A Transition Guide for All Services - Transition Information Network

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services are only part of what people want and need; planning whatservices you need comes after planning what sort of a life you want.Chapter 1: The transition processPerson-centred approaches5 The plan results in ongoing listening, learning and action.Putting the plan into action helps the person to achieve what theywant out of life.Person-centred approaches are not a one-off event. They are based on theassumption that people have futures, that their aspirations will change andgrow with their experiences, and that the pattern of support and servicesthat are agreed now will therefore not work forever. Person-centredapproaches are a promise to people based on learning through sharedaction, about finding creative solutions rather than fitting people into boxes.They are about about problem-solving and working together over time tocreate change in the person’s life, in the community and in organisations. Tofulfil this promise, we need to reflect on successes and failures, try newthings and learn from them and negotiate, and resolve conflict together.Information above adapted from Valuing People: A new strategy forlearning disability for the 21st century: planning with people towardsperson-centred approaches: guidance for implementation groups, 2002,DH, p14.As use of person-centred approaches develops, many areas report difficultyin knowing how to make this system available for all young people whoneed it. Capacity to conduct the review process so all children and youngpeople benefit – and a tangible improvement in outcomes can bedemonstrated – is an area needing further thought and development forlocal authorities and their partners.Effective practiceUsing person-centred approaches in developing a transition plan withdisabled young people and their families puts them at the centre of theprocess and can ensure they have control of the transition process. There isa range of emerging practice examples illustrating how using a personcentredapproach at transition can not only benefit the disabled youngperson and their family, but also give professionals involved in the process aclear idea of what is needed to encourage and support the disabled youngperson to succeed.Person-centred Transition ReviewsThe Valuing People national team have developed a piece of workwhich brings a person-centred approach to year 9 reviews. In2005–06 70 local authorities took part in training for staff in usingthis new approach. Over 140 young people received personcentredtransition reviews. The aim of the work is to transformtransition reviews by enabling disabled young people to thinkabout what is important to them, what support they need andwhat is working and not working in their life. This can help local22
authorities to carry out better transition planning by using theirexisting resources (that is: time, staff, money) in a person-centredway. For more information see www.valuingpeople.gov.ukBradford: Preparing for a person-centred transition reviewThe smooth running of a person-centred review depends oncareful, if not meticulous, preparation. All parties need to knowwhat they can expect from the meeting, and what is expected ofthem. Although the majority of practitioners agree with theprinciple of disabled young people participating in their reviews,many find it difficult to put that into practice. Practitioners inBradford taking part in a project piloting person-centredtransition reviews worked together to support the participation ofa young man with complex communication impairments.The head teacher arranged for a large room to be made availablefor the meeting. The class teacher organised for a range of favouriteactivities to be placed in the room – a video, computer and favouriteprogramme, keyboard and box of building bricks. The independentfacilitators met with the young man in school and at home. Havingdiscovered he enjoyed looking at photos they gave him a disposablecamera and asked if he would like to take photos of all the thingshe loved doing and all the people he loved being with. They askedhis parents to support him in this activity.Chapter 1: The transition processPerson-centred approachesAs people arrived at the review, the young man was sitting at thekeyboard looking at his photos. Throughout the meeting he keptpicking up the photos. At one point when participants weretalking about the things he liked doing, the young man picked upa photograph and pointed to a detail in the corner – a DVD. Thefacilitators added ‘watching DVDs’ to the list.Prior to the review there had been concern that having a video,computer programme and keyboard in the room would bedistracting. To everyone’s surprise, rather than being adisturbance, the background noise added to the process in thatthe review undoubtedly belonged to the young man.Further examples of effective practice are available fromwww.transitioninfonetwork.org.uk.Quality standards checklistUsing person-centred approaches can greatly improve the levels ofinvolvement disabled young people have in planning for their futures.Checklist A14 in Appendix 6 gives a short list of what developing a localstrategy to implement this might include.23
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 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 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
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
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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
Page 106 and 107:
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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Page 144:
C11. Access to transport - assessme
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