1.3 Explain how the documented outcomes are assessed and recorded

This guide will help you answer 1.3 Explain how the documented outcomes are assessed and recorded.

Documented outcomes are the agreed learning, development or wellbeing targets set for a child or young person. They are often written in care plans, individual learning plans, behaviour support plans or health plans. These outcomes may link directly to the Early Years Foundation Stage, curriculum targets, or to specific support needs identified in assessments.

Each documented outcome represents something the child is expected to achieve or improve. The outcome could be academic, social, emotional, physical or behavioural. For example, a documented outcome in a care plan might state that a child will develop the ability to communicate needs using spoken words or assistive technology.

The process of assessing and recording these outcomes involves gathering information to measure progress, interpreting this information, and then documenting the results accurately.

What is the Purpose of Assessing Outcomes?

Assessment allows staff and other professionals to see if the intended targets have been met. It supports the child by identifying strengths and areas needing further support.

It gives a clear picture to parents, carers, teachers and others involved in the child’s life. It lets them understand what progress is being made and what changes might be needed to the plan.

It helps accountability as it shows that interventions and support are having a measurable impact. It also forms part of evidence for inspections or audits by regulatory bodies.

Methods of Assessment

There are several ways to assess documented outcomes. The choice depends on the nature of the outcome, the child’s abilities and the setting.

Common methods include:

• Observation – Watching the child in a natural environment and noting behaviours, skills and interactions. This works well for early years and for social or emotional development.
• Work sampling – Collecting examples of the child’s work over time. This is useful for academic targets.
• Checklists and rating scales – Using predefined lists of skills or behaviours with indicators for progress.
• Testing or formal assessments – Standardised tests can measure specific skills such as reading level or numeracy.
• Tracking logs or journals – Keeping a daily or weekly record of performance or behaviours linked to the targets.
• Feedback from the child – Self-assessment or reflection, where appropriate, can give insight into the child’s own view of progress.

Often a mix of these methods works best, giving a rounded view of progress.

Planning the Assessment Process

Assessment should be planned so that it is consistent, fair and suitable for the child. Picking the right time and environment matters. Young children often perform better in familiar surroundings, while older children may manage structured activity in small groups or one-to-one sessions.

The assessor should understand the documented outcome clearly. This means reading the wording of the target, knowing what indicators show it has been achieved, and agreeing with colleagues or other professionals what the success criteria are.

Recording templates or forms should be ready before the assessment starts. This makes sure nothing important is missed.

Collecting Evidence

Evidence is the key to assessing progress. It must be reliable and clear. In practice, this can include:

• Notes from observations
• Audio or video recordings, with consent
• Samples of work such as paintings, writing tasks or projects
• Photographs of practical activities or achievements
• Databases showing scores or levels from tests

When collecting evidence, the assessor should follow safeguarding and data protection principles. This means getting parental or guardian consent before recording or photographing, and making sure storage is secure.

Evidence should be dated. Context should be noted so others can understand when and where the activity took place.

Recording Outcomes

Once the assessment is done, recordings should be made in a clear, factual way. This is more than just stating whether the target was met. It should explain what was observed, how it relates to the documented outcome, and any progress since the last record.

Key points in recording:

• Use agreed formats from the organisation
• Avoid jargon so all parties can read and understand the entry
• Note relevant facts, not personal opinions
• Indicate the level of achievement against the target
• Include next steps if the outcome is not yet fully met

Entries should be signed or dated by the person recording. This helps keep track of accountability. Some settings now use electronic systems which record who entered the information automatically.

Linking Records to Ongoing Plans

The assessed outcomes should link directly to updated plans. For example, if a reading target has been achieved, the new plan might set a goal for comprehension skills. If a behaviour target is not met, the plan might add an extra support intervention.

Accurate records help the wider team make informed decisions. They show what works and what has not worked so far. This shapes future strategies for helping the child.

Records are often shared with parents, carers or other professionals. The language used in reports should be respectful and sensitive. Constructive comments help maintain a positive relationship. For sensitive issues, face-to-face meetings may be held to discuss progress before written reports are given.

Involving the Child or Young Person

Where possible, children or young people should be involved in assessing their outcomes. This can help increase motivation. Simple feedback sessions using visual aids or verbal discussion can help them feel included.

For younger children, showing a photo diary of achievements can make the outcomes feel real. For older children, reviewing targets together and talking about progress allows them to express their thoughts. This keeps assessment from feeling like something that is just done to them by adults.

Participation should be adapted to the child’s communication style and confidence level. Some may prefer written feedback sheets, while others respond better to informal conversation.

Maintaining Confidentiality

Assessment records often contain personal and sensitive information. Keeping these secure is a legal and moral requirement.

Staff must follow the organisation’s policies on storage, both physical and electronic. This may involve:

• Locked cabinets for paper records
• Password-protected files for digital records
• Restricted access to only those authorised
• Avoiding sharing details unless appropriate consent is given

Confidentiality protects the rights of the child and prevents misuse of information.

Reviewing and Updating Documentation

Documented outcomes are not fixed forever. Once assessed, they may be updated to reflect new priorities or achieved goals.

The review process usually involves a meeting with relevant staff, parents and sometimes the child. Records from the assessment are presented and discussed. New outcomes may be set or existing ones adjusted.

Good practice is to base changes on clear evidence from the assessments. Maintaining old records alongside new entries shows the child’s progress over time.

Using Assessment Data for Wider Purposes

In some settings, outcome assessments are used to produce statistical reports for the whole group or setting. This can help identify common needs and shape organisational policy. Personal data must be anonymised before such use.

Data trends can show if particular teaching methods or interventions are working well. They can also highlight areas where further training for staff may be helpful.

Practical Tips for Workers

• Read documented outcomes carefully before starting assessment
• Know the success indicators and timescales
• Use a mix of methods to gather evidence
• Keep records factual and avoid guessing about causes of behaviour
• Store all documents securely
• Communicate findings with respect and clarity
• Involve the child constructively where possible
• Review and update outcomes regularly

Issues in Assessing and Recording Outcomes

Some challenges include:

• Outcomes that are too vague, making it hard to measure progress
• Limited time or resources for observation and recording
• Children having inconsistent performance due to health or emotional factors
• Parents or carers disagreeing with assessment findings
• Difficulty in aligning different professionals’ assessment methods

These can be managed by clear communication, realistic planning and ensuring all staff understand the agreed formats and processes.

Legal and Regulatory Links

In England, assessment and recording of outcomes in childcare and education must align with relevant frameworks. Examples include:

• Early Years Foundation Stage (EYFS) requirements
• Special Educational Needs and Disability (SEND) Code of Practice
• Data Protection Act 2018 and GDPR rules for storing and sharing information

Following these helps ensure assessments are valid, safe and lawful.

Final Thoughts

Assessing and recording documented outcomes is a structured process, but it is also about recognising the personal progress of each child or young person. It is not just a tick-box task. It is a way to give meaning to their achievements and point towards what they might do next.

Done properly, it supports development, builds confidence and provides a clear record of evidence for future decisions. Good assessment and accurate recording strengthen the bond between the child, their family and the professionals supporting them. This leads to better, more personalised support and a stronger focus on every child reaching their potential.