Bedford Borough in partnership with the Parent Carer Forum
Preparing for Adulthood Protocol
for
Young People with Special Educational Needs and Young People with Disabilities
Progressing from Childhood to Adulthood
ContentsForeword………………………………………………………………………………..
Vision ………………………………………………………………………………….. 7
What Does A Good Transition Look Like: …………………………………………. 10
Involving Young People In Decision Making: ……………………………………… 15
What Is The Mental Capacity Act? …………………………………………………. 16
What Is A Deprivation Of Liberty? ………………………………………………….. 22
Children's Participation ………………………………………………………………. 24
The SEND Team ……………………………………………………………………… 27
Education, Health and Care needs assessment:………………………………… 27
Monitoring of Education, Health and Care Plans: ……………………………… 28
The Local Offer ……………………………………………………………………….. 30
Children's Social Care ……………………………………………………………….. 32
Adult Social Care ……………………………………………………………………... 40
Health Professionals…………………………………………………………………. 42
Schools ………………………………………………………………………………… 44
Colleges/Post 16 Providers …………………………………………………………..
Housing and Supported Housing …………………………………………………… 48
Leisure Services ………………………………………………………………………Year 8 (12-13 years)………………………………………………………………….
Year 9 (13-14 years) …………………………………………………………………
Year 10 (14-15 years) ……………………………………………………………….
Year 11 (15-16 years) ………………………………………………………………...
Year 12 (16-17 years) ………………………………………………………………...
Year 13/14 (17 -25)
Key Legislation for Multi-Agency Working and Protocol …………………………..
Foreword On behalf of Bedford Borough Council and partner agencies we are pleased to
Present our Preparing for Adulthood protocol. This protocol has been produced in
order to improve the transition process for children and young people with special
educational needs and disabilities as they move from childhood to adulthood.
Every young person’s preparation to move into adulthood will be different; each
person will have very different personal circumstances and aspirations. We
acknowledge that Preparing for Adulthood is a process not a single event, and a
flexible approach using aspects of this protocol relevant to each young person will
be required in order to create good person-centred experience for each individual.
Preparing for adulthood can be an anxious time for young people and their
parent/carers. They may be unsure about what to expect and what help may be
available in order to plan for the future. There may be uncertainty about the roles of
different agencies and the support that can be given.
This protocol is a point of reference for young people, parents/carers and
professionals; outlining the vision, values, roles and responsibilities of the agencies
involved in their education health care plan, whilst having access to a seamless and
specialist service, ensuring that they are fully supported and able to develop a clear
pathway into adulthood.
This support will include earlier planning, access to consistent information, access to
supported employment services and wider local options for appropriate education
and training. It is also essential that a clear and fully coordinated move into adult
services is planned and at the most appropriate transition point suitable to the young
person.
We will use this protocol to ensure that a multi-agency and person centred approach
is in place; to ensure the individual outcomes we aim to achieve with children and
young people will enable them to take their place as valued adult citizens of Bedford
Borough; where their voices are heard, they continue to learn and develop as they
gain greater Independence, control and choice of their lives.
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Kate Walker Colin Foster
Director of Adults’ Services Director of Children’s Services
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VisionIt is our vision to give all Bedford Borough young people with special
educational needs and/or disabilities the best chance to lead fulfilling and
meaningful lives as they move in to adulthood.
We recognise that to achieve this we need effective joint working across
partner agencies and we need to ensure that young people and their
parents/carers are at the heart of the process.
Intended Audience These protocols are relevant to all families and young people, professionals
and agencies in Bedford Borough who have a responsibility for ensuring
young people with Special Educational Needs and Disability (SEND) are well
prepared to make a successful transition to adulthood. This includes
professionals involved in planning and commissioning services as well as
those involved in actually delivering them.
Purpose The purpose of these protocols is to:
• make clear our commitment to ensure that young people with SEND
receive appropriate co-ordinated support to help them move from
childhood to adulthood.
• clarify which young people we should offer additional support to
throughout the planning process.
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• set out outcomes, performance measures and standards to be
achieved.
• set up an effective planning and review process.
• set out the roles and responsibilities of all the services supporting
young people to prepare for adulthood.
• support local joint commissioning enabling us to respond to the needs
of the local population to meet the aim of enabling as many young
people as possible to have access to local opportunities.
Scope These protocols apply to young people who:
• have an Education, Health and Care Plan (EHCP) or statement of
special educational needs;
• and/or may have eligible care and support needs under the Care Act
2014;
• and/or receive a service from the Children with Disabilities Team;
• and/or have continuing health care needs.
The protocols apply solely to the transition from childhood to adulthood,
usually commencing at age 14 years or in school year 9 and up to age 25,
depending on the individual needs.
The protocol applies to young people whose support services are managed
by Bedford Borough and includes people living outside the Borough who are
“ordinarily resident” in Bedford Borough for social care or educational
purposes or for whom the local Clinical Commissioning Group (CCG) is the
responsible commissioner.
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Aims and OutcomesThe overarching aims of these protocols are to ensure that every young
person has a positive experience of transition and is well prepared for
adulthood.
Preparing for adulthood means preparing for:
• further education and/or employment – this includes exploring
different employment options, such as support for becoming self-
employed and supported internships.
• independent living – this means young people having choice, control
and freedom over their lives and the support they receive, their
accommodation and living arrangements, including supported living.
• participation in society - this means having friends and supportive
relationships, and participating in, and contributing to, the local
community;
• and being as healthy as possible in adult life.
As children grow older, from Year 9 in school at the latest, preparing for adult
life should be an explicit element of conversations with children and their
families as the young person moves into and through post-16 education.
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What does a good transition look like?Young people...
• Make decisions and take the lead or are supported by people that can
advocate for them.
• Are supported to plan what they want to do and achieve.
• Are able to access the same opportunities as other young people.
• Have access to local
provision which can
meet their needs.
• Have access to good
public transport services
to enable them to
access services.
• Have access to
independent travel
training where
necessary.
• Have access to live
independently if they
wish.
