in familiar school environments on 4 out of 5 occasions.

Balancing Aspirations and Outcomes

The EHCP should include your child or young person's aspirations. These are their hopes and ambitions for the future, such as:

• Going to university.
• Getting a job.
• Living independently.
• Having positive friendships and relationships.

Outcomes are the stepping stones towards achieving those aspirations.

For example:

Aspiration:

I would like to work with animals when I am older.

Realistic outcome:

By the end of year 4, Sophie will independently follow a three-step task schedule during a weekly animal care activity in school on 80% of occasions.

Questions to Ask

When considering whether an outcome is realistic, ask:

• Does it reflect my child's current abilities and needs?
• Is the timescale appropriate?
• Could the outcome reasonably be achieved if the provision in the EHCP is delivered?
• Is it a meaningful step towards a longer-term goal?
• Is it stretching my child without setting them up to fail?

Slower progress does not automatically mean that the outcome is not SMART or that the child is failing. However, it should prompt everyone involved to consider whether the support being provided is meeting the child's needs effectively.

Things to Consider

If progress is slower than expected, it may be helpful to ask:

• Is all the provision in Section F being delivered?
• Is the support being provided consistently and by appropriately trained staff?
• Have your child / young person's needs changed since the EHCP was written / last Annual Review?
• Are there any new barriers affecting progress?
• Does your child / young person need different or additional provision?
• Is the outcome still appropriate and achievable?

Reviewing Progress

Schools and colleges should regularly monitor progress towards outcomes and discuss any concerns with parents, carers and the young person.

The annual review provides an opportunity to:

• Evaluate progress towards outcomes.
• Consider whether outcomes remain relevant.
• Review the effectiveness of the provision.
• Recommend changes to the EHCP if needed.

In some cases, it may be appropriate to request an early review if concerns arise before the annual review date.

When Outcomes May Need to Change

Outcomes are not fixed forever. As a child develops, their needs and priorities may change.

For example:

• An outcome may need to be broken down into smaller, more achievable steps.
• Additional intermediate outcomes may be added.
• Provision may need to be increased or amended.
• New outcomes may be required to reflect changing needs or aspirations.

Remember

An EHCP should be a working document that reflects a child or young person's current needs and circumstances. If progress is slower than expected, the focus should be on understanding why and identifying what changes may be needed to help the child make meaningful progress.