Outcomes Framework
Overview 1 2 3 4 Bedford Borough’s An outcomes Workshops to What happens local area framework understand what next? inspection our priorities are and measure how we are doing
Local Area Inspection In February 2018, Bedford Borough had its local area SEND inspection. The inspectors issued a Written Statement Of Action. They highlighted five areas: BCCG has only very recently carried out its self evaluation to identify There are no co-ordinated priorities, Leaders have not ensured that the progress and barriers to implementing strategies or accountabilities between local offer provides clear, the reforms. At the time of the the services to ensure that joint comprehensive accessible and up to inspection, there was no robust plan commissioning is undertaken date information about the available in place to deliver the necessary effectively. provision and how to access it… actions to ensure that outcomes for children improve. There are weaknesses in provision Leaders have not ensured collectively across the borough for young people that EHC plans identify the range of who have emerging SEND including needs for children and young people SEMH and more complex needs such beyond diagnosis or a multi-agency as ASD to live successful lives where approach to meeting needs effectively they participate positively in wider including subsequent signposting and borough life and engage successfully guidance around personal budgets. in education, training and transition to adulthood.
Outcomes To create “co - ordinated priorities, strategies [and] accountabilities” we need a shared approach We need to agree the outcomes that we must deliver. We have adapted Hertfordshire’s work and grouped our outcomes into 5 different areas: Be happy Be healthy Be ambitious Be Be heard independent
What is an outcomes framework? An outcomes framework describes the things that children and young people with SEND and their families want for them. What does this What support and The outcomes mean for children, services do we How do we people want young people and need to deliver measure this? families? this?
Examples of the outcomes framework Outcome What does this What services and How do we mean? support are measure this needed? Be independent I can make choices Flexible personal The number and budgets that enable me percentage of SEND about my own life to plan and do what I families eligible for a and I am want to personal budget / direct supported to plan payments who have one what I want to do Safe, quality assured The number and Be independent I can go where I and risk assessed percentage of CYP who want to, when I transport services are have been transport want to accessible and transport trained. training is available where required The number of bus drivers and taxi drivers that have had disability awareness training.
A survey to ask them how we are currently doing against our outcomes Workshops: What is currently working well and what changes to services would make a difference to families? What do families want? What does this What support and mean for The outcomes services do we How do we children, young people want need to deliver measure this? people and this? families?
Survey - United Nations Convention on the rights of the Child (UNCRC) Our survey is based on the UN convention on the human rights of the child We do not include all of the articles because not all of them are relevant for children with SEND in the UK (for example child labour or child soldiers) We believe that all children should have these rights and that children and young people with SEND are no different
Outcomes survey Do you think you are supported to provide a standard of living that meets your child's physical and social needs? Do you think your child is protected from bad treatment, violence abuse or neglect? Is your child enabled to have friends and participate in groups that they chose? Do you think your child is able to play, relax and take part in leisure, cultural or physical and social needs? Is your child’s supported to be as healthy as possible, including education about how to stay healthy? Do you think your child is enabled to reach their full potential? Does your child have access to education? Is your child’s education developing them to their full potential – their personality, their talents and their abilities? Do you think you child's privacy is protected? Is your child able to freely learn about their culture, language and religion? Do you think your child is supported to live an independently as possible and be active in their community? Do you think as a parent you are respected to act in the best interests of your child, including them in decisions where appropriate? Do you think your child's best interests are always the top priority in decisions about them? Do you think your child is supported to express their views about anything that effects them (this could include your decisions as a parent)? Do you and / or your child understand what rights they have?
Does your child have a good quality of life? Does they child have a good social life? Be happy Do they feel like they belong in their community? Do they feel their life has meaning? What sorts of things are working and / or would make a difference? For example Personalised support that meets your child’s needs Flexible personalised short breaks for you and your child Flexible personal budgets Support for carers and siblings Local facilities (e.g. shops, cinema, leisure centres, buses, taxis) are welcoming and accessible Local community groups (schools, clubs, religious groups are welcoming and accessible
Is your child physically, mentally and emotionally happy? Be healthy Do they have access to the medical services they need? What sorts of things are working and / or would make a difference? For example Can your child access to the right community medical services? Does your child’s GP provide the right support? Can your child access the right hospital based or specialist health services? Do your child have clear pathways for the medical services they need? Do they know how to get the services you need? Would personal health budgets make a difference? Does your child have the right information about a healthy diet and lifestyle? Does your child get what they need to have a healthy diet and lifestyle?
Does your child get they support they need to perform to the best of their ability? Be ambitious Do people focus on their potential? Do they have the right opportunities to learn and develop? What sorts of things are working and / or would make a difference? For example Does your child’s educational setting (e.g. nursery, school, college) enable your child to access all of the curriculum? Are the right adjustments made to ensure that your child’s school is inclusive for your child? Do your school leaders (e.g. heads, deputy heads, governors) understand what they can (and must) do to support your child? Does your SENCo support you and are they properly supported? Does every teacher understand SEND? Is everyone ambitious about what your child could do after they leave education?
Can your child make choices about their own life? Are they given the support to look after themselves? Be Do they have access to further education and independent employment? Do they have somewhere they can live? What sorts of things are working and / or would make a difference? For example Does your child have access to someone they trust who can help them make choices for themselves (it could be you!)? Does your child have flexible personal budgets that enable you to plan and so what you want to? Can your child get around on your own? Does your child have the right employment and further education opportunities? Does your child have good community activities? Does your child have somewhere they could live independently with the right support?
Does your child have a say in all the important decisions about their life? Be heard Does your child know what their rights are? Does everyone treat you and your child’s views with respect and take them into consideration? Do you and your child have the right information to make good decisions? Is the local offer useful? Does your child have someone they trust to give them advice or advocate on their behalf? Does your child have the communication support they need to be heard? Does your child feel they have a say in how strategic services are planned and delivered?
What happens next? We are conducting a series of these workshops between September and November. The results will be published in December. They will be used to inform the plans the council and the CCG make to address the significant weaknesses highlighted by the inspection These plans will be reviewed by the Department for Education and NHS England and the Minister for Children and Families will write to Council and CCG to tell them what he things. The regulators will re-visit Bedford Borough to ensure enough progress is being made.
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