A Transition Guide for All Services - Transition Information Network

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• their progress at school, achievements, and plans to strengthen their skills• changing support needs (including health, transport, CAMHS, preparingfor adult life)• objectives for the following year• starting to plan how they may achieve their aspirations and the supportthey will need to do this.Chapter 1: The transition processTransition reviewsSchool head teachers have responsibility for calling the transition reviewmeeting and drawing up the transition plan. Further information about thisprocess is on page 30 in Chapter 2. The Connexions service must attend theyear 9 review as a condition of their grant, and may oversee the drawing upof the transition plan. These meetings need to cover a wide range of issues,such as practical considerations for further education (FE), employment orother options. Professionals at the meeting also need to listen to the wishesof the young person, which may include anything ranging from using localleisure activities, to finding housing or travelling the world.Support from the Connexions serviceIn the final year of compulsory education as part of this process, all youngpeople with statements of SEN who are believed likely to leave school to goon to post 16 education and training must have a Section 140 assessment(Learning and Skills Act, 2000, S140). This is carried out by the Connexionsservice, which produces a written report of the young person’s educationalor training needs and the provision required to meet them.The Section 140 assessment is designed to build on the framework of otherassessments rather than duplicate them. Where the Connexions PA hasbeen fully involved in the transition planning process from the initial Year 9transition review they should have most of the information they need tocomplete the assessment by the time the young person is in Year 11.The section 140 Assessment should help the Leaning and Skills Counciland post-16 provider put in place the support the young person needs toachieve new goals.Current developmentsAs the funding for the provision of information, advice and guidance willbe moving from Connexions partnerships to local authorities from 2008, itis likely that in some areas the role of Connexions will alter. The statutoryassessment process outlined above will, however, remain the same. Forfurther information see Appendix 3 on Assessments andwww.connexions.gov.uk.Children’s and adult social care servicesA representative from children’s social care services should attend the Year9 review if the disabled young person is in receipt of services. If it is likelythey will need support in future from either children’s or adults social careservices, the service should be informed.10
Disabled young people with looked after statusNational statistics from 2005 show that on any one day there areapproximately 60,900 looked after children in the UK. 10 Of these, 2,400are recorded as being disabled. But according to research commissionedby the DfES and published in 2005, there are approximately 13,300disabled children in long-term residential placements in education, socialcare and health settings. 11 The social care teams who work with disabledchildren and those who work with looked after children need to maintaingood links to ensure the needs of this group, particularly those placed outof area are met. Disabled young people who are looked after may needextra support on their options about living arrangements, continuing theireducation, and employment as they make the transition to adulthood. Itis, therefore, particularly important for this group that transition planningstarts in Year 9, to ensure enough time is available to plan for thenecessary support and resources.The White Paper Care Matters: Time for Change published in June 2007will have an impact on this group. It sets out the Government’s plans to,among other things, provide young people with the opportunity tobenefit from staying with their former foster carers and to provide leavingcare personal adviser support for those who haven’t achieved thequalifications they need by the age of 21 as well as those young adultswho request additional support up to 25. Seewww.everychildmatters.gov.uk for further information.Chapter 1: The transition processTransition reviewsLocal health servicesA significant number of disabled young people are likely to be receivingservices from a range of health professionals. This could include apaediatrician, speech and language therapist, occupational therapist, GPand physiotherapist. These health professionals have a key role in thetransition planning process. This includes providing information oncurrent health needs and possible future health support. They arerequired to submit written information to the Year 9 review and, whereneeded, attend. 1210 Children Looked After byLocal Authorities, YearEnding 31 March 2005,http://www.dfes.gov.uk/rsgateway/DB/VOL/v000646/index.shtml11 Disabled children inresidential placements,November 2005, AnnePinney, independentresearcher, commissioned byDfES12 Education Act 1996Taking part in the Year 9 review provides an opportunity for healthservices to start thinking about the transfer to adult healthcare serviceswith the disabled young person and their family. These preparationseither with GPs or in paediatric and adult health services need to bephased over a period of time to allow young people to adjust. They alsoneed to be part of the formal transition review to ensure the process isjoined up.The use of health action plans (or health plans) can provide a useful focusto bring together planning for all aspects of support from a range ofhealth services. This too should be part of the main transition reviewprocess. See Appendix 4 for more information on health action plans.11
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: Transition reviews‘A distinguishi
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
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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
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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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A Transition Guide for All Services - Transition Information Network

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