• Are supported to access
employment.
Young people and their parents/carers...• Are listened to and fully involved.
• Have one point of contact to link with.
• Feel supported.
• Receive consistent messages.
• Have easy access to understandable information.
• See agencies pursue joint plans, but are flexible to accommodate
change.
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How will we measure these outcomes?
1. We will measure the number of young adults with Special Educational
Needs and Disability (SEND) who are in education, employment or
training and aim to increase this number.
2. We will measure the number of young people/adults with SEND who
are successfully trained to travel independently.
3. We will measure and aim to increase the percentage of young
people/adults who have a personal budget/direct payment (% of those
who are eligible).
4. We will aim to increase the number of high needs places available
locally in Bedford Borough.
5. We will measure the number of young people with SEND who access
local further education provision.
6. We will measure the number of young adults with disabilities being
supported to live independently within Bedford Borough.
7. We will measure the number of young people/adult service users who
are in employment.
8. These outcomes will be measured annually.
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Principles:The protocols are based on the belief that preparing for adulthood should be a
continuous process reflecting the principles set out in the SEND Code of
Practice 2015. Drawing on the key messages from the code, Bedford Borough
and partner agencies are committed to the following principles:-
1. Person-centred transition planning The young person should be at the centre of their preparation for adulthood,
giving them choice and control over their own future ensuring the focus is on
their needs, hopes and aspirations. Person-centred planning and reviews that
support young people to express their views, should inform support planning
and ensure positive outcomes for young people.
To ensure young people’s involvement, the young person’s preferred method
of communication will be used and their support needs taken into account.
Independent representation/advocacy services should be made available to
young people in this regard.
Independent representation/advocacy services should be made available to
parents/carers to support them in the transition planning process.
Details of the local advocacy can be found on Bedford Borough website:
http://www.bedford.gov.uk/health_and_social_care/help_for_adults/
information_and_advice/directory_of_services/advocacy.aspx
and the Local Offer:
http://www.thelocaloffer.co.uk/
2. Involvement and consultation of parents and carersYoung people and their families should be recognised as partners and be
actively involved in planning their future. The experience of young people and
their families should inform strategic planning and commissioning and they
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should be involved in service reviews/redesigns. This is known as co-
production.
3. Partnership working across agencies A shared vision, which places young people and their families at the centre
and focuses on improving life chances, should be developed across all
agencies.
Agencies must be committed to working together and have a clear
understanding of the specific roles and responsibilities of all the key agencies
involved in preparing young people for adulthood.
The protocols and procedures for transition services will ensure minimum
duplication of assessment and planning activity for young people,
parents/carer and professional staff.
4. Provision of accessible and clear information All agencies will indicate what support people can expect and what can be
done to meet and reduce needs.
A range of information will also be made available to parents/carers and
young people through the Local Offer and all agencies have a responsibility to
ensure their information is up to date and accessible.
5. Working towards positive outcomes Preparation for adulthood should keep focussed on life outcomes, promoting
independence and supporting young people to lead meaningful and enjoyable
adult lives. This includes consideration of personal budgets and travel training
for example.
6. Early assessment and transition planningTransition plans start as early as possible but no later than year 9 (aged 14
years) and as required by legislation continues to the age of 25 years for
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those young people in receipt of an Education, Health and Care Plan (EHCP).
The EHCP must ensure that the young person is settled into adult life and
receiving services appropriate to their needs.
Transition planning facilitates more responsive and flexible forward planning.
Information from EHCP’s will be captured to support commissioners to
develop services and support young people and their families to have realistic
expectations about options for their adult lives.
7. Quality and monitoring Accurate monitoring ensures all young people are tracked and none "fall
through the net". Mechanisms are in place to ensure the quality of provision
meets appropriate standards and that the transition process is as effective as
possible.
Agencies should share relevant information with each other and with
commissioners to ensure the transition process is smooth and that services
and opportunities can be planned and developed to meet the needs of young
people as they move into adulthood. Information must be accurate and timely
and shared in adherence to data sharing principles.
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Involving Young People in Decision MakingArticle 5 of The United Nations Convention on the Rights of the Child
(UNCRC) introduces the concept of young people’s ‘evolving capacities’.
Young people are not a homogenous group and their age cannot be the only
factor we consider when we determine the involvement they should have in
matters affecting them. Each Young Persons level of competency will also
depend upon a variety of other factors – for example, the environment or
culture they were brought up in, their access to education, level of maturity,
and their physical and mental wellbeing.
As adults, we need to find a balance between enabling young people to
develop and become active agents in their own lives and communities and
ensuring their protection. We need to be sensitive to each young person’s
capacity and adapt the way we work with that individual accordingly. We are
committed to working with all young people, including the most marginalised;
therefore, we should always take an approach that suits the understanding
and capacity of each young person.
When a young person reaches the age of 16 they are presumed to have the
capacity to make their own decisions under the Mental Capacity Act 2005
(MCA). All those involved in supporting a young person are obliged to have
regard to the MCA Code of Practice.
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What is the Mental Capacity Act?An overviewThe Mental Capacity Act (MCA) applies to everyone aged 16 or over, so
parents of a young person with a disability or condition which may affect a
person’s capacity (such as a Learning Disability), should have relevant
information and understand the Mental Capacity Act’s potential implications
for themselves and their son or daughter.
Mental capacity is the ability to make decisions. This could be fairly small
decisions like what we eat or the clothes we wear, or could be much bigger
decisions, for example where we live and who we live with. Capacity is based
on a single decision at a single time, so some people may have fluctuating
capacity, meaning they can make a decision one day and not the next
depending on their wellbeing. The Mental Capacity Act 2005 sets out what
should happen when people are unable to make one or more decisions for
themselves.
The MCA is underpinned by 5 key principles. These are the benchmark and
must underpin all actions carried out and taken in relation to the MCA. The
MCA clarifies how and when to assess capacity and the roles that different
people play in decision-making, including family carers, and establishes a
Court of Protection which acts as the ultimate arbiter about mental capacity
issues.
