EHCP Outcomes Examples: How to Write SMART Section E Goals

Section E is one of the most misunderstood parts of an EHCP. Parents focus — quite rightly — on the legally enforceable provision in Section F. But the outcomes in Section E shape the entire plan and, critically, they cannot be appealed to the SEND Tribunal after the plan is finalised. Getting them right at the draft stage is not optional.

What Section E Is For

Section E describes the outcomes the child is expected to achieve as a result of the provision in Section F. These outcomes are the measurable goals against which progress will be assessed at Annual Reviews. They are the benchmark for whether the plan is working.

The SEND Code of Practice requires outcomes to be SMART: Specific, Measurable, Achievable, Realistic, and Time-bound. This is not just good practice — it is the standard the Code sets. Outcomes that don't meet the SMART criteria cannot be meaningfully reviewed. They become a way of papering over a plan that isn't working, because no one can agree on whether progress has been made.

The Difference Between an Outcome and a Provision

This is where most draft EHCPs go wrong: Section E contains descriptions of provision rather than outcomes. A provision is what will be done. An outcome is what will be achieved as a result.

Not an outcome: "Will receive 1:1 reading support three times per week." This is provision. It describes an input, not a result. It belongs in Section F.

An outcome: "By July 2027, [child] will read an unfamiliar passage at Year 4 reading level with 95% accuracy, as measured by a standardised reading assessment administered by the SENCO." This is specific, measurable, time-bound, and directly linked to the provision.

Not an outcome: "Will work towards improved social interaction skills." Vague, unmeasurable, and has no time limit. Could mean anything.

An outcome: "By the end of the Spring term 2027, [child] will independently initiate a structured play interaction with a peer at lunchtime on at least four out of five school days, measured by teaching assistant observation logs over a two-week period." This is specific, observable, and assessable.

Examples Across Need Types

Communication and Language

Weak: "Will develop better communication skills."

Strong: "By December 2026, [child] will use a sentence of at least four words to request a preferred item or activity in 8 out of 10 observed opportunities, as measured by weekly speech and language therapy session data and classroom observations."

Cognition and Learning (Literacy)

Weak: "Will make progress with literacy."

Strong: "By July 2027, [child] will achieve a standardised spelling age within 12 months of their chronological age, as measured by the Schonell Spelling Test administered termly by the SENCO."

Social, Emotional, and Mental Health

Weak: "Will improve emotional regulation."

Strong: "By March 2027, [child] will independently use a calming strategy from their agreed toolkit (e.g., breathing exercise or step-out request) when experiencing distress, without requiring adult prompting, in at least 3 out of 5 recorded incidents per week, as evidenced by the emotion log maintained by the class teacher."

Sensory and Physical

Weak: "Will access the environment more comfortably."

Strong: "By the Autumn term 2027, [child] will participate in lunch in the main school hall for the full lunch period on 4 out of 5 days per week, supported by a designated quiet seat and ear defenders, as recorded by the lunchtime supervisor."

Preparation for Adulthood Outcomes (Year 9 Onwards)

From Year 9, Annual Reviews must incorporate Preparation for Adulthood (PfA) outcomes. These cover four domains: employment, independent living, community inclusion, and health. PfA outcomes follow the same SMART framework but look further ahead.

Example PfA outcome: "By age 18, [young person] will be able to independently manage a weekly food shopping budget of £30, using a prepared list and a banking app, demonstrating competency in at least 4 out of 5 supervised practice sessions."

Why You Cannot Appeal Section E After Finalisation

Once the final EHCP is issued, you can appeal Section B (needs) and Section F (provision) to the SEND Tribunal. Section E outcomes are not in the list of appealable sections. This is why reviewing and pushing back on Section E at the draft stage is the only window you have.

If the outcomes in Section E are vague or unmeasurable, the Annual Review becomes a subjective negotiation rather than an evidence-based assessment. Schools and LAs have an incentive to write broad outcomes because they are harder to fail against. Parents have an incentive to push for specific outcomes because they create accountability.

When you review a draft EHCP, go through each Section E outcome against the SMART criteria. If an outcome is vague, propose a specific replacement in your amendment response.

For outcome-writing worksheets and a SMART framework template to use when reviewing your child's Section E, the England EHCP & SEN Blueprint includes structured tools for drafting and assessing outcomes across all four SEND need areas.

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