A Transition Guide for All Services - Transition Information Network

Guidance and government reportsEvery Child Matters 2003• sets out to ensure that children at risk are properly protected within aframework of universal services, which support every child to developtheir full potential.• sets out a vision for early intervention and effective protection whichincludes improving information sharing, establishing a commonassessment framework, identifying lead professionals• anticipates the SEN Action Programme – Removing Barriers toAchievement• says that it will improve the transition to adulthood through the NationalService Framework for Children, the SEN Action• programme and the work of Connexions• was followed with a consultation and a ‘Next Steps’ paper.www.everychildmatters.gov.ukEvery Child Matters: Change for Children 2004Sets out the action that needs to be taken locally to implement the ChildrenAct, and describes the support that will be providedwww.everychildmatters.gov.ukAppendix 2: Legislation, guidance and reportsThe SEN Code of Practice 2001Code of Practice under the Education Act 1996. Describes the annualreview process from Year 9 and the place of the transition plan within thatprocess• describes the responsibilities of Connexions who:– must attend the Y9 review and should attend the Y11 review– are responsible for overseeing the delivery of the Transition Plan; the PAshould co-ordinate its delivery– should be involved in the transfer of information– must ensure a section 140 assessment is carried out under LSA 2000• describes the role of Social Services and Health• acknowledges that young people with SEN who have not required aStatement may require support in transition• recommends that the Pathway Plan, Transition Plan and ConnexionsPersonal Action Plan should be the same document.The SEN Toolkit 2001 adds further detail to this guidance.www.teachernet.gov.uk/wholeschool/sen/teacherlearningassistant/toolkitAppendix 2Removing Barriers to Achievement – The Government’sStrategy for SEN 2004• revolves around the key areas of early intervention, removing barriers tolearning, raising expectations and achievement and deliveringimprovements in partnership• anticipates that most children with SEN will be educated in mainstreamschools92