Transition into adulthood

The experiences of Chailey Heritage Foundation

Research shows the following problems:

• Lack of multi-agency working and co-ordination• Lack of a holistic approach• Lack of information for children and families• Lack of attention to the needs of the young person• Lack of appropriate services to transfer to

What works well

• All research indicates an early start is beneficial – no later than year 9 (13 – 14 yrs.)

• Young people and families need to take a lead role• Important to make use of Person Centred Planning

tools• The plan needs to focus on outcomes and actions• The plan should focus on 4 pathways

• Employment / Education / Activities• Housing• Good health• Developing friends, relationships and community links

In Control suggest the following questions a young person should consider

1. What money do I have for my support2. Who can help me make decisions3. Who do I want to help me put my plan

together4. What’s working in my life right now.

What’s not working5. Who am I6. What would be a great day for me

In Control suggest the following questions a young person should consider

7. What would be an awful day8. What would be the best ever future for me9. What is most important to me10. How can people support me well11. How can we communicate12. How do I keep healthy and safe

Legislative requirements• From Sept. 2014, Education, Health and Care Plans

(EHC) come into force, which can start at birth and potentially continue to age 25yrs.

• There must be a focus on transition and preparation for adulthood from Year 9 at the latest.

• From April 2015, if care and support needs are likely post 18yrs, there will be a duty to complete a Child’s Needs Assessment (CNA)

• EHC plans and CNAs should include an indicative personal budget

The SEN Code of Practice says:

Schools and colleges should raise the career aspirations of their SEN students and broaden their employment horizons. They should use a wide range of imaginative approaches, such as taster opportunities, work experience, mentoring, exploring entrepreneurial options, role models and inspiring speakers.

Special Educational Needs and Disability Pathfinder Programme Evaluation

Key Findings:

• Areas appear to be retaining their previous approaches to eligibility.

• There are three main points of difference:• there is more emphasis on gathering information from

across services at the point of referral• the family is much more involved through the co-

ordinated assessment and planning stages• it produces a plan which is more outcome focussed and

family centred, having involved the family much more

Preparing for Adulthood

The Preparing for Adulthood programme (PfA) is funded by the Department for

Education as part of the delivery support for the special educational needs and

disability (SEND) reforms. Itfocuses on young people aged 14 to 25yrs.

Building Engagement, Building Futures (DWP 2011)

1.16 million 16-24 year olds are not in education, employment or training

A commitment to provide• dedicated support to help disabled students

participate and succeed in further education• provide opportunities for workplace based

learning through supported internships, work placements and the use of supported employment.

Supported Internships(DoE June 2014)

Draws on the experiences of Pilot Projects during 2012/13

Similar to an apprenticeship but:• A higher level of support• A longer programme• No entry requirements• Can retain EHC plan while participating

Briefing from House of Lords, 5 February 2014

Financial sustainability is the greatest challenge facing local public services – during the current Parliament, local government’s core funding will fall by 40%. The reforms introduced by the Bill need to be fully costed and funded as New Burdens. This means funding both for preparing for implementation in 2014/15 (for which a £70 million SEN reform grant has been allocated) and supporting ongoing running costs (money for which will be allocated through future Spending Reviews).

Funding

• New requirement for LAs, health and care services to commission services jointly, to ensure that the needs of children and young people are met.

• A new duty on health commissioners to deliver the health elements of EHC plans.

• Option of a personal budget for families and young people with a plan, extending choice and control over their support.

Funding

LAs & CCGs must work together to commission services for children with SEN both with and without Education Health Care (EHC) plans.

Joint Commissioning Boards will be created to• Secure EHC assessments• Secure education, health & care provision• Agree Personal Budgets

EHC Personal BudgetsOnce an LA confirms a plan is necessary, a parent or young person can

request an EHC personal budget - an amount of money identified to achieve agreed outcomes. It may be managed in three ways:

• The local authority manages the funds and commissions the support specified in the EHC plan (sometimes called “notional arrangements”).

• The funds are paid to a third party to manage on behalf of the parent or young person.

• The funds are paid to the parent or young person as a direct payment, and they buy the provision specified in the plan.

Resolving Disputes

Early resolution – • The expectation is that LAs & CCGs work

together to resolve disputes• When this fails parents/YP can appeal to SEND

Tribunals • They will then be offered mediation• LAs must arrange for Disagreement Resolution

Services to be available

The Local OfferA duty on local authorities to publish a Local Offer is being brought in by the Children and Families Bill. The Local Offer must set out all the servicesavailable for disabled young people with or without an EHC Plan across education, health, care, transport, employment, housing and community inclusion.

The Local Offer

Local authorities must publish, in one place, information about provision they expect to be available in their area for children and young people from 0-25 who have SENThe local offer has 2 key purposes:

• To provide clear, comprehensive information about support and opportunities available

• To make provision more responsive to local needs and aspirations by directly involving children & YP with SEN and parents & carers in its development

Mental Capacity Act – 5 Guiding Principles

• The presumption of capacity• All practical steps must be taken to help people make

their own decisions before determining a lack of capacity

• People have the right to make what others might consider unwise of eccentric decisions

• Anything done for or on behalf of a person who lacks capacity must be done in their best interests

• Any decisions should be based on the least restrictive of their freedom and rights

Mental Capacity ActTo make a decision, a person must be able

to do ALL of the following:

• Understand the information given to them• Retain that information long enough to be able to make

the decision• Weigh up the information available to make the

decision• Communicate their decision – this could be by talking,

using sign language or even simple muscle movements such as blinking and eye or squeezing a hand

Further Information and resources

• Preparing for Adulthood resources on person centred transition:www.preparingforadulthood.org.uk/delivering

• Information from the pathfinders on EHC Plans and assessments:www.sendpathfinder.co.uk/pftestingareas/assessmentandplan

• Information from the pathfinders on personal budgets:www.sendpathfinder.co.uk/pftestingareas/personalbudgets

• In Control: www.in-control.org.uk

• Personalising Education: www.personalisingeducation.org

• Think Local Act Personal: www.thinklocalactpersonal.org.uk

• Moving on Well pack: www.preparingforadulthood.org.uk/resources

Further Information and resources

SCIE Research briefing 4: Transition of young people with physical disabilities or chronic illnesses from children's to adult's services

http://www.scie.org.uk/publications/briefings/briefing04/

Foundation for People with Learning Disabilities – Transition

http://www.learningdisabilities.org.uk/help-information/learning-disability-a-z/t/transition/

Transition Information Network

http://www.transitioninfonetwork.org.uk/resources.aspx

http://www.ndcs.org.uk/professional_support/transition.html