A Transition Guide for All Services - Transition Information Network

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Appendix 3: AssessmentsChildren’s servicesEducationThe transition review process which forms the main monitoring andplanning tool for most disabled young people, is built on the followinglegislation and guidance:• Education Act 1996• SEN Code of Practice 2001• SEN Toolkit 2001The SEN Code of Practice outlines the statutory assessment process toidentify special educational needs. The process is set out below, althoughmany disabled young people will be offered an assessment for a statementas a starting point, depending on their levels of need.School Action aims to help young people get additional learning supportfrom their teacher. If the young person does not make adequate progress,the school will offer further support.School Action Plus is the next stage which means involving specialist helpfrom outside. If the young person still does not progress, the school orparent may ask the local education authority to make a StatutoryAssessment under sections 329A or 329 of the Education Act 1996.Statutory Assessment As part of this process, the young person will beseen by an Educational Psychologist and a doctor or medical officer, whowill advise the local authority on the type of learning support they require.The child’s school, any other professional such as a speech and languagetherapist, and parents will be asked for advice on the young person’simpairment and the provision they need. If the local education authoritybelieves the support needed is greater than generally provided bymainstream schools at School Action Plus they will draw up a Statement ofSpecial Educational Needs. This is a document that sets out that youngperson’s needs and states the special educational provision they will require.Appeals against the local education authority’s decisions on whether toassess and whether to draw up a statement may be made to the SpecialEducational Needs and Disability Tribunal.Appendix 32 Regs 18 and 21Education (SpecialEducational Needs)(England)(Consolidation)Regulations 2001 SI2001/3455)100Education Act 1996Annual Review/Transition ReviewThe annual review in year 9 and any subsequent annual reviews until theyoung person leaves school must include the drawing up andsubsequent review of a Transition Plan.SEN Code of Practice Page 130 Paragraph 9.51Regulations 18 to 21 Education (Special Educational Needs) (England)(Consolidation) Regulations 2001 SI 2001/3455OutlineRegulations require that a Transition Plan must be prepared for all youngpeople with a statement of special educational needs following the year 9annual review. 2 It should build on the plans and targets set in past annual
eviews. The head teacher has responsibility for calling the transition reviewand drawing up the subsequent transition plan. The Connexions servicemust attend the year 9 review as a condition of their grant, and mayoversee the drawing up of the transition plan. A Transition Plan will bedrawn up following the meeting and will be circulated to the family and allrelevant professionals.There is no formal assessment linked with transition planning but the SENToolkit makes it clear that transition planning must cover:• what are the young person’s hopes and aspirations for the future, andhow can these be met?• what do parents expect of their son’s or daughter’s adult life?• what are the young person’s curriculum needs during transition?SEN Toolkit, Page 13.Potentially, the transition review can cover all aspects of the young personslife and plan for each. Using person-centred approaches in this planningand skills of those attending and the services they represent makes for ahighly effective process and support structure for the young person toachieve their goals.Learning and Skills Act 2000This act established:• the Learning and Skills Council with a statutory duty to promoteparticipation in learning after the age of 16• the Connexions Service to provide integrated support services for all13 to 19 year olds (up to the 25th birthday for disabled young peoplewhere needed), including information, advice and guidance services.The Connexions serviceThe Connexions Service provides all 13–19 year olds with access to advice,guidance and support through access to a Personal Advisor.The Personal Advisers:• attend annual reviews of all year 9 pupils with statements of SEN• work with the school and other agencies to ‘oversee’ transition plans• can work with all young people and continue to support disabled youngpeople until their 25th birthday where needed.The role of this service will change from 2008. For more information:www.everychildmatters.gov.uk.Appendix 3: AssessmentsSection 140 AssessmentSection 140 of the Learning and Skills Act requires an assessment of youngpeople with statements of SEN going from school into post 16 education ortraining or higher education during their last year of schooling. A Section140 Assessment can also be arranged at any time for a disabled youngperson without a statement of SEN who is in the last year of compulsoryschooling or below the age of 24 if they are in or likely to enter educationor training.Appendix 3101
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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
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Leeds Young Adults TeamSince 1988 t
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IntroductionCareers and guidance pr
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links into the development of the c
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• 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
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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
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Page 80 and 81: It also states that local authoriti
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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 108 and 109: Table of assessmentsThe key agencie
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
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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
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A Transition Guide for All Services - Transition Information Network

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