The parents of a young person who is unable to make a decision are likely to
be involved in:
• Supporting them to make a decision.
• Supporting them during an assessment of their mental capacity.
• Making a decision or acting on their behalf.
• Being consulted when someone else makes a decision or acts on
behalf of their young person.
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• Challenging a decision made on a Young Persons behalf.
Decision making and Education, Health and Care Plans (EHCP) Specific decision making rights about EHCP’s apply to young people directly
from the end of compulsory school age (the end of the academic year in
which they turn 16). These are the right to:
• request an assessment for an EHCP;
• make representations about the content of their EHCP;
• request that a particular institution is named in their EHCP;
• request a personal budget for elements of their EHCP;
• appeal to the first-tier tribunal (SEN and Disability) about decisions
concerning their EHCP.
The right of young people to make a decision is subject to their capacity to
do so as set out in Mental Capacity Act 2005. This means that where there
is disagreement about a young person’s capacity to make these decisions,
between professionals, parents or the young person themselves, or where
there is concern that a young person lacks capacity, a Mental Capacity
Assessment should be carried out. In the case of decisions relating to an
EHCP this process will normally be lead by the local authority, however to do
this they will need advice from a range of people involved in a young person’s
care.
What is Supported Decision Making?The SEND Code of Practice: 0 to 25 years states:
“As young people develop, and increasingly form their own views,
they should be involved more and more closely in decisions about
their own future. After compulsory school age (the end of the
academic year in which they turn 16) the right to make requests
and decisions under the Children and Families Act 2014 applies to
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them directly, rather than to their parents. Parents, or other family
members, can continue to support young people in making
decisions, or act on their behalf, provided that the young person is
happy for them to do so, and it is likely that parents will remain
closely involved in the great majority of cases.”
In order to effectively support someone to be involved in decision-making you
have to know and understand them and appreciate their individual perspective
on their life. Embedding personalisation and person-centred approaches into
all interactions with children and young people is key to ensuring that young
people are prepared and able to participate, and are supported to make
informed decisions.
It is vital to start preparing young people for decision making early. From a
young age most children are making small decisions, such as what to have for
breakfast or what to wear, and gradually building their confidence and taking
more choice and control over their lives. This should be no different for
disabled children and young people.
What does it mean in practice?Local authorities must ensure that:
• Young people are involved in developing the Local Offer.
• Young people are actively involved in the Education, Health and Care
(EHC) planning process and are enabled to participate fully in
decisions about the outcomes they wish to achieve.
• that the focus is on positive life outcomes for young people, using
person-centred approaches, enabling them to be as independent as
possible.
• Young people receive confidential and impartial information, advice
and support.
• Information needs to be accessible and available in a range of formats
including easy read.
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• Independent Advice & Support (IAS) should be available face-to-face
for young people that want or need this.
• Information needs to be age appropriate.
There are 5 key principles underpinning the MCA. Principles 1 to 3 will
support the process before or at the point of determining whether a young
person lacks capacity. Once a decision is made that capacity is lacking,
principles 4 and 5 are used to support the decision making process.
Principle 1 - Assume CapacityA young person must be assumed to have capacity until proved otherwise.
Generally, we ask young people to “prove” that they can do something/be
trusted with something before we allow them to make the choice to do it. The
MCA tells us that we must think about things the other way round – that we
must always presume that a young person has the capacity to make a
decision about doing something unless it is proved otherwise. No one should
assume that a young person can’t make a decision because they have a
Special Educational Need (SEN) or disability;
Principle 2: All Practicable Support A person must not be treated as unable to make a decision/without capacity
unless all practicable steps to help them to do so have been taken without
success. When we think about what “all practicable steps” means for a
particular young person, we should also think about when we need to start
taking those steps. If we know that in the future a decision needs to be made,
we can start work now to maximise the young person’s capacity to make the
decision.
One of the ways in which we can maximise the likelihood that a young person
will have the capacity to make a decision when they reach 16 is to ensure that
making choices is part of their lives from a very early age. Developing a
specific “Choice Curriculum” in schools that promotes choice making and that
builds skills in understanding options and thinking about the benefits and risks
of choices.
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Parents need to empower their children to make decisions for themselves and
to make best Interests decisions where this is not possible. Agencies need to
provide information on the MCA so they can start planning for decision
making by and on behalf of their children well before they reach 16 when the
Act becomes applicable.
Principle 3: Unwise Decisions A person must not be treated as unable to make a decision merely because
they have made an unwise one. The MCA upholds the right of capacitated
people to make unwise decisions. This includes decisions that are/could
harmful to the person.
It can be hard for those working with very vulnerable and still very young
people to support unwise decision making – recognising that “best interests”
decisions should not be made if a person is deemed to have capacity to
choose for themselves can be a challenge if the result may be harmful to the
person. Balancing the implications of the MCA, our duty of care and our
responsibilities under safeguarding procedures can be difficult especially if
families are struggling and challenge us.
Principle 4: Best Interests If an act is done, or a decision taken, on behalf of a person who lacks capacity
it must be done, or made, in their best interests. Often, we will know an
individual child is likely to have capacity to make some “day to day decisions”
when they reach 16, but is unlikely to have the capacity to make bigger
decisions. If we know this about a child, and we know that “big” decisions will
need to be made, we should ask not only what we can do to maximise the
possibility of capacity, but also “What can we do now to ensure that a future
decision maker has good evidence on which to base a best interests
decision?” • What do we know about what the person enjoys or really doesn’t
like? What matters to the child? What evidence do we have for this? What
other evidence could we find? • What more can we learn about them to inform
decision making?
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Principle 5: Least Restrictive
Any act done, or a decision made, in a person’s best interests, must be the
least restrictive of the person’s rights and freedom of action. This principle
links inextricably with Principle 4. The Preparing for Adulthood agenda,
(SEND Reforms), puts emphasis on planning for maximum independence for
young people from year 9, (age 14). All EHCP reviews must have a Preparing
for Adulthood focus from this age. Identifying, and planning for, the least
restrictive option for a young person approaching adulthood is central to this
agenda. Recognising early on that a young person is likely to need
supervision/support in order to stay safe and meet their outcomes post 16,
and that they are unlikely to be found to have capacity to consent to this
support, allows us to begin the search for the least restrictive way to meet
their outcomes in good time.
