A Transition Guide for All Services - Transition Information Network

More documents

Recommendations

Info

Table of assessmentsThe key agencies involved in supporting disabled young people in transition andtheir families need to use the Common Assessment Framework to avoid youngpeople and parents having to give basic details and tell their stories repeatedly.Where transition teams have been set up, such as in Suffolk and Sandwell,the amount of assessments families and disabled young people have hasbeen reduced substantially. This is due in part to the improved accessprofessionals have to each other as some now share offices. This allows timeto work out where their respective assessments can be joined, and howmuch information can be gathered using joint assessments rather thansingle appointments with families.AssessmentCommon AssessmentFrameworkAge of young personAny age – should be used forinitial contacts.Initial, basic assessment tool for use byall services.Social care use as first point of contact.‘Gateway’ to other more specialistassessments.Framework for theAssessment of Children inNeed and their Families(The AssessmentFramework)Assess and plan support from socialservices including:• Short breaks• Equipment• Direct payments (at 16)Until transferred to adultservices at 18 or 19.The Children (Leaving Care)Act 2000Multi agency assessment anddevelopment of a Pathway Plan15/16Appendix 3: AssessmentsDisabled Persons (services,consultation andrepresentation) Act 1986Education Act 1996SEN AnnualReview/Transition ReviewAssessment from social care for possiblesupport needed on leaving school orcollege.Generally, this is not used as has beensuperseded by other practice.Prepare Transition Plan – Review meetingevery year14 (Year 9)13/14 (Year 9) up to leavingschool or college wherekept up.Learning and Skills Act 2000– Section 140 AssessmentAssess and plan support for post-school.16 – or until the youngperson leaves school.NHS and Community CareAct 1990 (incorporatingthe Chronically sick anddisabled persons Act 1970)Formal assessment of need leading to aCare planAssessment for support from theIndependent Living Fund18 onwardsAppendix 398
Current core assessments at transitionThis section lists the minimum standard assessments that a disabled youngperson is likely to have as they move through the transition to adulthood.Children’s ServicesSocial CareFramework for the Assessment of Children in Need andtheir Families (The Assessment Framework)The guidance documents for the assessment framework are issuedunder Section 7 of the Local Authority Social Services Act 1970. Theguidance is not a statutory requirement but should be complied withunless exceptional local circumstances are in place.OutlineProduced for use by professionals involved in undertaking assessments ofchildren in need and their families under the Children Act 1989. To providea framework which could be used across services to establish agreement onthe best way to meet individual children’s needs. The Common AssessmentFramework (CAF) is becoming the initial assessment tool used with familiesby social care teams. Where there is need for further work to assess andidentify need, the Assessment Framework is used. This assessment process,as described below, can be used to cover a number of areas.‘where it appears to a local authority that a child within their area is inneed, the authority may assess his needs for the purposes of this Act at thesame time as any assessment of his needs is made under:• the Chronically Sick and Disabled Persons Act 1970• the Education Act 1996• the Disabled Persons (Services, Consultation and Representation) Act1986 or• any other enactment’.Children Act 1989 (schedule 2 paragraph 3)Appendix 3: AssessmentsInformation used forThe Assessment Framework is used in a variety of ways to carry outassessments on a range of areas. This includes assessments for access to:• direct payments – under the Carers and Disabled Children Act 2000• short breaks• safeguarding children• family support services• aids and adaptations• any service provided by children’s social services.If a disabled young person is ‘looked after’ by the local authority they mayalso have a range of other assessments which should join with this process.Appendix 399
Page 3:
All young people have dreams and as
Page 6 and 7:
© Crown copyright 2007This handboo
Page 8 and 9:
ContentsIntroduction 1Chapter 1 The
Page 10 and 11:
AcknowledgementsWritten byHelen Whe
Page 12:
Why is transition so difficult to g
Page 15 and 16:
Like transition itself, developing
Page 17 and 18:
Developing a local transition pathw
Page 19 and 20:
Transition reviews‘A distinguishi
Page 21:
Disabled young people with looked a
Page 24 and 25:
The Connexions PA should seek the a
Page 26 and 27:
IntroductionPlanning for the future
Page 28 and 29:
Access to WorkDisabled young people
Page 30 and 31:
Chapter 1: The transition processPe
Page 32 and 33:
services are only part of what peop
Page 34 and 35:
Key legislation, guidance and resou
Page 36 and 37:
?WhoDisabled young people, families
Page 38 and 39:
• Regional Partnerships www.teach
Page 40 and 41:
Chapter 2: Overview of statutory se
Page 42 and 43:
Effective practiceHertfordshire is
Page 44 and 45:
Chapter 2: Overview of statutory se
Page 46 and 47:
disabled young people and their fam
Page 48 and 49:
and information and data shared as
Page 50 and 51:
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 102 and 103: Guidance and government reportsEver
Page 104 and 105: Valuing People: A New Strategy for
Page 106 and 107: Promoting Disability Equality in Sc
Page 110 and 111: Appendix 3: AssessmentsChildren’s
Page 112 and 113: AimSection 140 Assessments provide
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
Page 120 and 121: • Parent/carer consultation• Yo
Page 122 and 123: APPENDIX 5Post-16 benefits andeduca
Page 124 and 125: APPENDIX 6Quality standard checklis
Page 126 and 127: Appendix 6: Quality standard checkl
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
show all

A Transition Guide for All Services - Transition Information Network

Create successful ePaper yourself

Delete template?

Save as template?