The following pages have example outcomes tailored to each age phase. While these age phases serve as a helpful guide, we recognise that every child and young person has unique needs. Consider the child's cognitive age when reviewing the outcomes associated with each phase.

Below are suggestions of things to consider working towards under each of the four pillars:

Employment

• Following instructions. Consider any specifics around sensory impairments 
• Adapting to new environments 
• Playing with other children 
• Real world play (builder, nurse, doctor) 

Independent Living

• Feeding and drinking 
• Toileting 
• Real world play (kitchens, DIY, cleaning)
• Getting dressed 
• Making choices 

Community inclusion

• Making friends 
• Social interaction
• Visits and day trips
• Exploring different cultures 

Health

• Checks at birth
• Diet and food variety 
• 2-year-old development check
• Immunisations 
• Start recognising the signs of ill health 

Employment

• Child engages in aspects of real-world/role play. They show developing awareness of the tasks carried out by different professionals. For example, doctors, nurses, firefighters, and police officers.
• Child shows interest in activities and resources within the nursery environment. They engage in aspects of exploratory, functional and sensory play. They show a developing understanding of the world around them.
• Child shows developing imagination through substitution and representation of objects within play. For example, using a cardboard tube to represent a phone.
• Child has begun to make meaningful choices between objects and activities
• Child shows increased listening skills and task focus

Independence

• Child makes choices between the options offered at snack and mealtimes.
• Child understands risk/safety within the home (hot pans, cooker top, boiling water)

Community inclusion

Child shows a developing understanding of friendships and interactions with others. They are able to name 'friends' within their nursery group. 

Health

• Child has begun to recognise which foods and drinks are healthier and the importance of a healthy diet.
• Child has an understanding of the importance of self-care routines to maintain good health. For example, washing hands, cleaning teeth and having a bath.
• Child has developed an understanding that some substances are harmful to ingest or touch.
• Child has developed an understanding of basic feelings and emotions.

Employment

• Child is able to follow directions within routines and follow simple instructions.
• Child shows increased listening skills, attention and task focus
• Child demonstrates the communication and interaction skills to facilitate joint play with peers.
• Child has the language and communication skills to support real world/role play. For example, doctor, nurse, builder, firefighter and police officer.

Independence

• Child has the communication and interaction skills required to request objects or help as required.
• Child has the language and communication skills necessary to support their understanding and ability to make choices between the options offered. For example, indoor/outdoor play, snack time, mealtime and activities to access within free play.

Community Inclusion

Child has the communication and interaction skills required to support the development of:

• shared interaction
• friendships
• play with peers

Health

• Child can alert an adult at times when they are hurt or feeling unwell.
• Child demonstrates the communication skills required skills to convey basic feelings to others to facilitate emotional well-being.

Employment

• Child demonstrates the social and emotional skills and resilience required to be able to adapt to change and new environments.
• Child is better able to regulate basic feelings. Developing skills such as waiting to take a turn in an activity or when wanting to share news with an adult.

Independence

• Child has developed a growing awareness of independent living skills through real-world play. Foe example, kitchens, DIY and cleaning.
• Child is able to sit alongside peers to access meal-times and snack times. Thety develop the skills to pass out plates, cutlery and cups to their peers and to take a turn to serve themselves and others.

Community inclusion

• Child demonstrates the social skills necessary to facilitate shared play and interaction with peers. They develop a growing awareness of friendships to support emotional wellbeing and self-esteem.
• Child is able to recognise indicators of basic feelings in peers (happy and sad). With support and modelling they will respond accordingly at their developmental level. For example, giving a hug to a peer who is crying.
• With prompting, the child has begun to develop an awareness of basic social conventions in interaction with others. For example, using please and thank you when asking for or receiving things from others. 

Health

• Child attends necessary dental, medical and optical checks following parental direction and supervision.
• Child cooperates with self-care and personal hygiene routines with prompting. Adult support as required.
• Child demonstrates awareness of basic feelings. They will have the support and strategies required to promote resilience and emotional wellbeing.

Employment

• Child cooperates with self-care routines and medical routines. This includes those associated with any physical or medical conditions/diagnoses.
• Child is accessing regulatory activities to support them to concentrate and maintain focus in the classroom.

Independence

Child cooperates with self-care routines and medical routines. This includes those associated with any physical or medical conditions/diagnoses.

Community inclusion

Child is participating in team games, after-school clubs and weekend activities. This is done in accordance with their physical and medical capabilities.

Health

• Child is attending relevant health, dental, optical and hearing checks as required. This promotes good physical health.
• Child is able to cooperate with self-care routines and medical routines. This includes those associated with any physical or medical conditions/diagnoses.
• Child is participating in sport and physical exercise in accordance with their physical/medical capabilities.