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What is a Deprivation of Liberty? The Deprivation of Liberty Safeguards (DoLS) were introduced into the Mental
Capacity Act (MCA) 2005 through the Mental Health Act 2007 – they came
into force in England and Wales in 2009.
The safeguards were introduced to provide a legal framework around
deprivation of liberty in a care and treatment setting, and to prevent breaches
of the European Convention of Human Rights (ECHR).
In 2014, an important judgment was made by the Supreme Court. The Court
clarified deprivation of liberty for the purposes of Article 5 (right to liberty and
security) of the ECHR occurs in the following circumstances:
The person lacks the capacity to consent to their care arrangements.
They are under continuous supervision and control.
They are not free to leave the place they are in, and;
their confinement is the responsibility of the state.
The phrase “continuous supervision and control and not free to leave” is
commonly referred to as the Acid Test.
The Court also clarified that a person can be deprived of their liberty in other
locations and relate to young people aged 16 years and over. Other locations
may include people living in foster placements, residential schools and their
own homes.
As DoLS does not cover locations other than a care home and hospital, legal
authority must be sought from the Court of Protection (for young people aged
16 years and over) or the High Court for young people aged 15 years and
under.
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Advice re Deprivation of Liberty in 16/17 year olds Before a child with disabilities reaches the age of 16, the social worker from
the Children with Disabilities Team or the SEND worker should consider their
living arrangements to see whether they will subsequently amount to a
deprivation of liberty. If this is the case, and the young person lacks capacity
in relation to this, an application to the court should be considered since the
parents’ consent to the deprivation of liberty will no longer be sufficient to
authorise the deprivation of liberty upon the date of their 16th birthday.
In the case of children subject to interim or care orders, Bedford Borough will
consider whether any Children in Need or Looked after Children are,
(especially in foster care or residential placement), subject to restrictions
amounting to a deprivation of liberty. An application to the court will be made
as the LA cannot consent to a deprivation of liberty.
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Children’s Participation
The Children and Families Act 2014, the Special Educational Needs and
Disability (SEND) Code of Practice and supporting regulations place duties on
local authorities and health services to fully participate and co-produce
services with children and young people with SEND and their families.
‘The Act places the views, wishes and aspirations of children,
parents and young people at the heart of the system and requires
a culture change in the ways in which professionals work with
families and with each other.’ - Edward Timpson, Parliamentary
Under Secretary of State for Children & Families’.
A culture change is required in the way children and young people are
involved in decision-making. Current structures and approaches to
participation, planning services and making decisions about individuals care
and support needs are often inaccessible to children and young people with
disabilities, especially those with special educational support or
communication needs. There are many different approaches that can be
taken to involve children in your work.
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Model of child participationExperts and practitioners in the field of child participation have created models
to help adults and children analyse the level at which children are involved.
Most of the models have attracted some criticism over their definitions of the
various levels and you may find some more helpful than others.
re ofHart’s ‘Ladder of Participation’Hart’s ‘Ladder of Participation’ was adapted from other models by Roger Hart
in 1992. Hart’s Ladder displays different sequential levels of non-participation
and participation ranging from ‘manipulation’ at the bottom to ‘child-initiated,
shared decision-making with adults’ at the top. The bottom three rungs are
actually ‘non-participation’ and should be avoided.
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Degrees of involvementLevels of non-participation (to be avoided):
Rung 1: ManipulationAdults have complete control and often don’t work in the best interests of the
child. Children have no say on anything and no power to make their own decisions.
Rung 2: DecorationChildren are used to look good or bolster a campaign or programme.
Rung 3: TokenismTokenism is when children’s involvement in an activity is not made meaningful for
them. They may appear to be given a voice, but they have little say on the topic or
on the way their views are communicated.
Rung 4 Assigned but informed
Adults decided on the project and children and young people volunteer
for it. Adults respect their views.
Rung 5 Consulted but informed
The project is designed and run by adults but children and young
people are consulted. They have a full understanding of the process and
their opinions are taken seriously.
Rung 6 Adult initiated shared decisions with children and young people
Adults have the initial idea but children and young people are involved in
every step of the planning and implementation. Not only are their views
considered, but they are also involved in taking the decisions.
Rung 7 Children and young people are directed
Children and young people have the initial idea and decide how the project
is carried out. Adults are available but do not take charge.
Rung 8 Children and young people initiated, shared decisions with adults
Children and young people have the ideas, set up the project and invite
adults to join them in making decisions.
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Roles and ResponsibilitiesThis section sets out the specific commitments from each agency with
responsibility for preparing young people for adulthood to enable young
people to experience a good transition.
Please note there is no dedicated transition service in Bedford Borough as
preparing young people with SEND for adulthood is everyone's business.
The SEND Team
The Special Educational Needs and Disability (SEND) Team, is part of
the School Support Service for Bedford Borough Council. They perform two
key roles, Education, Health and Care (EHC) needs assessments and the
monitoring of the EHC plans. The SEND Team also have main responsibility
for ensuring the Local Offer is maintained and achieving its objectives.
Education, Health and Care needs assessment:The team deals with requests for Education, Health and Care (EHC) needs
Assessment. They explain how the process works and provide
parents/carers/young people with information about services that can support
them. If they agree to carry out an assessment, they will gather information
about the child/young person from educational settings, parents and other
professionals within agreed statutory timescales. When the assessment is
complete, they will decide whether to write an Education, Health and Care
plan for the child/young person.
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The purpose of the EHC plan is to make special educational provision to meet
the special educational needs of a child or young person, to secure the best
possible outcomes for them across education, health and social care and as
they get older to help prepare them for adulthood. EHC plans should be
forward looking, take account of the views and aspirations of the child/young
person and support them in achieving desired outcomes.
