2.4. Develop a plan with a child or young person and others to meet their needs with a focus on the achievement of positive outcomes

This guide will help you answer 2.4. Develop a plan with a child or young person and others to meet their needs with a focus on the achievement of positive outcomes.

Developing a plan with a child or young person, along with others involved in their care, is a key part of supporting their development and meeting their needs. A well-structured plan focuses on achieving positive outcomes by addressing individual requirements and ensuring everyone works together effectively.

This guide covers how to approach this process step by step, ensuring that the child or young person is always at the centre of the planning.

Involving the Child or Young Person

The first step in creating a plan is to involve the child or young person. They need to feel heard and valued. This builds trust and ensures the plan reflects their wishes, feelings, and goals. When a child or young person is actively involved, they’re more likely to engage with the plan and work towards the agreed outcomes.

To involve them effectively:

• Use age-appropriate language. Avoid jargon or complicated terms.
• Ask open questions, like “What would you like to achieve?” or “How can we help?”
• Encourage them to express their feelings and ideas in their own way, such as talking, drawing, or writing.
• Validate their input. Let them know their opinions are important.

Some children may struggle to share their thoughts due to a lack of confidence, communication difficulties, or other barriers. In these cases, provide additional support, such as special aids or involving someone they trust to speak on their behalf.

Identifying Needs

Before developing the plan, you’ll need a clear understanding of the child or young person’s needs. Needs could relate to their physical health, emotional wellbeing, education, social relationships, or cultural background. These needs can be identified through:

• Observations
• Discussions with the child or young person
• Talking to parents, carers, or other professionals
• Reviewing documentation, such as medical records, school reports, or previous care plans

It’s important to focus on strengths as well as challenges. A strengths-based approach highlights what the child or young person can already do and builds on these abilities. For example, if a young person is confident at making friends but struggles in school, the plan might focus on using their social skills to seek peer support in class.

Working with Others

Planning is a collaborative process. It involves other people who play a significant role in the child or young person’s life. This may include:

• Parents or carers
• Teachers or school staff
• Health professionals, such as doctors or counsellors
• Social workers or family support workers
• Youth workers or mentors

Collaboration ensures that everyone has the same understanding of the child or young person’s needs and priorities. It also ensures that support is consistent across different settings, such as home and school.

To encourage effective collaboration:

• Hold regular meetings to share updates and ideas.
• Create a shared document (e.g., an Individual Care Plan or Educational Plan) where everyone can record goals, actions, and progress.
• Respect each person’s role and expertise. For example, a teacher may provide valuable insights about the child’s learning needs, while a parent offers insight into their behaviour at home.

Setting Goals

A good plan focuses on clear, achievable goals. Goals provide direction and allow progress to be measured. They should be specific to the child or young person’s needs and must support their development or wellbeing.

The goals should follow the SMART criteria:

• Specific – Clearly identify what you are trying to achieve.
• Measurable – Include a way to track progress, such as a target date or performance indicator.
• Achievable – Ensure the goal is realistic, considering the child or young person’s abilities.
• Relevant – Relate the goal directly to their needs or aspirations.
• Time-bound – Set a deadline or timescale for achieving the goal.

For example, if a young person is struggling with reading, a SMART goal might be: “Improve reading skills by completing one guided reading session per week for six months, measured by a teacher’s assessment of fluency and comprehension.”

Building an Action Plan

Once you’ve set the goals, you’ll need to create an action plan. This outlines the practical steps needed to achieve each goal. Actions should be realistic and clearly define who is responsible for carrying them out.

Creating an action plan may involve:

• Identifying activities or interventions (e.g., therapy sessions, after-school tutoring, sports activities).
• Allocating responsibilities to individuals, such as parents, teachers, or health professionals.
• Scheduling timescales for completion of each action or intervention.
• Factoring in how resources, such as funding or equipment, will be accessed.

For example, if the goal is to help a young person improve social skills, specific actions might include enrolling them in a weekly youth club and arranging a mentor they feel comfortable with.

Monitoring and Reviewing Progress

Regularly review the plan to assess progress and identify any changes needed. Monitoring helps ensure that the plan stays relevant and effective. The review process should involve the child or young person and others contributing to their care.

Steps for monitoring include:

1. Check progress on goals. Are the desired outcomes being met? If not, what’s preventing this?
2. Evaluate actions. Are the planned activities or interventions effective?
3. Gather feedback. Speak with the child or young person and others to understand their experiences.
4. Make updates. Modify the plan if necessary. For example, if a goal has been achieved, add a new one; if something isn’t working, try a different approach.

Reviews may take place every month, term (for education-based plans), or at another agreed interval. Keeping a written record of reviews ensures accountability and helps track progress over time.

Focusing on Positive Outcomes

The ultimate aim of the plan is to achieve positive outcomes for the child or young person. Outcomes are the benefits or changes that result from meeting their needs. Positive outcomes might include:

• Improved self-confidence.
• Better physical or mental health.
• Progress in education or learning.
• Stronger relationships with peers or family members.
• Enhanced independence.

To keep the focus on positive outcomes:

• Involve the child or young person in identifying what a ‘positive outcome’ looks like for them.
• Celebrate achievements, no matter how small. This motivates continued progress.
• Stay flexible. Be open to adjusting the plan if new opportunities or challenges arise.

Barriers to Success

Despite everyone’s best efforts, barriers may sometimes prevent the plan from working as expected. These could include:

• Lack of funding or resources.
• Poor communication between people involved in the plan.
• Resistance from the child, young person, or family.
• Unexpected challenges, such as illness or a change in circumstances.

Addressing barriers early is important. Talk to everyone involved to find solutions and keep the plan on track. For example, if the family struggles to attend therapy sessions due to transport issues, consider arranging sessions closer to home.

Working Within Legislative Requirements

Developing a plan must comply with legal and policy guidelines. These exist to protect the child or young person’s rights and safety. Key legislation in the UK includes:

• The Children Act 1989 and 2004 – Requires that the child’s welfare and best interests are a priority.
• The Equality Act 2010 – Prevents discrimination based on characteristics like disability, gender, or ethnicity.
• The SEND Code of Practice – Applies to children and young people with special educational needs and disabilities.

Adhering to these laws ensures that the plan respects the child or young person’s rights and promotes equality and fairness.

Final Thoughts

Developing a plan with a child or young person and others allows their needs to be met effectively and supports positive outcomes. By involving the child, collaborating with others, setting clear goals, and regularly reviewing progress, you can create a plan that truly benefits their development and wellbeing. Every step should keep the child’s voice at the centre, ensuring their individuality is respected and their potential maximised.