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 - PowerPoint PPT Presentation
Transition into adulthood
The experiences of Chailey Heritage Foundation
Research shows the following problems:Lack of multi-agency working and co-ordinationLack of a holistic approachLack of information for children and familiesLack of attention to the needs of the young personLack of appropriate services to transfer toWhat works wellAll research indicates an early start is beneficial no later than year 9 (13 14 yrs.)Young people and families need to take a lead roleImportant to make use of Person Centred Planning toolsThe plan needs to focus on outcomes and actionsThe plan should focus on 4 pathways
Employment / Education / ActivitiesHousingGood healthDeveloping friends, relationships and community links
In Control suggest the following questions a young person should considerWhat money do I have for my supportWho can help me make decisionsWho do I want to help me put my plan togetherWhats working in my life right now. Whats not workingWho am IWhat would be a great day for me
In Control suggest the following questions a young person should considerWhat would be an awful dayWhat would be the best ever future for meWhat is most important to meHow can people support me wellHow can we communicateHow do I keep healthy and safe
Legislative requirementsFrom 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 Childs 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 EvaluationKey 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 referralthe family is much more involved through the co-ordinated assessment and planning stagesit produces a plan which is more outcome focussed and family centred, having involved the family much more
Preparing for AdulthoodThe Preparing for Adulthood programme (PfA) is funded by the Department forEducation as part of the delivery support for the special educational needs anddisability (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 trainingA commitment to providededicated support to help disabled students participate and succeed in further educationprovide 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 2012/13Similar to an apprenticeship but:A higher level of supportA longer programmeNo entry requirementsCan retain EHC plan while participatingBriefing from House of Lords, 5 February 2014Financial sustainability is the greatest challenge facing local public services during the current Parliament, local governments 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).FundingNew 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.
FundingLAs & 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 toSecure EHC assessmentsSecure education, health & care provisionAgree Personal BudgetsEHC 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 DisputesEarly resolution The expectation is that LAs & CCGs work together to resolve disputesWhen this fails parents/YP can appeal to SEND Tribunals They will then be offered mediationLAs 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 OfferLocal 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 availableTo 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 PrinciplesThe presumption of capacityAll practical steps must be taken to help people make their own decisions before determining a lack of capacityPeople have the right to make what others might consider unwise of eccentric decisionsAnything done for or on behalf of a person who lacks capacity must be done in their best interestsAny 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 themRetain that information long enough to be able to make the decisionWeigh up the information available to make the decisionCommunicate their decision this could be by talking, using sign language or even simple muscle movements such as blinking and eye or squeezing a handFurther 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
Foundation for People with Learning Disabilities Transition
Transition Information Network