The EHC needs assessment should be an holistic assessment of the child or
young person’s education, health and social care needs. The assessment
process should as far as possible be a “tell us once approach” so that
children, young people and parents do not have to repeat the same
information to different agencies or different practitioners within the same
service. Where it is practical and appropriate to do so EHC needs
assessments should be combined with both non statutory (i.e. early help) and
statutory (e.g. section 17 Child in Need) assessments.
More information on the EHC needs assessment can be found on Bedford
Borough Website or by clicking on the link Education, Health and Care Needs Assessment leaflet .
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Monitoring of Education, Health and Care plans:Once an EHCP has been written and finalised The SEND Teams
responsibility to monitor the provision outlined on it, through the Annual
Review process, the Annual Review meeting is organised by the educational
setting eg school or college that the young person attends. To do this they
gather key relevant information about the child/young person’s needs and
progress that will ensure statutory obligations are met.
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EHC plan reviews should be synchronized with social care plan reviews and must always meet the needs of the individual child(Section 10.20 SEN and Disability Code of Practice
Where there is no current social care involvementThe SEND team have to consider social care needs as part of the EHC needs
assessment process and advice should be sought from social care even when
there is no social care involvement If social care needs are identified a
referral should be made to social care.
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The Local OfferThe Local Offer is an access point for parent/carers, children and young
people aged 0-25 years. It provides clear comprehensive and accessible
information about support and opportunities available in education, health and
social care services in the Bedford area.
The SEND Team is responsible for:
Ensuring that the Local Offer is kept up to date and is maintained. They will
ensure that the Local offer is co-produced by involving parents and young
people are involved. The Local Offer relies on all agencies to ensure they
inform the SEND team of any changes/additions and also all agencies need to
ensure that they promote the Local offer and inform children, parent and
carers about this valuable information source.
• Will maintain the Preparation for Adulthood database and update this
at the start of each academic year to ensure it is an accurate record of
all young people aged 13 plus. This will capture information related to
young people up to the age of 25 who remain in educational provision
with an EHC Plan to ensure people don’t “fall through the net”.
• Send a list of all pupils with an EHC Plan in years 8 to 14 to other
Disability Service Team Managers with responsibility for social care as
required. The list will include name, date of birth, National Curriculum
Year Group, primary SEN, school, home address and type of school
(mainstream, resourced or special) to ensure young people requiring
access to social care services are known about as early as possible.
• Provide and regularly update guidance for schools, colleges and post
16 providers on Transition Planning and Preparation for Adulthood.
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• Keep up to date the Local Offer information on preparation for
adulthood and the information provided to young people and their
families.
• Arrange joint visits with Social Care where appropriate and ensure that
longer term planning and decision making processes are made clear to
the school/placement, the parents/carers and the young person.
• Attend as a priority Preparation for Adulthood reviews for those
learners moving on at the end of the academic year in year 11, year 14
and those leaving college or other post 16 providers.
• Update EHC Plans following year 9 reviews and beyond to ensure
there is a clear focus on preparation for adulthood within the outcomes
and targets that are being set for the young person and ensure any
commissioned services are focussed on developing independence.
• Consult colleges and other Post 16 education providers about offering
places to young people with EHC Plans within timescales to ensure
statutory deadlines for finalising the plans are adhered to i.e. 31st
March each year.
• Supply data to the local colleges and the post 16 education providers
on an annual basis, subject to an appropriate data sharing agreement
being in place.
• Collect data on destinations of young people finishing school in year
11, record intended destinations for all young people with a
Statement/EHC Plan during Year 11 and confirm details after the
young person has left school.
• Update the Preparation for Adulthood database accordingly with
funding and destinations for leavers from schools and colleges.
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• Inform adult social care teams of destinations of all young people with
Statements/EHC Plans who have left school and who have care and
support needs.
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Children’s Social CareFor Children and Young People who Are Receiving Support from Children Services
Children’s Social Workers will begin to talk to the young person and their
family about the future, what the young person may want to do and in
particular about future support needs from aged 14 onwards.
Children’s Social Workers will share and signpost information about preparing
for adulthood with the young person and their family and carers. This will
include:
• The process for moving into adult support.
• Eligibility criteria.
• Future support options.
• Housing and where to live.
• Others who may offer advice and support.
• Information on education, work and training options.
• Things to do.
• Benefits and other money matters.
• Direct payments as an adult.
• Health.
• Transport.
• Developing independence.
• Rights.
• Decision making.
• Keeping safe.
• What is different about being an adult.
The Children’s Social Worker will talk about and share information with
parents and carers about what it might mean for them when their son or
daughter becomes an adult. This will include:
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• Parental role and carers role.
• Role in decision making.
• Rights.
• Safeguarding.
• Money – benefits, motability scheme, tax credits.
• Support for carers.
• Others who can offer advice, information and support.
The Children’s Social Worker will also talk to and offer support for other
members of the family.
The Children’s Social Worker and SEN Advisor will visit jointly to offer advice
and plan jointly around future support, educational and work options.
The Children’s Social Worker will ensure that the social care support offered
is in line with the outcomes agreed in the Education, Health and Care Plan.
This may include:
• Learning new skills.
• Trying experiences and new things.
• Developing independence.
• Developing a growing independence and making decisions.
• Use of technology to become and stay more independent.
• Developing habits, skills and routines that will be of use in education,
work or training when the young person leaves school.
• Ensuring that support is provided in a progressive manner with the aim
to always maximise a child’s independence at appropriate
developmental stages of a child’s/young person’s life, in preparation for
adulthood.
The Children’s Social Worker will ensure the young person’s details are
entered on the preparing for adulthood database to enable services to plan to
meet future needs
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From Age 16
The Children’s Social Worker and SEND Advisor will make a referral to Adult
Social Care for an assessment. They will try and identify the most appropriate
adult team.
They will work jointly with the Adult Social worker to develop an adult social
care support plan for when they are 18. This may include:
• Using new services as appropriate.
