A Transition Guide for All Services - Transition Information Network

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Participation of families in the transition process‘The success of initiatives to involve users and carers should be judged notby how many people take part but by the amount of change that takesplace in the services people receive and the quality of their lives.’ 40?WhoDisabled young people, families, all professionals working with disabledyoung people and their families with responsibility to support their fullparticipation in planning for their futures?WhereAll services and agencies in contact with disabled young people and theirfamiliesChapter 3: Participation and further supportParticipation – familiesIntroductionFor disabled young people, their parents 41 are often at the heart ofbrokering support services and communicating their needs to a range ofagencies. They often act in a ‘key worker’ type role and are the mainsupport to their children. Their views and full participation therefore areessential during transition. Although it is important to engage with disabledyoung people separately from their parents when seeking their views andwishes, parents, siblings and other significant people need to be at theheart of the planning process.Supporting participationIn order to participate at all levels, parents require information beforemeetings, access to information on local resources and support fromidentified professionals.A number of local authorities have parent representatives attending thelocal children’s trust board and a greater number have some kind of subgroup of parents’ representatives for families with disabled children whichfeeds into local strategic planning. Participation at this level improvesservices and ensures parents feel empowered, it also helps relationshipsbetween professionals and parents, as time spent together helpsprofessionals understand the pressures that are on parents, and similarlyhelps parents to understand the constraints that are placed on professionals.They often find they make strong partners to campaign for change.40 Joseph RowntreeFoundation, Social CareSummary 3, 199541 We use the term‘parents’ here to meanparents and carers.42 S332A Education Act1996.All local authorities have a legal duty to provide information, advice andsupport to parents of children with special educational needs (SEN). 42 Thisprovision should be at ‘arms length’ from the local authority so that parentsare assured that the advice and information they receive is impartial, andthat the people they receive it from are independent of any decision-makingprocesses; Parent Partnership Services are the local organisations whichdeliver this. Some Parent Partnership Services are based in the voluntarysector but most remain within the local authority. Most services offer accessto Independent Parental Supporters (IPSs) who are volunteers trained to50
provide support to parents. Parent Partnership Services can provide a rangeof support and advice to families going through the transition process,including:• running a confidential helpline• giving impartial information and advice around SEN issues• offering support in preparing for and attending meetings• helping to fill in forms and write letters/reports• supporting parents/carers in resolving disagreements with school or localauthority• signposting to other statutory and voluntary services• linking to local parent support groups and forums• ensuring that parents’/carers’ views help inform and influence local policyand practice• offering training opportunities for parents and professionals.Further information on how Parent Partnerships can support families can befound on the National Parent Partnership Network websitewww.parentpartnership.org.uk.Effective practiceIn Surrey, reviews are often run by the Parent Partnership Servicesin a person-centred way. The Parent Partnership Service providessupport and advice to parents throughout the transition processand the transition review is often run by them. Parent Partnershipworkers support and accompany the family.Sutton parents’ councilIn the London Borough of Sutton parents have been involved inthe development of the children’s trust since an initialconsultation exercise in 2001. This fed into the Joint Strategy,which later became the foundation for Sutton’s application forPathfinder trust status.Chapter 3: Participation and further supportParticipation – familiesA Parents’ Forum meets regularly, giving parents an opportunityto discuss service provision and decide what they would like toraise at Trust board level.The Trust has six parent representatives on the board. This givesparents parity with the statutory and voluntary sectors, which alsohave six representatives. This model has increased the directcommunication between parents and senior decision-makerswithin each of the main services. Additionally, relevant officerswithin the borough attend regularly to report to the board andhear directly from parents. Parent representatives also sit on Trustsubgroups for a wide variety of relevant services. This enablesthem to have a voice at other levels and to work directly with awider range of professionals.51
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All young people have dreams and as
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© Crown copyright 2007This handboo
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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 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 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
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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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