A Transition Guide for All Services - Transition Information Network

More documents

Recommendations

Info

Effective practiceHertfordshire is divided into four areas. Each of these has atransition planning forum. The forums meet termly and includespecial schools, FE colleges, schools, Adult Care Services, Children’sservices, Day opportunities and Connexions. They also include localvoluntary groups and providers such as supported employment.The Connexions service has responsibility for feeding in the viewsof young people to these forums for each area. There is nofunding attached to these forums, they take place on a good willbasis. Each forum is chaired by the local College and Connexions isvery much involved in contributing to setting the agenda.SandwellChapter 2: Overview of statutory servicesEducationPersonal Advisers have been working with their schools to planjoint working with ‘getting ready sheets’ in school. In one specialschool teaching and support assistants are using the ‘getting readysheets’ as a basis for individual discussions with pupils around theirPSHE and future plans. The plans are recorded on the IT system andthe personal adviser and any other professionals working with theyoung person are able to review the most recent planning sheetswith them and save the most up to date version. The school havefound this has assisted the young person greatly in communicatingany concerns and expressing their ideas for the future.Further examples of effective practice are available fromwww.transitioninfonetwork.org.uk.Quality standards checklistChecklists B3 and B4 in Appendix 6 set out the key issues to consider insuccessful strategic and multi-agency transition planning for disabled youngpeople at Year 9.Key legislation, guidance and resourcesThe key guidance document on provision of support at transition remainsthe Education Act 1996, and from it, the SEN Code of Practice 2001,which provides practical advice to local authorities, maintained schoolsand Connexions services carrying out their statutory duties to identify,assess and make provision for children’s special educational needs.The Education (Special Educational Needs) (England)(Consolidation) Regulations 2001 SI 2001/3455 substantiallyamended by SI 2006/3346Disability Discrimination Act 1995 as amended by the SpecialEducational Needs and Disability Act 2001The Disability Discrimination Act 2005 places further duties onschools, including developing a disability equality scheme (DES).32
Education and Inspections Act 2006The Learning and Skills Act 2000Removing barriers to achievement: the government’s strategy for SEN, 2004, DfESFurther information on legislation and guidance can be found in theresources pages at the back and in Appendices 1 and 2.Social care services – strategy and structureChildren’s social care‘People say they want services that help them to realise their potential andmake the most of their life chances. Services that offer them real choiceabout the care they use; flexible services that respect and fit with their lives;fair and non discriminatory services and the chance to have the sameopportunities and to take the same risks as anyone else.’ 22?WhoDisabled young people, families, team managers, social workers, transitionsocial workers, directors of children’s services, directors of adult services,transition champions (on the LDPB), 23 and occupational therapists?WhereChildren with disabilities teams, children’s social care teams, looked afterchildren teams, short break and family support services, multi-agency teams,specialist transition teams, LDPBsIntroductionThe way in which services are structured has been changing ever since thepassing of the Children Act 2004 and the publication of the Every ChildMatters: Change for Children agenda means local authorities are nowrequired to appoint a director of children’s services and director of adult socialcare services. These two posts share responsibility for transition planning.Chapter 2: Overview of statutory servicesEducation22 The state of socialcare in England2005/06, Dec 2006,Commission for SocialCare Inspection (CSCI)23 The Valuing PeopleWhite Paper (2001)requires every localauthority to set up aLearning DisabilityPartnership Board(LDPB).At the time of writing, social care services and education are changing.These changes include:• new staffing and commissioning structure• new joint education and social care director• imperatives to increase multi-agency working• a new assessment framework• a new information-sharing framework and system• an inspection framework under further review.This presents services with the opportunity to change the way in which theyprovide transition support. Reviewing provision with disabled young peopleand their families, collaborating with colleagues, developing a multi agencytransition protocol, exploring sharing budgets and working with schools oncommissioning can all lead to excellent support at transition for disabledyoung people. For further information on progress in these areas seewww.everychildmatters.gov.uk.33
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 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 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
Page 86 and 87: Chapter 3 Participation and further
Page 88 and 89: APPENDIX 1Legislation and guidance
Page 90 and 91: Table 2 Year 9AgencyResponsibilityL
Page 92 and 93:
Table 3 Year 10 and 11AgencyRespons
Page 94 and 95:
Table 4 Year 12 onwardsAgencyRespon
Page 96 and 97:
APPENDIX 2Legislation, guidance and
Page 98 and 99:
The Children Act 1989Provides the f
Page 100 and 101:
Carers and Disabled Children Act 20
Page 102 and 103:
Guidance and government reportsEver
Page 104 and 105:
Valuing People: A New Strategy for
Page 106 and 107:
Promoting Disability Equality in Sc
Page 108 and 109:
Table of assessmentsThe key agencie
Page 110 and 111:
Appendix 3: AssessmentsChildren’s
Page 112 and 113:
AimSection 140 Assessments provide
Page 114 and 115:
APPENDIX 4Practice examplesAppendix
Page 116 and 117:
3 Yorkshire and Humberside Partners
Page 118 and 119:
Appendix 4Appendix 4: Practice exam
Page 120 and 121:
• Parent/carer consultation• Yo
Page 122 and 123:
APPENDIX 5Post-16 benefits andeduca
Page 124 and 125:
APPENDIX 6Quality standard checklis
Page 126 and 127:
Appendix 6: Quality standard checkl
Page 128 and 129:
A8. Effective transition reviews -
Page 130 and 131:
A12. Effective transition reviews (
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Connexions, information advice and
Page 140 and 141:
C3. Providing direct payments 3 - c
Page 142 and 143:
Page 144:
C11. Access to transport - assessme
show all

A Transition Guide for All Services - Transition Information Network

Create successful ePaper yourself

Delete template?

Save as template?