A Transition Guide for All Services - Transition Information Network

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The Connexions PA should seek the agreement of young peopleand their families to share information with the YPT group.For those young people known to Westminster Children andCommunity Services and placed in schools out of borough, theallocated social worker will ensure that the appropriate links arein place for planning the young person’s continuing supportservices once they leave school.Chapter 1: The transition processTransition reviewsPerson-centred approaches in transition reviewsIn using a person-centred approach in transition planning, professionals cansupport disabled young people to express what they would like to happenin their future, on their terms. For the purposes of the formal transitionreview process, this means putting the disabled young person at the centreof the process. They should not only be invited to the meeting, but theirplans, ambitions and worries should form the focal point of it. More onperson-centred approaches can be found on page 20.‘And they listened …’ Family views about doing transitionreviews the person-centred wayYoung disabled people and their families taking part in a pilot ofperson-centred transition reviews in Calderdale all agreed that theperson-centred format was a big improvement on traditionalreviews. Families found the review very positive, open andtransparent. They felt more confident with an independentfacilitator keeping the focus, making it easier for them to contribute.Meeting the facilitator and the Connexions personal adviser beforethe review helped everyone to prepare. One parent found it easier towrite things down than to speak in front of everyone.‘I felt the school had a different picture of Felix because of thereview. They listened to him saying what he wants to do andseemed more motivated to support him to achieve his ambitions.’ParentUsing the action plan as the focus of the review helped keepeveryone on track. Parents stressed that implementation of theaction plan was the real key to making a difference to their son ordaughter’s life.A recurring request from families was to have a key workerresponsible for coordinating the many changes that occur asyoung people plan to leave school and beyond.For further information: www.valuingpeople.gov.ukFurther examples of effective practice are available fromwww.transitioninfonetwork.org.uk14
Quality standards checklistsChecklists A6 to A12 in Appendix 6 are designed to help agencies meet theirduties in supporting disabled young people and their families through thetransition process and to further check their services are meeting local need.Key legislation, guidance and resourcesEducation Act 1996Education (Special Educational Needs) (England) (Consolidation)Regulations SI 2001/3455 substantially amended by SI 2006/3346Children Act 1989Children Act 2004NHS and Community Care Act 1990Disabled Persons (Services, Consultation and Representation)Act 1986Learning and Skills Act 2000Data Protection Act 1998Care Matters: Time for Change White Paper, 2007, DfESSpecial Educational Needs Code of Practice, 2001, DfESSEN Toolkit – Section 10: Transition Planning, 2001, DfESCommon Assessment Framework: Managers’ Guide andPractitioners’ Guide, 2006, DfES. www.everychildmatters.gov.ukValuing People: A New Strategy for Learning Disability for the21st Century, 2001, Department of HealthFuture Positive – A Resource Guide for People Working with Disabled CareLeavers, 2006, DfESChapter 1: The transition processTransition reviewsFurther information on legislation and guidance can be found in theresources pages at the back and in Appendices 1 and 2.Post-16 options: education and employment‘All my colleagues accepted me, accepted me as a person not as a disability.That was one thing I was really surprised at. I actually felt that theworkplace treated me better than anywhere ever had ever done, notincluding my college.’ Dave aged 18 1313 The RITE transition:the only way forward,2006, Dare Foundationand Ace Centre?WhoDisabled young people, families, connexions personal advisors, SENCOs,disability employment advisors/brokers, college access officers, workplacement coordinators, therapists?WhereFurther education (FE) and sixth form colleges, higher education (HE), schoolsixth forms, work-based learning providers, specialist colleges, colleges,universities, day centres, Jobcentre Plus, Connexions offices/centres, localemployers, work placement centres15
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 and 20: Transition reviews‘A distinguishi
Page 21: Disabled young people with looked 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
Page 70 and 71: Education and Inspections Act 2006N
Page 72 and 73: 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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