• Continuing to use some of the same services or doing the same
activities they are already doing that are appropriate to carry on with
(for example after school activity club until young person leaves school,
social care accommodation linked to a school placement, residential
short breaks).
If the young person is not eligible for adult services then the Children’s Social
Worker must ensure that information and advice has been provided on
universal services and how to seek support in the future if needed.
The Children’s Social Worker will cover the following areas as needed:
• Mental capacity assessment.
• Any Deprivation of Liberty issues.
• Refer to Independent Mental Capacity Advisor (IMCA) service if there
is no family involved.
• Best interests meeting where necessary.
• Ensure young people and family have information to seek independent
advice on benefit entitlements.
• Request Financial and Benefits Assessment (FABA) by the age of
17.5.
• Refer any young person in receipt of Children’s Continuing Care (CC)
funding to the Adult Continuing Health Care (CHC) team by age 17.
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• The Adult Continuing Health Care team will take the young person
through the adult process in readiness for their 18 birthday.
• Families will be offered the opportunity for a Carer’s Assessment to be
completed.
By the age of 17.5 years at the very latest the Adult Social Worker, working in
partnership with the young person and their family/carer will finalise the adult
support plan that meets their current and longer term adult eligible support
needs as identified in the assessment.
Workers from adult teams/services may attend EHCP or other planning
meetings or do joint visits with children’s workers as part of getting to know
the young person.
The Adult Social Worker will ensure that any new adult provision is
commissioned with a start date of the young person’s 18th birthday at the
latest and complete the necessary paperwork.
The adult team will check everything is in place. Adult Social Care will take
over the care management and funding responsibility at the young person’s
18th birthday.
From Age 18 The Adult Care Manager will continue to work with the young adult, their
family and carers and others to enable the ongoing journey into adulthood.
The Care Manager will ensure that the social care support offered is in line
with the outcomes agreed in the Education, Health and Care Plan (EHCP)
and may include:
• Continuing to learn new skills.
• Trying experiences and new things.
• Continuing to develop independence.
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• Developing a growing independence and making decisions.
• Use of technology to become and stay more independent.
• Continuing to develop habits, skills and routines that will be of use in
education, work or training.
• Ensuring that support is provided in a progressive manner.
• Thinking about and planning for future housing, support and work
options as the young adult grow into adulthood.
Adult Care Managers will attend Education, Health and Care Planning
meetings.
Young person, their family and carers, Care Managers, education, Additional
Needs Advisors, health and others to continue to work together through the
EHCP process to identify and work towards current and future outcomes.
For Children and Young People who Are Not Already Receiving Support from a Children social worker
There will be children and young people who are not receiving social care
support as children but who may have special education needs and
disabilities and will or may need social care support as adults. These young
people may:
• Have an Education Health and Care Plan but not social care support.
• Have some other targeted educational planning.
• Have health needs but no social care needs as a child.
• Have needs that are met at school and home as a child but social care
needs emerge as they become older.
These young people and their families and carers will want and benefit from
support to prepare for adulthood and will have contact with education or
health professionals. We need to assess their need and eligibility for adult
support and ensure that any support needed is in place in a timely fashion if
applicable.
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Education, Health, or others involved to raise with young person and their
family the need to begin thinking about preparing for adulthood. If the young
person has an EHCP this will be via this process.
Share with and signpost to information about preparing for adulthood with the
young person and their family and carers. This will include:
• Future support options.
• Housing and where to live.
• Others who may offer advice and support information on education,
work and training options.
• Things to do.
• Benefits and other money matters.
• Direct payments as an adult.
• Health.
• Adult social care support.
• Social Care Eligibility criteria.
• Transport.
• Developing independence.
• Rights.
• Decision making.
• Keeping safe.
• What is different about being an adult.
Education, Health, or others involved to discuss with young person and family
whether there may be a need for social care support as an adult. This may be
via the Education Health and Care Plan process, other planning meeting or
individually.
They will ensure that for those who may need social care support as an adult
the details are entered on the preparing for adulthood database to enable
services to plan to meet future needs
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The meeting will allocate young people to the appropriate adult team before
the age of 16 if possible or as soon as the need is identified if the young
person is over 16.
From Age 16 The identified Adult Team will work with the young person from age 16 to
start discussions with the young person and their family about preparing for
adulthood.
The Adult team will:
• Support the young person and their family to think about and plan
for adulthood and ensure they have the information described
above.
• Complete an assessment against adult eligibility criteria.
• Attend the EHCP or other joint planning meeting.
• For those young people who may require social care support
ensure that the assessment and support plan is incorporated in the
EHCP.
• Carry out all the actions identified above to Develop an adult
support plan by age 17.5 or as needed.
• Ensure support is in place by 18th birthday or as needed.
The Care Manager and SEND Officer will visit jointly to offer advice and plan
jointly around future support, educational and work options.
If a current social care need is identified before the young person’s 18th
birthday the Adult Team will make a referral to Children's Social Care in the
usual way via the Multi Agency Safeguarding Hub (MASH).
If it is felt that a young person has been allocated to a team that is not the
appropriate one to meet their needs the team identified as the first point of
contact should continue to provide support until transfer to a more appropriate
team has been agreed.
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If the young person is not eligible for adult services then the assessing Social
Worker must ensure that information and advice about universal services has
been provided as well as information about how to request support in the
future.
From Age 18 The adult care manager will continue to work with the young adult, their family
and carers and others to enable the ongoing journey into adulthood.
The care manager will ensure that the social care support offered is in line
with the outcomes agreed in the EHCP and may include:
• Continuing to learn new skills.
• Trying experiences and new things.
• Developing a growing independence and making decisions.
• Use of technology to become and stay more independent.
• Use of assistive technology.
• Continuing to develop habits, skills and routines that will be of use in
education, work or training.
• Ensuring that support is provided in a progressive manner.
• Thinking about and planning for future housing, support and work
options as the young adult grows into adulthood.
Adult Care Managers will attend Education, Health and Care Planning
meetings.
