A Transition Guide for All Services - Transition Information Network

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AcknowledgementsWritten byHelen Wheatley, Principal Officer, Council forDisabled ChildrenLucia Winters, Development Officer, Council forDisabled Childrenwith Skill policy and Information Teams, inparticular, Amy Sweeney, Senior Policy OfficerTransition Guide Reference GroupAlan Dyson, Professor of Education, University ofManchesterAlison Cowen, Consultant, Yorkshire andHumberside Regional PartnershipBarbara Waters, Chief Executive, SkillBeverly Burgess, Learning and Skills CouncilCathy Stephens, Facilitator, Yorkshire andHumberside Regional PartnershipClaire Lazarus, National Co-ordinator, RegionalPartnerships, Department for Education andSkills (former).David Abbott, Research Fellow, Norah FryResearch CentreDavid Widdas, Nurse Consultant for Childrenwith Complex Needs, North Warwickshire PCTEileen Visser, Ofsted officer with responsibilityfor SENFelicity McElderry, Professional Adviser, NationalAssociation of Paediatric Occupational TherapistsHazel Wright, Young People’s Information,Advice and Guidance Team, Connexions, DCSFJacqueline Shurlock, Disabled Children’s Team,Department for Education and Skills (former).Janet McDonagh, ARC Clinical Senior Lecturer inPaediatric and Adolescent Rheumatology,Institute of Child Health, Birmingham Children’sHospitalJohn Coleman, retired Director of the Trust forthe Study of AdolescenceJudith Stone, Department of HealthJulie Haycock, Department for Children, Schoolsand FamiliesLesley Dee, Senior Lecturer in Inclusive Educationat the University of CambridgeLinda Jordan, Valuing People National SupportTeam, DHLouise Franklin, Department for Education andSkills (former).Margaret Palmer, Consultant, Eastern RegionalPartnershipNic Rowland Crosby, Consultant, ParadigmNigel Fulton, Department for Children, Schoolsand FamiliesPat Nicholls, Department of HealthPhilip Jones, Practice Development Coordinator(Social Care), SCIEPhilippa Russell, Disability Rights Commissioner,DRCRhidian Hughes, Social Care Institute forExcellenceRobina Mallett, Home Farm TrustRussell Viner, Consultant in AdolescentMedicine, Institute of Child Health, UniversityCollege LondonFurther contributorsBridget Fisher, BME Unit Projects Manager, ARCCaroline Gray, Director of the ACE CentreAdvisory TrustCheryl Sharland, Assistant Director, Social Care,SuffolkChris Bush, Service Manager, Integrated DisabledChildren Service, Children and Young PeopleService Leicester (former)Christine Lenehan, Director, Council forDisabled ChildrenDaisy Russell, National Parent PartnershipNetwork ManagerDebbie Brake, Transition Coordinator,Community Services, Coventry City CouncilDebbie Farthing, Team Manager, SandwellIntegrated Support ServiceJill Fardell, CEO, DARE foundationJoanna Marriott, Student InformationCoordinator, SkillKate Jackson, Transitions Service DevelopmentManager, New Dimensions GroupKate Martin, Senior Development Officer,Council for Disabled ChildrenLeon Jordan, GenerateMargaret McGowan, Advisory Centre forEducationPatricia Halliday, Access-Ability ServiceManager, Connexions HertfordshirePhilippa Stobbs, Principal Officer, Council forDisabled ChildrenRobin Miller, Service Manager for DisabledChildren, SandwellRuth Cartwright, Professional Officer, England,British Association of Social WorkersSteph Hawryla, Project Co-ordinator, YoungPeople Speaking Up!Steve Broach, Manager, Every Disabled ChildMatters CampaignTina Johnson, Youth Service, Disability SupportTeam, NottinghamshireTracey Cogan, Regional Change Agent forChildren, Young People and Families, CSIPEastern Development CentreVictoria Wright, Network Administrator,Transition Information NetworkVivien Freeman, Team Manager, Children withDisabilities Team, Westminster Children andCommunity Servicesviii
Introduction1 We use the term‘disabled’ in thispublication to mean allyoung people withdisabilities and SEN,and those without adiagnosis or Statementof SEN, but whorequire supportthrough School Actionand School ActionPlus. Exceptions to thisare stated in the text.2 Improving the lifechances of disabledpeople, 2005, CabinetOffice, p53 National ServiceFramework forChildren, YoungPeople and MaternityServices, 2004,Standard 8,Department of Health(DH) and DfES, p74 In 2007, 229,100(2.8 per cent) ofpupils across allschools in Englandhad statements ofSEN. In 2007, therewere 1,333,4000pupils with SENwithout statements –16.4 per cent ofpupils across allschools. (SpecialEducational Needs inEngland, Reference IDSFR20/2007, 2007,DfES NationalStatistics)The transition from school to adulthood is a time of celebration, change andchallenges for all young people. They will be considering and makingdecisions about their career, their continuing education, their social life andwhere they will live. For many disabled young people and those with specialeducational needs (SEN), 1 having access to timely and comprehensiveinformation, advice and guidance can be enough to help them reach theirgoals. For others, more support may be needed from a range of services toenable them to reach their full potential.Currently, support available locally for disabled young people and theirfamilies varies widely. Services are struggling to provide timely support,share expertise and work together effectively to support this group