A Transition Guide for All Services - Transition Information Network

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The Trust funds a Contact a Family worker who organises theelection and training of the parent representatives and facilitatesthe running of the Parents’ Forum.As a result of this level of participation by parents, there havebeen some significant changes in service provision. These includethe promotion of a key worker service for parents/carers, thedevelopment of an inclusive summer youth scheme, and a projectto develop information and support resources for parents/carersand the professionals who work alongside them.Further examples of effective practice are available fromwww.transitioninfonetwork.org.uk.Chapter 3: Participation and further supportParticipation – familiesQuality standards checklistIt is important that parents feel listened to and have enough support to fullyparticipate at a local strategic and operational level. The transition reviewChecklists B7 and B11 in Appendix 6 contain useful action points onpreparing meetings with parent and other family participation in mind. Arange of further comprehensive information is available in the publicationsbelow and the Resources section on page 71.Key legislation, guidance and resourcesDisability Discrimination Act 2005. Brings in new duties to promotethe equality of disabled people and their participation in local decisionmaking and for public bodies to provide evidence of this and otheractions.Carers (Equal Opportunities) Act 2004. Rights to assessments forcarers and highlighted need for support, for example to access furtherlearning.NHS Act 2006. Places a duty on health agencies to consult on serviceplanning and development with service users.Parent Participation – improving services for disabled children and theirfamilies parents pack/professionals pack, 2004, Contact a Family andCouncil for Disabled Children www.cafamily.org.uk/packsFurther information on legislation and guidance can be found in theresources pages at the back and in Appendices 1 and 2.Supporting disabled young people and theirfamilies: key workers and lead professionals‘Whatever the title of the role, the critical point is that children, youngpeople and their parents or carers have access to one practitioner who actsas a single point of contact for them, who supports them in making choices52
about the help that they need, who ensures that they receive the right helpat the right time, delivered by the most appropriate practitioners, and whomakes sure that professional duplication and inconsistency are avoided.’ 43IntroductionDisabled young people and their families are often required to work with arange of services to get appointments, follow up actions and find out whenmeetings are planned and who is taking forward decisions. Many familieswelcome the opportunity of having a key worker or lead professional totake on a supporting role to help them with these tasks.43 Page 34, LeadProfessional Guidancefor children withadditional needs, 2005,DfES44 Lead ProfessionalGuidance for childrenwith additional needs,2005, DfESResponsibilities of the rolesLead professionalThe role of lead professional is to work primarily with families who havesome identified need but do not meet the eligibility criteria for specialistservices and support. The Lead Professionals guidance states:‘Where [the young person’s needs] require input from a range ofprofessionals outside the school setting or a high degree of family support isrequired, it may be appropriate for someone else [other than the SENCO] totake on the lead role. During Year 9, for pupils with statements, thepersonal adviser (Connexions) takes on responsibility for overseeing thedelivery of the transition plan and is likely to be the lead professional.’The guidance also states: ‘Where the child or family have a key worker, theyare the lead professional.’ 44At the time of writing, some areas are piloting a scheme where leadprofessionals are given a small budget for each young person with whomthey work. One area is focusing specifically on disabled young people andtheir families. For more information see www.everychildmatters.gov.uk.Key workerThe key worker model has been successfully applied in early years settingsand is increasingly being used to support young people aged 14–25. Keyworking, in the context of supporting families with disabled children, isusually used to refer to a person acting as a single point of contact for afamily. This person has an advocacy and support role. They usually workwith families who have children with complex needs over an extendedperiod of time. The role is likely to be much more involved than that of leadprofessional.Effective practiceIn developing these roles, many areas have found that identifying childrenwith specific needs, beginning work with a small group of families, andworking with a specific age group provides a reasonable starting point tobuild an effective service.53Chapter 3: Participation and further supportKey workers and lead professionals
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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
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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 60 and 61: Participation of families in the tr
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
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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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