Young person, their family and carers, Care Managers, education, Additional
Needs Advisors, health and others to continue to work together through the
EHCP process to identify and work towards current and future outcomes.
For Young Adults over 18 who may have a need for Adult Social Care Support as they move into Adulthood
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Our intention is that most young people who need it will have received support
in preparing for adulthood before they are 18 and into adulthood.
However, there may be occasions where this has not happened for young
people. They may be new to the area or their need for adult social care
support emerges after they have turned 18.
When this is the case the young person or someone on their behalf can
request an assessment via the Contact Centre.
If eligible they will be allocated to the most appropriate team to meet their
needs and receive the support identified above.
If the young person is not eligible for adult services then the assessing Social
Worker must ensure that information and advice about universal services has
been provided as well as information about how to request support in the
future.
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Adult Social CareYoung people with Special Educational Needs (SEN) or disabilities turning 18
may become eligible for adult social care services, regardless of whether they
have an EHC plan or whether they have been receiving services from
Children’s Social Care.
• Take an active role in the planning and preparation of a young person
for adulthood, enabling transition of formal statutory support within the
framework of the Care Act; ensuring Care Act transition assessments
take place where necessary and at the right time for the young person.
• Work with all agencies to identify the most appropriate support
interventions that meet needs, wishes and aspirations in the context of
eligibility and available resources.
For those already receiving support from Children’s Services, the Care Act
makes it clear that local authorities must continue to provide children’s
services until adult provision has started or a decision is made that the young
person’s needs do not meet the eligibility criteria for adult care and support
following an assessment. Children’s services must not be discontinued simply
because a young person has reached their 18th birthday.
Arrange the provision of preventative resources that can be accessed by
those who require support but who do not have eligible needs (under the
Care Act 2014).
Ensure a diverse and high quality range of services to meet assessed care
and support needs.
Provide information and advice on the range of services available. They
should include in their Local Offer relevant information and advice on local
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provision and how to receive an assessment for transition to adult care and
support.
That assessment and review processes for both Care plans and EHC plans
are aligned; that there is effective integration with health services. Young
people and
their families should not be expected to repeatedly provide duplicate
information to different services, or to attend numerous reviews, or receive
support that is not co-ordinated and joined up.
Prioritise attendance at transition reviews from Year 12 (age 16) onwards for
young people who meet the criteria for adult social care.
Managers from Adult Teams to attend transition planning and tracking
meetings involving schools, Health, SEND. These meetings will track
progress through transition, identify potential high cost learners, inform
capacity building and ensure that relevant services are engaging in a timely
manner.
Aspire to ensure young people, parents and carers are informed 12 months
before the young person’s 18th birthday whether or not they will be eligible
for support from Adult Social Care.
Assumes financial responsibility for those eligible for social care provision to
meet the eligible needs of the young person on their 18th birthday.
*Please note: as per the Care Act, a later date can be agreed between
children’s and adult services.
Reviews provision six weeks after a young person’s care transfers to Adult
Services and arrange subsequent reviews as appropriate.
Ensures carers’ needs are appropriately assessed, services provided as
appropriate and reviewed.
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Ensures that good quality, up-to-date information is available to young
people, parents and carers about the services provided by Adult Social Care.
Where appropriate this could be joint information provided with Children’s
Services.
Contributes to the Local Offer website regarding information on Adult
Services. Ensures information is up-to-date.
Health Professionals
Ensure services are commissioned to meet the health needs of young adults
ensuring services are commissioned with the capacity to contribute fully to the
needs assessments, transfers and review processes and aim to develop
independence.
Provide updated advice where required for young people in year 9 and above
who are known to the team and share information between agencies in
accordance with the young person’s/parental wishes.
Ensure that relevant health professionals attend annual reviews from year 9
where a young person is likely to need health care support on leaving school,
in order to advise on how the young person’s health needs may impact on
future placements and how health services can support the development of
skills for independence.
Facilitate the transfer to Adult Health Care Services and ensure that referrals
to relevant services are made in good time so that there is no gap in service
provision.
Liaise with the CCG to resolve any difficulties about responsibility for the
provision of health services which may arise in the case of young people
placed in out of authority schools or colleges.
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Ensure that young people who have continuing health care (CHC) funding are
considered by the Adult Continuing Care Panel in good time before their 18th
birthday.
Ensure that continuing health care checklist and plans are completed in a
timely manner as set out in the guidance. Ensure that continuing health care
services and plans are arranged and ready to commence on transfer.
Contribute to the Local Offer website regarding information on health services.
Ensure information is up-to-date.
Contribute to the Local Offer as required to ensure that up to date health
information, advice and guidance is available for young people and families.
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Schools Schools in Bedford Borough including Academies and out of authority schools
which are commissioned by BBC to provide education to BBC young people
will:
Focus on the development of the skills for independence as young people are
preparing for adulthood.
Provide access to impartial careers advice and guidance for all young people
to support their families with options and decisions on next steps.
Arrange Preparation for Adulthood Reviews for pupils with statements or EHC
Plans in Years 9 and above, ensuring that dates are agreed with young
people, their parent/carers and professionals whose attendance is essential
e.g. the school careers adviser, social worker if involved and health
professionals and SEND Team where appropriate.
Conduct Preparation for Adulthood Reviews in a person centred way to
ensure meaningful involvement of the young person and their parent/carers.
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Suggest amendments to the EHC Plan to ensure it includes outcomes with a
focus on preparation for adulthood and successful transition and include any
upto date relevant professional reports received since the last review.
Hold Annual reviews in the Autumn term for young people intending to leave
school in Years 11, 12, 13 and 14 who intend to move onto further education
and training and to facilitate the process of updating the EHC Plan to support
transfer to college within statutory timescales.
Inform the SEN Team of all young people with EHC Plans leaving school with
details of intended destinations by the beginning of the academic year the
young person plans to leave school to ensure timely planning and preparation
for their next steps.
Where the young person is moving on to college, another post 16 educational
placement or a social care day opportunity, support information sharing and
ensure appropriate transition arrangements are in place eg supporting the
young person and parents in applying for a placement, arranging taster days
and visits.
