Outcomes Planning and Review Sheet EXAMPLE Name of child: John Smith Date of plan: 31/5/2017 To be reviewed on: 25/8/2017 Planned Actions to achieve the People Resources Evidence of outcomes - time outcomes planned outcomes involved achieved - materials (to be completed at review) (including frequency) Key person shares to Key person/all Make a collection of John has recently started to point to the Improve John’s ‘approaches’ ‘objects communication with adults staff of to match five of objects he wants or takes adult by the be taught during this plan (see the reference’ and peers so he is able to most immediate needs hand to the activity he wants to do. John’s four highlighted approaches below). express his basic needs e.g. Parents and interests. Encourage John to and/or take point indicating need to go to favourite toy (to John indicates his preference by looking John’s the adult to the object he wants. toilet, make a choice of Other children in at and sometimes pointing to his choice indicate independent play). Naming the object or need e.g. ‘you snack. the setting. from two objects e.g. which fruit he favourite ball John’s want to play with wants at snack time. ball’ ‘you want a (playing outside). biscuit’. Nappy (indicating time to John has started to make verbalisations of Introduce ‘objects reference’. change). when looking and pointing to objects. Give John simple choices e.g. ‘do Cup (indicating need or you want a red sock or blue sock?’ peers now understand he offer of drink). John’s Help other children to understand expresses his needs and desires Comforter (indicating he’s how John expresses his needs. through looking and pointing. upset). To achieve the targets Carry out games on SLT plan twice Key worker & 2 x 10 minutes John is beginning to make verbalisations specified on Speech and 1 other child Balloon following use of the balloon and feeling weekly during focussed activity time. Language Therapy (SLT) 5 Makaton signs linked to the sensations. Record progress and feedback Plan (see attached). objects of reference outcomes to SLT. Independent play John struggled to stay focused for 10 Introduce the 5 Makaton signs. minutes but 5 minutes was more Outside successful. Nappy Drink John now uses 3 out of 5 Makaton signs Sad in context.
Outcomes Planning and Review Sheet EXAMPLE Name of child: John Smith Date of plan: 31/5/2017 To be reviewed on: 25/8/2017 Planned outcomes Actions to achieve the planned outcomes People involved (including frequency) Resources - time - materials Evidence of outcomes achieved (to be completed at review) Improve John’s communication with adults and peers so he is able to express his basic needs e.g. indicating need to go to toilet, make a choice of snack. Key person shares ‘approaches’ to be taught during this plan (see the four highlighted approaches below). Encourage John to point and/or take the adult to the object he wants. Naming the object or need e.g. ‘you want to play with ball’ ‘you want a biscuit’. Introduce ‘objects of reference’. Give John simple choices e.g. ‘do you want a red sock or blue sock?’ Help other children to understand how John expresses his needs. Key person/all staff Parents Other children in the setting. Make a collection of ‘objects of reference’ to match five of John’s most immediate needs and interests. John’s favourite toy (to indicate independent play). John’s favourite ball (playing outside). Nappy (indicating time to change). Cup (indicating need or offer of drink). Comforter (indicating he’s upset). John has recently started to point to the objects he wants or takes adult by the hand to the activity he wants to do. John indicates his preference by looking at and sometimes pointing to his choice from two objects e.g. which fruit he wants at snack time. John has started to make verbalisations when looking and pointing to objects. John’s peers now understand he expresses his needs and desires through looking and pointing. To achieve the targets specified on Speech and Language Therapy (SLT) Plan (see attached). Carry out games on SLT plan twice weekly during focussed activity time. Record progress and feedback outcomes to SLT. Introduce the 5 Makaton signs. Key worker & 1 other child 2 x 10 minutes Balloon 5 Makaton signs linked to objects of reference Independent play Outside Nappy Drink Sad John is beginning to make verbalisations following use of the balloon and feeling the sensations. John struggled to stay focused for 10 minutes but 5 minutes was more successful. John now uses 3 out of 5 Makaton signs in context.