Shropshire Parent And Carer Council

Understanding EHCP Outcomes

30/04/2025

What is the purpose of EHCP Outcomes?

Section E EHCP outcomes are created to secure the best possible outcomes for a child or young person. The outcomes section is heavily influenced by Section A (aspirations), Section B (individual needs) and Section F(provision). Tying all sections together, Section E outcomes guide if the child has made the intended progress.

The SEND code of practice states:

9.61- EHC plans must specify the outcomes sought for the child or young person. Outcomes in EHC plans should be SMART (specific, measurable, achievable, realistic, time-bound).

9.66 - An outcome can be defined as the benefit or difference made to an individual as a result of an intervention. It should be personal and not expressed from a service perspective; it should be something that those involved have control and influence over, and while it does not always have to be formal or accredited, it should be SMART.

The success of an EHCP will be measured by how effectively outcomes are met. As a young person grows and makes progress the outcomes in an EHCP will change, outcomes should reflect key learning and development across education, health and social care. At the year 9 annual review, the focus on Preparation for Adulthood will increase and this should be reflected in the outcomes in an EHCP. Outcomes in an EHCP should reflect not just education progress, but the development of social and independence skills also.

 

What is a SMART outcome?

Specific

  • The ‘what’ – a clear statement of what will be achieved
  • The ‘why’ - be clearly defined and easy to understand
  • The ‘how’ – the action that needs to be taken.

Measurable

  • Based in evidence - it can be assessed objectively and/or it can been observed or recorded
  • It includes figures/numbers – it can be accurately measured against targets

Achievable

  • Challenging but not beyond reach
  • Providing opportunities for success along the way

Realistic

  • Aligning with the child or young person’s aspirations
  • Meaningful to the child or young person

Time bound

  • A time scale for achievement with and end date or date for review.

Remember, outcomes should be across education, health and social care and should not just focus on educational achievement.

 

Examples of SMART Outcomes

“By the end of the term, Rowan will have a preferred method of receiving sensory feedback, allowing him to independently begin to emotionally regulate and increase his ability to engage with the lesson independently.”

“By the end of the academic year, Shyam will greet two members of his peers on arrival to class and engage in a reciprocal conversation with at least three communication exchanges. This will help Shyam form and maintain positive peer relationships.”

“By the end of KS4, Ed (14 years old) can move around his community safely. He will- Walk independently to and from the bus stop, school and local club, explain and be able to action what he will do if he gets lost, and reliably recognise key symbols and words that are part of his everyday environment.”

More information can be found here: Setting good EHCP outcomes: How to write outstanding Section E EHCP outcomes every time | SEND Network

 

Information from IPSEA

Section 37 of the Act and Reg 12 require that the EHC plan must specify the outcomes sought for the child or young person. The Code states there should be a range of outcomes over varying timescales, covering education, health and care as appropriate but recognising that it is the education and training outcomes only that will help determine when a plan is ceased for young people over 18.

Therefore, for young people aged over 17, the EHC plan should identify clearly which outcomes are education and training outcomes.

There must be a clear distinction between outcomes and provision. The provision should help the child or young person achieve an outcome; it is not an outcome in itself. Outcomes should be specific, measurable, achievable, realistic and time bound (SMART). See para 9.66 of the Code. The section can include:

• Steps towards meeting the outcomes.

• The arrangements for monitoring progress towards these outcomes, including review and transition arrangements for the EHC plan and the arrangements for setting and monitoring shorter term targets by the early years provider, school, college or other education or training provider.

• Forward plans for key changes in a child or young person’s life, such as changing schools or moving on to adult care and/or from paediatric services to adult health or moving from further education to adulthood.

• For children and young people preparing for the transition to adulthood, the outcomes should include those that will prepare them well for adulthood and which are clearly linked to the achievement of the aspirations in section A.

 

Further Information

More information can be found here: EHC plans, EHC needs assessments and SEND Tribunal appeals

Further information can be found on the Council for Disabled Children’s website: Education, Health and Care (EHC) Plans: Examples of good practice

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