A Transition Guide for All Services - Transition Information Network

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Chapter 2: Overview of statutory servicesChildren’s trusts and multi-agency workingconcentrate on joint working and partnership arrangements, which areat the heart of children’s trust models. Alongside this, the concept ofchildren’s trusts and joint commissioning is an integral part of anumber of policy initiatives and pieces of legislation which affect thelives of disabled children as they go through the transition toadulthood. These include:Education and Inspections Act 2006Children’s Workforce Strategy will have a significant impact on the futureof joint teams and cross-agency working, including with extendedschools, services and children’s centres. See www.cwdcouncil.org.uk formore information.Independent Living for disabled people is currently under review. Thereview is expected to report in autumn 2007 and makerecommendations on support from: health; social care; transport;employment and housing. In addition to this review, the DisabledPersons (Independent Living) Bill is currently going through theparliamentary process. Further details on the review fromwww.dwp.gov.uk, and on the bill from http://bills.ais.co.uk/Joint planning and commissioning framework for children, young people andmaternity services: processes for joint planning and commissioning, 2006,DfES www.everychildmatters.gov.uk/strategy/planningandcommissioningPathways to success: A good practice guide for children’s services in thedevelopment of services for disabled children, 2006, Evidence from thePathfinder children’s trusts, Council for Disabled Children www.everychildmatters.gov.uk/resources-and-practice/EP00128/.Further information on legislation and guidance can be found in theresources pages at the back and in Appendices 1 and 2.Education – schools in strategic planning‘Education needs to become more ‘transition-focused’. So programmesneed to recognise and support the inherent messiness and unpredictabilityof the transition process as well as the fundamental educational needs ofevery young person during their transition …’ 2121 Improving transitionplanning for youngpeople with specialeducational needs,2006, Lesley Dee, OpenUniversity Press?WhoDisabled young people, families, head teachers, special educational needscoordinators (SENCO), local authority SEN officers, educationalpsychologists, education welfare officer/education social workers,Connexions managers and personal advisers (PA), directors of children’sservices.?WhereSecondary schools, all schools receiving local authority funding, extendedservices linked into schools, Connexions services, information and adviceservices.30
IntroductionSchools carry responsibility to coordinate the formal transition process andare well placed to bring together other key agencies and work with disabledyoung people to ensure their views are at the heart of the process.The role of individual schools is changing. They are taking on responsibilityfor directly commissioning services, working in clusters and providingactivities beyond the school day. They need to liaise with the children’s trust,other schools and agencies to ensure the best use of local resources and tominimise duplication. Schools need to develop a clear strategy on transitionsupport as part of this changing role with partner agencies.It is in school, at Year 9, that the formal statutory transition process beginsfor children with a statement. This can be applied to other children theschool thinks would benefit – for example, those on School Action orSchool Action Plus. This transition review process is covered in Chapter 1.Strategic roles in schoolWithin schools, planning the transition to adulthood for all young people ispart of the general school activity. Additional planning for disabled youngpeople should be set within this wider context.The roles and lead responsibilities at both local authority and school level arechanging to reflect the new arrangements of children’s services under thegovernment’s Every Child Matters (ECM) agenda. For more information seepage www.everychildmatters.gov.uk.In practice, the head teacher carries overall responsibility for implementingthe transition process. This includes liaising with the local authority SENofficer and negotiating with partner agencies to ensure that disabled youngpeople who will have a Year 9 review receive input from all relevantprofessionals and others who they would like to contribute. Timetablesmust be set to give enough preparation time for staff from other agenciesand families. Often, the head teacher delegates most of this process to theschool SENCO, who typically works with the Connexions service to plan thetransition review. In many areas, the role of SENCO is being developed intothat of ‘Inclusion Coordinator’, which carries a much broader remit. Inpractice this has developed in some schools into a role working with a rangeof children beyond those with SEN and includes consideration of social aswell as educational support. For more information on this seewww.dfes.gov.uk/standardsfund/grant202.htm and Becta’s SENCO forum athttp://lists.becta.org.uk/pipermail/senco-forum. The strategic andoperational role of the Connexions service is also currently changing.Connexions services will come under the control of local authorities in 2008.Each area is currently negotiating what this will mean and how the newservice will work to meet local need. For further information seewww.connexions.gov.uk.Chapter 2: Overview of statutory servicesEducation31
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
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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
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Page 42 and 43: Effective practiceHertfordshire is
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Page 46 and 47: disabled young people and their fam
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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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Page 72 and 73: Youth Matters 2005 and Youth Matter
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Page 88 and 89: 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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