A Transition Guide for All Services - Transition Information Network

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Table 4 Year 12 onwardsAgencyResponsibilityLegislation & guidanceEducation (Children’sServices)• Local Authority Officerwith responsibility foreducationEducation• Head teacher• SENCO• Form tutor• Learning and SkillsCouncil representative• Further EducationCurriculum activities including work experienceand other activities are provided in accordancewith individual needs and goals.LSC and partner agencies include informationfrom S140s in process of identifying gaps inprovision.The head teacher together with the ConnexionsService should facilitate the transfer of relevantinformation to ensure that young people receiveany necessary specialist help or support duringtheir continuing education and vocational oroccupational training after leaving school.Making arrangements for residential collegeprovision where appropriate.Education Act 1996The Education (SpecialEducational Needs)(England)(Consolidation)Regulations 2001Learning and Skills Act2000Education Act 1996(SEN Code of Practice2001)Appendix 1Appendix 1: Legislation and guidance tablesChildren’s services andadult social services• director children’sservices• director adults’ services• children withdisabilities teammanager• team manager adultslearning disabilities• team manager adultsphysical disabilities• transition socialworker• transition coordinator• social workers• respite workersConnexions• manager• specialist personaladvisor• personal advisorSocial workers carry out the same procedures thatwere carried out for Year 11 leavers in the youngperson’s last year at school, including liaison toensure coherent planning and the identificationof disabled young people.Social worker ensures transfer to adult services isaffected in accordance with local protocols.Social Care Services should review the dates whenyoung people will cease to receive fulltimeeducation, either from school or from a furthereducation establishment.PAs can carry out the same procedures that werecarried out for Year 11 leavers in the youngperson’s last year at school, including S140Assessments, liaison to ensure coherent planningand the identification of disabled young people.PA supports young people applying to HE andliaises with social worker over care needs anddirect payments.When the young person enters their final year inschool the PA is required to draw up an actionplan with the young person and relevantagencies, including the local Learning and SkillsCouncil and potential providers, that builds onand takes forward the transition plan when theLEA’s involvement ceases.Disabled Persons(Services,Consultation andRepresentation) Act1986Learning and Skills Act2000Education Act 1996(SEN Code of Practice2001)84
Table 4 Year 12 onwards continuedAgencyHealth• Paediatrician•GP• Physiotherapist• Occupationaltherapist•Speech and languagetherapist• School nurse• Community nurse• CAMHS• Adult servicesResponsibilityYoung person should be in process of transferringfrom paediatric to adult health services,depending on needs and readiness.Set up a preparation period and educationprogramme for the young person and parent:Identification of the necessary skill-set to enablethe young person to function in the adult clinic.The young person must acquire the knowledgeand skills to function in an adult service, largelyindependent of parents and staff, before theyare transferred.Legislation & guidanceThe National ServiceFramework forChildren, YoungPeople and MaternityServices 2004Department of HealthTransition: getting itright for youngpeople, 2006,Department of HealthAppendix 1Appendix 1: Legislation and guidance tables85
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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
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Why is transition so difficult to g
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Like transition itself, developing
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Developing a local transition pathw
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Transition reviews‘A distinguishi
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Disabled young people with looked a
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The Connexions PA should seek the a
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IntroductionPlanning for the future
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Access to WorkDisabled young people
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Chapter 1: The transition processPe
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services are only part of what peop
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Key legislation, guidance and resou
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?WhoDisabled young people, families
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• Regional Partnerships www.teach
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Chapter 2: Overview of statutory se
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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 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 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
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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 138 and 139: Connexions, information advice and
Page 140 and 141: C3. Providing direct payments 3 - c
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C11. Access to transport - assessme
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