A Transition Guide for All Services - Transition Information Network

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?WhoDisabled young people, families, directors of children’s services, directors ofadult services, primary care trust (PCT) leads for children’s and adult services,disabled children’s service managers, education officers (local authority),Connexions managers, lead members, managers of non-statutory agencies,professionals and practitioners in all services?WhereChildren and adult social services, councils, school forums, PCTs, acute andcommunity health services, Connexions officesThe emergence of children’s trust working models, co-located services, theparticipation of families and the promotion of joint working are all having apositive impact on the range of services available to support disabled youngpeople, and are contributing to improved outcomes for individuals.Chapter 2: Overview of statutory servicesChildren’s trusts and multi-agency workingThe setting up and effective functioning of a children’s trust of some kind isintegral to the success of local authority services and health agencies joiningtogether to effectively plan and commission support for disabled youngpeople at transition. Every Child Matters: Change for Children sets thecontext for the development of children’s trusts:‘The Government’s aim is for every child, whatever their background or theircircumstances, to have the support they need to:• Be healthy• Stay safe• Enjoy and achieve• Make a positive contribution• Achieve economic well-being.This means that the organisations involved with providing services tochildren – from hospitals and schools, to police and voluntary groups – willbe teaming up in new ways, sharing information and working together, toprotect children and young people from harm and help them achieve whatthey want in life.’ 17The framework which supports these five outcomes will be added to shortlywith examples of what the outcomes can mean specifically to disabledchildren. See www.everychildmatters.gov.uk for further details.17 Every Child Matters(2005) Department forEducation and Skills,www.everychildmatters.gov.uk/aims/How a children’s trust worksLocal children’s trust arrangements sit within the wider local authorityplanning and commissioning structure. Their specific focus is on bringingtogether services for children, young people and their families. The leadmember and director of children’s services share accountability andleadership of local children’s trust arrangements. To reinforce this, broadergovernance and accountability arrangements are made with partneragencies.The duty to cooperate set out in the Children Act 2004 is a duty for allchildren’s trusts to promote cooperation with particular partners to improvethe well-being of local children and young people. These partners are under26
a reciprocal duty to cooperate. These key partners are:• district council (in two-tier authorities)• police authority• Probation Board• Youth Offending Team• strategic health authority and primary care trust• Connexions Partnership• Learning and Skills Council (LSC).In addition, there is a requirement to include in these reciprocalarrangements other agencies that work locally and which have an impacton services for children; for example, voluntary and communityorganisations, schools, GP surgeries and Jobcentre Plus. 18 Partnershipmembers also need to agree how disabled children and their parents will beinvolved in governance arrangements.The Children and Young People’s Strategic Partnership Board (CYPSPB)brings together chief executives of partner organisations involved indeveloping strategy in children’s services. In many areas this group alsoserves as the children’s trust board, or the children’s trust board operates asa subgroup to the CYPSPB. The director of children’s services usually leadson the work of the children’s trust.Local Authorities working through CYPSPBs have a duty to produce thelocal Children’s and Young People’s Plan (CYPP). 19 This plan must set outhow local authorities and partner agencies, such as health services, aregoing to support all local children. Local authorities are required to gatherthe views of children and young people to inform the plan. Althoughauthorities awarded ‘four stars’ in the Audit Commission’s comprehensiveperformance assessment 20 are not required to produce a plan, it is widelyrecognised as good practice to do so in any case. The plan can help to keepthe needs of disabled children and young people on local agendas. Manyareas have developed plans which set out their main aims, and alongsidethese have developed a set of supporting documents containing details ofhow they will achieve their aims. The development and operation of anauthority-wide transition protocol should form part of these statements.See page 4 for more on developing a transition protocol.Chapter 2: Overview of statutory servicesChildren’s trusts and multi-agency working18 Statutory guidance oninter-agency co-operationto improve the wellbeingof children: children’strusts, 2005, DfES19 Children Act 2004,section 1720 The Children andYoung People’s Plan(England) (Amendment)Regulations 2007www.opsi.gov.uk/si/si2007/20070057Current developments – Regional support for the transitionprocessAt a regional level, support is available from a number of agencies todevelop effective processes at a local level. In some areas, RegionalPartnerships support region-wide transition networks, which haveproven effective in developing new approaches, successfully supportingdisabled young people and their families, and improving services. Othersupport at regional level includes the Government Office Children’sService Advisors and the Regional Change Agents from the Care ServicesImprovement Partnership (CSIP), and the LSC has regional offices whichoversee the work of local partnership teams. Further information on thework of these agencies is available from:27
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 32 and 33: services are only part of what peop
Page 34 and 35: Key legislation, guidance and resou
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
Page 82 and 83: Seven Principles For Inclusive Tran
Page 84 and 85: 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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A Transition Guide for All Services - Transition Information Network

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