A Transition Guide for All Services - Transition Information Network

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APPENDIX 4Practice examplesAppendix 4: Practice examplesHealth Action PlansAppendix 41 Health ActionPlans2 RCN ClinicalPathway foradolescenttransition3 Yorkshire andHumbersidePartnershipPriority Groupon Transition4 Multi AgencyPathway –Leicester City5 Strategic andOperationalPlanning atTransition –the quest1 Valuing People: thegovernment’s strategyfor learning disability inthe 21st century ,2000,Department of Health1041 Health Action PlansValuing People 1 stresses the need for all disabled young people approachingthe end of their secondary schooling to have a Health Action Plan (or HealthPlan). The drawing up of a Health Action Plan can make sure disabled youngpeople continue to have access to services they need to stay healthy and not fallbetween services as they move between paediatric and adult health services andmove from school arranged health support. For disabled young people who donot have a statement of special educational need, having a HAP can beparticularly useful as they are unlikely to have health concerns and issuesaddressed in other forums as they may not have a standard annual review.In some areas, health action plans are developed from the Year 9 transitionreview. Like the wider transition review, the compilation of a health action plan,(HAP) is a process rather than a one off event. It can take some months tobring together all the necessary information from a range of healthprofessionals to ensure all aspects of a young person’s particular health supportneeds are covered. Working with other agencies in the lead up to a review andusing existing appointments with the young person and their families todiscuss what the plan should contain can help speed up this process.A transition health action plan might contain the following:• Medical management of a long-term condition and how a young personmight develop skills in monitoring and self-management• Access to generic health advice• Strategies for maintaining psychological well-being, social skills and selfesteem• Support access to the educational curriculum, work experience oremployment (vocational opportunities)• Developing abilities and strategies for improving/maintaining physicalskills and mobility, self-care (dressing etc.) and independence (includinguse of community facilities)• Identification of specialist equipment and environmental adaptations(including housing)HAPs need to be updated regularly for them to be useful and this can be aproblem if the young person is discharged. Once again mechanisms need tobe in place to make sure that a lead person is identified to keep these planslive. Drawing up a health action plan can help focus all agencies on issues ofimportance to the young person, concerns they may have and what can beput in place to support them. This extends beyond issues relating to theirimpairment and could include access to personal, social and healtheducation, (PSHE) including sex and relationships, and healthy eating. It istherefore essential that this is part of the wider transition planning process.
ResourcesTransition: getting it right for young people. Improving the transition ofyoung people with long term conditions from children’s to adult healthservices, 2006, DHHealth Action Plans and Health Facilitation: Good Practice Guidance forLearning Disability Partnership Boards, 2002, DH2 The RCN clinical pathway for adolescenttransition * 105Appendix 4: Practice examplesHealth Action Plans* CAMHS and othertherapists could beadded to this pathway.Adolescent transition care: Guidance for nursing staff, 2004, Royal Collegeof Nursing www.rcn.org.ukAppendix 4
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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
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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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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 108 and 109: Table of assessmentsThe key agencie
Page 110 and 111: Appendix 3: AssessmentsChildren’s
Page 112 and 113: AimSection 140 Assessments provide
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
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A Transition Guide for All Services - Transition Information Network

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