A Transition Guide for All Services - Transition Information Network

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IntroductionPlanning for the future should be based on the wishes and goals ofindividual disabled young people. This could mean being supported tochoose, as individuals, what they want to do next rather than having tochoose from existing local options. Whatever choices disabled youngpeople make about their future, having good access to support andinformation about possible options is essential. Professionals working withdisabled young people need to be able to respond to their questions aboutpost-16 options and be able to signpost them to sources of more detailedinformation that will help inform their choices.Chapter 1: The transition processPost-16 optionsIn considering options for young disabled people, alternatives to work andeducation should be considered where this is more appropriate for theindividual to realise their aspirations. Options such as accessing communityactivities, resources and facilities or voluntary work opportunities canprovide positive alternatives and enable them to have a more appropriaterange of experiences.Many disabled young people will move from school into further education,training or employment. Appendix 5 outlines the range of benefits andfunding for education that may be available to disabled young people whenthey reach 16.Current developmentsAt the time of writing, a number of proposals to change the educationsystem to better support all young people to move from compulsoryeducation into further education, training or employment are out forconsultation. This includes a review of 14–19 provision, and raising theschool leaving age. These and other developments could have a hugeimpact on disabled young people’s experiences at transition.See www.dcsf.gov.uk for updates.A cross-Government review of policy on Independent Living for disabledpeople is currently taking place. The review is expected to report inautumn 2007 and make recommendations on support from: health;social care; transport; employment and housing. In addition to thisreview, the Disabled Persons (Independent Living) Bill is making progressthrough the parliamentary process.Further details on the review fromwww.dwp.gov.uk, and on the bill from http://bills.ais.co.uk.Types of post-16 education provisionStaying on at schoolYoung disabled people may wish to continue their education in their currentschool, whether this is a mainstream or special school. If their current schooldoes not offer the range of courses they want to study, they can choose tocontinue their education at a different school.16
Going to further education or sixth form collegesFE and sixth form colleges offer a wide range of courses including A levelsand vocational (work-related) courses as well as courses that develop dailyliving, communication and employability skills. They receive most of theirfunding from government via the funding council (e.g. LSC). Colleges areno longer attached to a particular local authority.Going to a specialist collegeThere are a small number of specialist colleges, many of which offerresidential places. Some disabled young people and their families maydecide a specialist college gives the best range of options for them. Theygenerally have established support in place to meet the needs of a range ofstudents.Work-Based Learning (WBL)Apprenticeships Work-based training programmes give young people theopportunity to work for an employer, earn a wage and gain qualifications,knowledge and skills. There are no entry requirements but young people needto be living in England and be aged between 16–18 and not participating inany form of post-16 learning. For more information see www.lsc.gov.uk.Entry to Employment (e2e) This programme aims to help young peoplegain the skills they need to get a job, go into FE or get an apprenticeship.Young people aged 16–18 who go onto E2E may be able to receive anEMA. Their parents will also be eligible to claim Child Benefit for them, andmay also be eligible for Child Tax credits. Study leads towards a level one orentry-level qualification and young people can improve their numeracy,literacy, employability and independent living skills. For more information,see www.lsc.gov.uk.Chapter 1: The transition processPost-16 optionsProgramme-led Pathway courses These courses prepare young people toprogress on to an employer-led apprenticeship. They can be deliveredthrough FE, normally on a full-time basis, or on a vocational course wheresubjects studied form one or more parts of an apprenticeship framework, orto non-employed learners on apprenticeships funded through WBL. Formore information see www.lsc.gov.uk.Personal and Community Development Learning This provision can bedelivered by various providers such as local authorities, workers’ educationassociation, trade unions, or community, voluntary or faith groups. Learningitself can take place in a variety of settings such as dedicated centres, FEcolleges, schools, community centres, pubs and churches. For furtherinformation see www.lsc.gov.uk.Types of workSupported employmentThis focuses on placing disabled people in employment and training whichleads to long-term employment. The British Association for SupportedEmployment (BASE) has over 200 supported employment agencies asmembers and offers sources of advice for supported employment indifferent areas across the UK. For more information go to www.afse.org.uk.17
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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 24 and 25: The Connexions PA should seek the a
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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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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