Implementing a goal-based outcomes tool to track progress in education health and care plan annual reviews

This study explored how Education, Health and Care Plans are used to evaluate progress in Annual Reviews within a Local Authority. Using a mixed-method, action-oriented design, it combined document analysis with stakeholder interviews. Findings identified inconsistent conceptualisation and reporting of progress, alongside unclear outcome frameworks and limited multi-agency integration. These issues hindered shared understanding, co-production, and decision-making. The study highlights the need for procedural coherence and clearer assessment practices, including improved assessment literacy and collaborative sense-making. Recommendations include integrated system design, shared outcome frameworks (e.g. Goal-Based Outcomes), coordinated specialist input and formative assessment approaches. Our findings underline the role of Educational Psychologists in supporting system-level change through facilitating shared meaning-making and improving evaluation practices.