The document describes a framework for building inclusion using outcomes that matter. It involves developing individualized therapeutic programs and inclusive achievement profiles based on comprehensive ecological assessments and agreed upon outcomes. The framework focuses on relational outcomes in key areas like belonging, mastery, independence, and generosity. Profiles track individuals' progress across environments through narratives capturing strengths and opportunities. The goal is more targeted, inclusive recording to facilitate communication and reflective discussions.

1. Building inclusion using Outcomes that
Matter

2.  Individualised therapeutic programmes with
home/school support based on:
 Comprehensive ecological assessment
—
 Intended outcomes are agreed with all
involved
 Inclusive achievement profiles are drawn up
on a weekly basis

3.  We work to facilitate change, supporting
individuals to feel well in their lives
 Based on principles of positive psychology
 We cannot change other people, only work at
changing ourselves
 Therapeutic programme is led by the individual
child

5. •Confident • Successful
Individuals learners
Belonging Mastery
Generosity Independence
•Effective •Responsible
contributors citizens

6.  Sense of Belonging: attachment, identity, trust
 Sense of Mastery: motivation, competence, self
esteem
 Sense of Independence: autonomy, self direction
 Sense of Generosity: empathic, caring, supportive

7.  Based on Bronfenbrenner’s ecological
framework, considering the interrelationship
between the individual and the environment.
 Assessment focuses on how someone views
the ‘world’ as well as how the ‘world’ views
them and most importantly how the two
interact.

8.  Focus on relational ‘moments’ rather than
standardised outcomes
 Narratives that capture relational accounts of
what is going on between an individual and
their carers.
 Looking for both strengths and
environmental opportunities

9.  (E) Safety:  (I) Actively Engaged in
Learning:
 (E) Positive  (E) Supportive
Communication: Environments:
 (E) Caring  (E) Carer’s Involvement
Relationships: in Learning:
 (E) Carer Support:  (I) Motivation to
Achieve:
 (E) Boundaries for Daily  (I) Making Use of
Living: Learning Opportunities
Belonging Mastery

10.  (I) Planning and
Decision-Making:  (I) Service to Others:
 (I) Personal Power:  (I) Peaceful Conflict
 (I) Responsibility: Resolution:
 (I) Caring:
 E)Activity programmes:
 (I) Honesty:
 (I) Positive View of  (E) High Expectations:
Personal Future:
Independence Generosity

11. Actively Engaged in Learning: This young person
participated in learning opportunities at school, in
work experiences or in other activities which
developed her/his life skills.

12. Belonging
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11
12 13 Boundaries for Daily Living
14 15 Carer Support
16 17 Caring Relationships
18 19 Positive Communication
20 Safety
21 22 23 24
Safety Positive Communication Caring Relationships Carer Support Boundaries for Daily Living

13. Mastery
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10
11 12 Learning…
13 14 Motivation to Achieve
15 16 Carer Involvement in…
17 18 Supportive Environments
19 20 Actively Engaged in…
21 22
23 24
Actively Engaged in Learning Supportive Environments Carer Involvement in Learning
Motivation to Achieve Learning Opportunities & Homework

14. Independence
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10
11 12 Positive View of Future
13 14 Activity Programmes
15 16 Responsibility
17 18 Personal Power
19 20 Planning & Decision…
21 22
23 24
Planning & Decision Making Personal Power Responsibility Activity Programmes Positive View of Future

15. Generosity
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10
11 12 High Expectations
13 14 Honesty
15 16 Caring
17 18 Peaceful Conflict…
19 20 Service to Others
21 22 23 24
Service to Others Peaceful Conflict Resolution Caring Honesty High Expectations

16.  Relational outcomes based framework
 Inclusive
 Enables more targeted and inclusive
recording
 Can be used in reviews for better
communication with families and
professionals
 Stimulates reflective team discussions

17.  Brendtro, L, Larson, S. (2006). The resilience revolution.
Bloomington, IN: National Educational Service.
 Fulcher, L, C, Garfat, T. (2012). Outcomes that matter in
out of home care. In Reclaiming children and
youth, 20, (4), pp. 52-58
 Smith,M, Fulcher,L. and Doran, P. (2013). Residential
child care in practice: Making a difference. Policy Press.