The Golden Thread in relation to EHC plans

Aspirations (EHC plan: Section A)

Concerning hoped-for positive outcomes in life - Wikipedia. 

• Aspirations for paid employment, independent living and community participation. (Code of Practice (CoP), page 164) 
• Long-term aspirations are not outcomes in themselves. A Local Authority cannot be held accountable for the aspirations of a young person. (CoP, page 163) 
• Local Authorities must ensure the EHC plan review in year 9 includes a focus on preparing for adulthood. Planning must centre around the individual and explore the young person's aspirations and abilities. It must also include what they want to do when they leave post-16 education or training, and the support they need to achieve their ambition. (CoP, page 125) 

Needs (EHC plan: Sections B, C and D)

A difference or gap - gives purpose and direction to behaviour - Maslow, "A gap that matters". 

• A child has special educational needs if they have a learning difficulty or disability, which calls for special educational provision to be made for them. (CoP, page 15)
• EHC plans must specify the special educational provision to meet each of the young person's special educational needs. (CoP, page 164)
• EHC plan must also specify any health or social care needs a child has. 

Outcomes (EHC plan: Section E)

The benefit or difference made to an individual as a result of an intervention. It should be personal and not expressed from a service perspective. (CoP, page 163)

• What is important to and for the young person? (CoP, page 163) 
• SMART: Specific, Measurable, Achievable, Relevant and Time-based. 
• Set out what needs to be achieved by the end of a phase or stage of education. Short-term targets can be set outside of the EHC plan. (CoP, page 164)
• An example of an outcome for a secondary school-aged young person could be; make sufficient progress, or achieve a qualification to enable him/her to attend a specific course at college. (CoP, page 163)
• From Year 9 onwards the nature of outcomes will reflect the need to ensure young people are focused on preparing for adulthood (employment, independent living, community participation and health/wellbeing). (CoP, page 163)

Provision (EHC Plan: Sections F, G, H1 and H2)

Provision that is additional to, or different from that made generally for other children of the same age. (CoP, page 163)

• Detailed, specific and normally quantified, in terms of type, hours and frequency of support and level of expertise. This includes when the support is secured through a Personal Budget. (CoP, page 166)
• The Local Authority must set out in it's Local offer an authority-wide description of the special educational, training, health and social care provisions it expects to be available in it's area. (CoP, page 68)
• Schools must inform parents when they are making special educational provisions for a child. (CoP, page 92)