A Transition Guide for All Services - Transition Information Network

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IntroductionCareers and guidance professionals are at the heart of the ongoingtransition process for all disabled young people. They provide impartialinformation, advice, guidance and support until the young person’s 25thbirthday if need be. By working alongside a disabled young person they canprovide invaluable support and information on options for education,training and employment opportunities.Chapter 2: Overview of statutory servicesInformation, advice and guidance34 We have used theterm Connexions andConnexions PAthroughout thedocument to covercurrent arrangementsand indicate what therole of other IAGproviders may be infuture. For furtherinformation seewww.connexions.gov.uk35 Special EducationalNeeds Code of Practice,2001, DfES36 Under Section 140 ofthe Learning and SkillsAct 2000 the Secretaryof State is responsible inlaw for theseassessments. TheDepartment has madearrangements wherebyConnexions carries outthe assessments for theSecretary of State.44Current developmentsThe current arrangements for the provision of information, advice andguidance (IAG) for all young people is changing. 34 The DfES Green PaperYouth Matters set out the government’s plans for the future of IAG.Youth Matters, Next Steps, 2006, and the Quality Standards for YoungPeople’s Information, Advice and Guidance consultation document(2006, DfES) confirms how it proposes to take these plans forward. Thisincludes:• responsibility for IAG and the funding that goes with it will pass fromConnexions to local authorities through children’s trusts, schools andcolleges from April 2008• schools and colleges will have the right to commission IAG directlyfrom local providers, including existing Connexions services.The DCSF is currently putting in place measures to ensure thatassessments that are compliant with S140 of the Learning and Skills Act2000 continue under the new arrangements in local authorities. Furtherinformation about this can be found on the DCSF’s website:www.dcsf.gov.uk.The role of Connexions personal advisersConnexions PAs provide information advice guidance and other support toenable young people to deal with a wide range of issues as they make thetransition to adulthood.A Connexions representative, usually the PA, must attend the Year 9 reviewfor young people with statements and has a role in overseeing the transitionprocess following that meeting. 35 The PA should contact the young personwell in advance of the formal review meeting to make sure they have timeto get to know the young person and support them to think about whatwill be important to them in the future, and ensure they understand howtransition planning will help them achieve their goals.The Connexions Service is responsible for arranging assessments for allyoung people with SEN statements who are in their last year of compulsoryschooling. For most, but not all, this will be to plan going into furthereducation or training. 36 Connexions should also offer assessments to youngpeople without statements, for example those on School Action or SchoolAction Plus in their final year at school. This assessment will primarily focuson the educational and training needs and the provision required to meetthem and this report should help the LSC and post-16 provider plan to meet
their needs. Under S13 of the Learning and Skills Act 2000 the LSC isrequired to have regard to S140 assessment reports in discharging itsfunctions.In preparing for these meetings there is an expectation that the PA will workwith individual young people to look at their priorities and views and howthese will be conveyed at the meeting.Effective practiceConnexions PAs have a key role in bringing together the various assessmentprocesses the young person is likely to have undergone and ensuring thatthe information needed to support them is recorded. This should involveworking closely with the school, social services and some health services.Existing Connexions services and any new IAG providers will use a range ofassessment tools. This will have regard to the developing CommonAssessment Framework, the existing Connexions APIR framework andfurther developing practice in this area.SomersetIn Somerset, a partnership between Connexions Somerset, socialservices and health has improved transition for young people withlearning difficulties.Taking the lead from the Valuing People White Paper, whichhighlighted the importance of effective transition from children’sto adult services for young people with learning difficulties, theSomerset LDPB agreed to joint fund with Connexions Somersetfour PA posts to work with young people in transition. In additionto the four PAs working with young people with learningdifficulties, social services and Connexions fund a half-time post towork with young people with physical and sensory impairments.Chapter 2: Overview of statutory servicesInformation, advice and guidanceTransition personal advisers (TPAs) are employed by Connexionsand work closely with Connexions and social services. Their jobinvolves working with disabled young people who are likely toneed long-term social services provision. TPAs commence workwith young people when they reach 16. They work in conjunctionwith the school-based Connexions PA from the time of the Year 9transition review – and will continue to work with a young personuntil they make an appropriate transition.TPAs work with young people and their families to explore arange of opportunities and so expand choices, beyond day servicesand residential provision. Education, employment, health, leisureand housing are all considered in this holistic approach.To ensure that the young person’s plans are person-centred and fitwithin the Common Assessment Framework, Connexions Somersethas developed a workbook using ‘total communication’, which45
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 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 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
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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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