A Transition Guide for All Services - Transition Information Network

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Appendix 6: Quality standard checklistsChapter 2 Statutory servicesB4. Schools in strategic planning – local area checklistInformation Date to be What further work is needed?completed by Who is the lead person?Who is responsible locally for collating information onall children who will need a transition review, compilingit and sending it to all relevant parties?Who leads developments in transition planning for theschool cluster?How does the school and school cluster work with thechildren’s trust on planning?How do schools work with the local children’s trust toensure equitable spread of provision, for examplespeech and language therapists, to support disabledyoung people at transition?How often do SENCOs meet to review practice intransition planning?Is there a written agreement for each school with the IAG/Connexions service to support disabled young people?Does each school have a clear protocol on who isresponsible for coordinating actions on transitionarrangements for pupils?Does each school have a participation policy for youngpeople which is applied to the transition process?Is any regular evaluation of the transition planningprocess in place in schools?Social care services – strategy and structureB5. Quality standards – children and adult social care at transitionLead bodyActionDirector of children’s servicesChampions transition issues at CYPSPBDirector of adults social care services Champions transition issues at CYPSPBLead member with responsibility for Champions transition issueschildren’s servicesDirectors of children’s and adult services Agree joint social care approach to transitionTake lead role in transition subgroupWork with colleagues in health, Connexions, schoolclusters, etc to agree draft transition protocolAppendix 6124
B6. Children and adult social care at transition – local area checklistInformation Current What further work is needed?arrangement Who is the lead person?Do strategic planning staff and directors of yes/nochildren’s and adult services understand theroles, priorities and culture of other agenciessuch as health, education, Connexions, otheragencies – youth service, housing, transport?Has a multi-agency transition protocol been yes/nodeveloped with partner agencies?Is there a separate protocol or section in the yes/nomain protocol describing support for disabledyoung people who are placed out of authorityand for looked after children who are out ofschool?Is there agreement between adult andyes/nochildren’s services about when the numbers ofyoung people known to be moving into adultservices will be sent from one service to theother? Are these figures shared and comparedwith health and education services?Are transition services evaluated?yes/noHow can disabled young people and their yes/nofamilies contribute to this?Is there joint work on strategies to support yes/nodisabled young people from black and minorityethnic communities?Is transition planning shared with relevant yes/nopractitioners in other agencies so that anintegrated transition plan can be developed?Appendix 6Appendix 6: Quality standard checklistsChapter 2 Statutory services125
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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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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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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 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
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