of youngpeople. It is essential that joined-up and comprehensive services areavailable throughout the transition process that will enable disabled youngpeople to grow up and live the lives they want, to fully participate and beactive members of their community.Definitions of disabled young peopleUsing the definition from the Disability Discrimination Act 1995, thepopulation of disabled children and young people across the four nations ofthe UK currently stands at over 770,000 2 and the evidence suggests thisnumber is rising. This rise is due to a number of factors, including increasedsurvival of pre-term babies and greater numbers of children being identifiedwith autistic spectrum disorders. Furthermore, among this population thereis a growing proportion of children with complex and significant needs; forexample, there are more then 6,000 children in Britain dependent onassistive technology. 3More children with complex health needs are surviving into adult life;therefore, transition is an increasing issue for all services. These groups,along with those with SEN, have a wide range of support needs. Althoughthe number of pupils with statements of SEN remains at just under 3 percent of the pupil population in England, the number of pupils with SEN andno statement is over 16 per cent pupils across all schools. 4These groups include disabled young people with complex health needs,those who are looked after, and those from black and minority ethnic groups,who face further discrimination. In the past, young people from these groupshave not had access to the support they need. Disabled young people needsupport to access work experience placements, find college courses andemployment, use local leisure facilities and find a home of their own.Introduction1
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 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
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Participation of families in the tr
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The Trust funds a Contact a Family
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Wiltshire’s Transitions Strategy
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Workers meet regularly to share lea
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?WhoDisabled young people, families
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Education and Inspections Act 2006N
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Youth Matters 2005 and Youth Matter
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Chapter 3: Participation and furthe
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Care homesRegistered care homes usu
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On leaving formal full-time educati
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It also states that local authoriti
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Seven Principles For Inclusive Tran
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Pathways to success - A good practi
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Chapter 3 Participation and further
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APPENDIX 1Legislation and guidance
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Table 2 Year 9AgencyResponsibilityL
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Table 3 Year 10 and 11AgencyRespons
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Table 4 Year 12 onwardsAgencyRespon
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APPENDIX 2Legislation, guidance and
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The Children Act 1989Provides the f
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Carers and Disabled Children Act 20
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Guidance and government reportsEver
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Valuing People: A New Strategy for
Page 106 and 107:
Promoting Disability Equality in Sc
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Table of assessmentsThe key agencie
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Appendix 3: AssessmentsChildren’s
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AimSection 140 Assessments provide
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APPENDIX 4Practice examplesAppendix
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3 Yorkshire and Humberside Partners
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Appendix 4Appendix 4: Practice exam
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• Parent/carer consultation• Yo
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APPENDIX 5Post-16 benefits andeduca
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APPENDIX 6Quality standard checklis
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Appendix 6: Quality standard checkl
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A8. Effective transition reviews -
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A12. Effective transition reviews (
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Connexions, information advice and
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C3. Providing direct payments 3 - c
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C11. Access to transport - assessme
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