A Transition Guide for All Services - Transition Information Network

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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
• makes a commitment to work across Government to improve the qualityof transition planning, setting national standards for health and socialcare through the children’s NSF and to work with the Connexions Serviceand the LSC to expand educational and training opportunities anddevelop new opportunities for transition to work.www.teachernet.gov.uk/wholeschool/sen/senstrategyNational Service Framework for Children, Young People andMaternity Services, September 2004, DH and DfESIs a ten-year programme intended to stimulate long-term and sustainedimprovement across all services in children’s health.Section 7 of Standard 8 is on Transition to Adulthood. This sets out:• a person-centred approach to transition planning, focusing on thefulfilment of the hopes, dreams and potential of the young disabledperson.• the establishment of multi agency transition groups.• support for young disabled people to use direct payments.• support to manage the transition for those with high levels of need, thosein residential schools, looked after children and those with rare conditions.• that agencies develop local strategies to widen education, training andemployment opportunities for disabled young people.• the development by Health Services of appropriate adolescent/youngpersons’ services with a view to enabling smooth transition tocomprehensive multi-disciplinary care.www.everychildmatters.gov.ukImproving the Life Chances of Disabled People, 2005, PrimeMinister’s Strategy Unit, Cabinet OfficeThe report considers what could be done to improve opportunities forBritain’s 10 million plus disabled people of all ages. It sets out a 20-yearvision: ‘By 2025, disabled people in Britain should have full opportunitiesand choices to improve their quality of life, and will be respected andincluded as equal members of society’.The report covers four key areas of disabled people’s lives:• independent living• early years and family support• transition to adulthood• employment.The section on transition highlights three key ingredients needed foreffective support for disabled young people, to ensure that they enteradulthood able to participate and be included:• planning for transition focused on individual needs• continuous service provision• access to a more transparent and appropriate menu of opportunities andchoices.www.officefordisability.gov.ukAppendix 2: Legislation, guidance and reportsAppendix 293
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All young people have dreams and as
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© Crown copyright 2007This handboo
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ContentsIntroduction 1Chapter 1 The
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AcknowledgementsWritten byHelen Whe
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Why is transition so difficult to g
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Like transition itself, developing
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Developing a local transition pathw
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Transition reviews‘A distinguishi
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Disabled young people with looked a
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The Connexions PA should seek the a
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IntroductionPlanning for the future
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Access to WorkDisabled young people
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Chapter 1: The transition processPe
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services are only part of what peop
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Key legislation, guidance and resou
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?WhoDisabled young people, families
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• Regional Partnerships www.teach
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Chapter 2: Overview of statutory se
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Effective practiceHertfordshire is
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Chapter 2: Overview of statutory se
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disabled young people and their fam
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and information and data shared as
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For many disabled young people and
Page 52 and 53: Leeds Young Adults TeamSince 1988 t
Page 54 and 55: IntroductionCareers and guidance pr
Page 56 and 57: links into the development of the c
Page 58 and 59: • lack of time or support to comm
Page 60 and 61: Participation of families in the tr
Page 62 and 63: The Trust funds a Contact a Family
Page 64 and 65: Wiltshire’s Transitions Strategy
Page 66 and 67: Workers meet regularly to share lea
Page 68 and 69: ?WhoDisabled young people, families
Page 70 and 71: Education and Inspections Act 2006N
Page 72 and 73: Youth Matters 2005 and Youth Matter
Page 74 and 75: Chapter 3: Participation and furthe
Page 76 and 77: Care homesRegistered care homes usu
Page 78 and 79: On leaving formal full-time educati
Page 80 and 81: It also states that local authoriti
Page 82 and 83: Seven Principles For Inclusive Tran
Page 84 and 85: Pathways to success - A good practi
Page 86 and 87: Chapter 3 Participation and further
Page 88 and 89: APPENDIX 1Legislation and guidance
Page 90 and 91: Table 2 Year 9AgencyResponsibilityL
Page 92 and 93: Table 3 Year 10 and 11AgencyRespons
Page 94 and 95: Table 4 Year 12 onwardsAgencyRespon
Page 96 and 97: APPENDIX 2Legislation, guidance and
Page 98 and 99: The Children Act 1989Provides the f
Page 100 and 101: Carers and Disabled Children Act 20
Page 104 and 105: Valuing People: A New Strategy for
Page 106 and 107: Promoting Disability Equality in Sc
Page 108 and 109: Table of assessmentsThe key agencie
Page 110 and 111: Appendix 3: AssessmentsChildren’s
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Page 114 and 115: APPENDIX 4Practice examplesAppendix
Page 116 and 117: 3 Yorkshire and Humberside Partners
Page 118 and 119: Appendix 4Appendix 4: Practice exam
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Page 122 and 123: APPENDIX 5Post-16 benefits andeduca
Page 124 and 125: APPENDIX 6Quality standard checklis
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Page 128 and 129: A8. Effective transition reviews -
Page 130 and 131: A12. Effective transition reviews (
Page 138 and 139: Connexions, information advice and
Page 140 and 141: C3. Providing direct payments 3 - c
Page 144: C11. Access to transport - assessme
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