Introduction
In the context of special educational needs and disabilities (SEND) provision in England, supporting children, young people and their families to understand and agree the goals, targets and outcomes of a plan is central to effective practice. This responsibility falls within the framework established by the Children and Families Act 2014 and the accompanying Special Educational Needs and Disability Code of Practice (Department for Education, 2015). The essay examines the principles and practical steps involved in this process, drawing on person-centred approaches that place the views of the child or young person at the heart of decision-making. It considers legal requirements, communication strategies, collaboration with families and professionals, and the ongoing review mechanisms that help ensure outcomes remain appropriate and achievable.
Legal and Policy Context
The statutory basis for involving children and young people in planning is set out in the Children and Families Act 2014 and elaborated in the SEND Code of Practice. Local authorities must ensure that Education, Health and Care (EHC) plans are developed through a process that elicits the child’s or young person’s aspirations, views and feelings. The Code emphasises that participation should be meaningful rather than tokenistic, requiring practitioners to provide accessible information and sufficient time for discussion. This legal obligation reflects a broader policy shift toward personalised planning that recognises the capacity of children and young people to contribute to decisions affecting their lives, albeit with appropriate support according to age and developmental stage.
Person-Centred Planning Methods
Effective support begins with the adoption of person-centred planning tools that make abstract goals concrete and relevant. Techniques such as one-page profiles, scaling questions and visual timetables help translate professional language into formats that children and young people can understand. For instance, a young person with literacy difficulties may benefit from pictorial representations of proposed outcomes, while older students might engage more readily with digital mind-mapping applications. These methods allow participants to express priorities in their own terms, thereby increasing ownership of the resulting targets. The Code of Practice notes that such approaches improve both the quality of plans and the likelihood that outcomes will be pursued beyond formal review meetings.
Communication and Accessible Information
Clear communication is essential if children, young people and families are to understand proposed goals and targets. Practitioners must adapt language, provide information in alternative formats and check comprehension at each stage. Where English is an additional language or a communication impairment is present, interpreters or speech-and-language therapists may be required. The process also extends to helping others, such as parents and teachers, appreciate the rationale behind specific targets. By explaining how short-term targets contribute to longer-term aspirations, professionals reduce the risk of misunderstanding or disagreement. The Code highlights that accessible information and repeated opportunities for discussion are particularly important during the initial drafting of an EHC plan.
Involving Families and Multi-Agency Partners
Support extends beyond the child or young person to encompass parents, carers and the wider professional network. Regular multi-agency meetings provide a forum in which differing perspectives can be aired and reconciled. Educational psychologists, therapists and teaching staff each bring specialist knowledge that informs realistic target-setting. At the same time, parents often hold unique insight into the child’s daily experiences and home environment. Facilitating joint problem-solving sessions enables families to raise concerns about feasibility or cultural appropriateness, while professionals can clarify statutory duties and available resources. This collaborative dialogue helps produce outcomes that are both ambitious and attainable within the constraints of available provision.
Reviewing and Refining Agreed Outcomes
Agreement on goals and targets is not a one-off event but part of a continuous cycle of review. The Code of Practice requires annual reviews of EHC plans, with interim reviews arranged whenever significant changes occur. These meetings offer structured opportunities to evaluate progress using measurable criteria and to adjust targets accordingly. Involving the child or young person in self-assessment activities, such as traffic-light rating systems or reflective journals, reinforces their role as active participants rather than passive recipients. Where outcomes are not being met, honest discussion about barriers can lead to revised strategies or additional support, thereby maintaining the plan’s relevance and credibility.
Conclusion
Supporting children, young people and others to understand and agree the goals, targets and outcomes of a plan requires a combination of statutory compliance, person-centred techniques and sustained collaborative practice. By embedding accessible communication, respecting family perspectives and maintaining regular review processes, practitioners can foster genuine participation and improve the likelihood that plans will translate into positive educational and developmental progress. This approach aligns with both the letter and the spirit of current SEND legislation and guidance.
References
- Department for Education (2015) Special educational needs and disability code of practice: 0 to 25 years. Department for Education.
- Children and Families Act 2014, c. 6. Available at: https://www.legislation.gov.uk/ukpga/2014/6/contents (Accessed: 12 October 2024).