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Colleges/Post 16 Providers It is our aim to promote lifelong learning and as such we would like young
people to be able to access further education on leaving school. This will
ideally be available in the local area. Staff working in local colleges or post 16
providers will:
• Ensure there is a focus on young people developing their skills for
independence.
• Provide access to impartial careers advice for young people already in
college including those with SEND.
• Use data supplied by the Preparation for Adulthood Forum to predict
demand for courses/provision that is being commissioned and plan
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accordingly, allowing time to ensure information can be disseminated
to professionals working with young people. Courses should respond to
demand and consider the whole range of a young person’s needs.
• Provide an appropriate variety of courses to meet a wide range of
needs for local young people with SEND and keep this provision under
constant review with the Local Authority commissioners.
• Ensure that information is made available to schools, the SEN Team
and the Family Information Service on courses which are available.
Contribute to the Local Offer to ensure that young people and families
have access to up to date information, advice and guidance.
• Attend school open evenings to ensure that information is
disseminated as widely as possible.
• Work with schools to ensure appropriate arrangements are in place for
the successful transition of young people from school to college and
other post 16 placements, including link courses where appropriate.
• Ensure that staff receive appropriate training to develop their skills to
include young people with disabilities and increase their confidence at
implementing appropriate inclusive strategies.
• Ensure sufficient experienced staff re employed to provide specialist
courses to develop the range of skills necessary for adult life.
• Arrange Annual Reviews for young people with EHC Plans and plan
ongoing support and transition from their current further education
placement to the young person’s next steps ensuring that dates are
agreed with young people, their parents/carers and professionals
whose attendance is essential eg; the college careers adviser, social
worker if involved, health professionals and SEND team where
appropriate.
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Housing and Supported Housing Housing managers and the Supported Housing team including commissioners
will:
• Use data supplied by the Preparation for Adulthood Forum to plan
appropriate housing including Supported Housing to meet demand.
• Ensure the needs of people with disabilities are considered when
making decisions about adaptations to houses.
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• Provide information and advice about housing matters with reference to
the Council’s Housing Policy.
• Reduce numbers of people in residential homes through increased
opportunities for support to live independently in the community.
• Ensure people get the right level of support to be more independent
when they need it. Children and Young People's Early Intervention and
Prevention Services Officers in early intervention and prevention
services will:
• Use data supplied by the Preparation for Adulthood Forum when
commissioning any events or activities for young people to ensure the
needs of young people with SEND are taken into account.
• Provide inclusive services for young people, including key-working and
programmes of activity in support of their preparation for adulthood.
Ensure that these support services are accessible to all.
• Ensure services are appropriate and meet the needs of vulnerable
young people and those with SEND including ongoing support for
young people in order to support their participation in employment,
education and training.
• Support young people's informal learning needs including those that
relate to risk related behaviour including sexual health, substance and
alcohol misuse.
Leisure Services Officers in leisure services will:
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• Use data supplied by the Preparation for Adulthood Forum to plan
appropriate leisure activities to meet demand, giving young people with
SEND opportunities to take part in activities in their spare time.
• Ensure young people/adults have a say in the activities provided. Multi-
Agency Protocols for Transition to Adulthood (April 16)
• Ensure that all future play provision provides opportunities for young
people with disabilities.
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Year 8 (12-13 years)What should happen? Who should do it? Guidance
Identify the children who have EHCP and those with long term needs
SchoolSpecial Education Needs Co-ordinator (SENCO)
Explain the Preparing for Adulthood process to young person
SchoolSpecial Education Needs Co-ordinator
Provide booklet
Make contact with the parent to explain the Preparing for Adulthood process
School SENCO Refer parent/Carers to the Local Offer
Organise PFA meeting at school
SchoolSpecial Education Needs Co-ordinator
Two weeks before the start of the Year 9 academic year,notification of the youngpeople entitled to a Year 9 transition review to besent to:Children’s Social CareHealthAdult Social CareParent/carer(s)
SEND Team
Establish if a youngperson will be having any other review (e.g., lookedafter child) and encouragereviews to be done atsame time.
SEND Team
Identify young people’s targeted and universal health needs.Make contact with parent/carer(s) at school and at home.
Health
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Year 9 (13-14 years)
What should happen?
Who should do it? Guidance
Identify all young people with a disability and those with complex needs who are likely to meet the criteria for adult social care/Continuing Care (CC)
Team Manager CWDTSEND, Children’s CC
Notify the Chair of the Preparing for Adulthood Tracking Meeting (Team Manager ALDT)
Meetings are held every 3 months – provide updates if people move into/out of the area/ circumstances change
Make formal referral to Adult Services
Team Manager CWDT and SEND
Include information on:- Needs Circumstances Current costs Future care
needs
This will support forecasting and planning for Adult Social Care
Develop a person centred EHCP with the young person ensuring you include the views of
Young person School Parent/carers Health Children Social
Care Adult Social Care
School SENCO Focus on Preparing for Adulthood objectives:-
EmploymentIndependent LivingHealthFriendsRelationshipCommunity Participation
Ensure that relevant parties are informed of any reviews of the EHCP
School SENCO It is good practice for review to be integrated with other statutory reviews (with permission of the family)
Offer Advocacy Support Send Advice
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Personal Health Planwritten in consultationwith the young person and parent/carer(s)—to feed into transition planning.
Obtain consent to share with other professionals
Health Care Colleagues
Identify through assessment any complex needs that require Continuing Care Funding
Team Manager CWDTClinical Commissioning Group
CCG Continuing Health care Team to alert those responsible for Continuing Health Care Funding at 18+
Inform parent/carers about the Mental Capacity Act and how that affects decision making
School/Social Care Provide leaflet on MCA
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Year 10 (14-15 years)
What should happen?
Who should do it? Guidance
Discussions on young people who are going through the transitions process – identify any changes since year 9
Education, Children Services, Health, Adult Services, SEND
Preparing for Adulthood Tracking Meeting held 3 monthly
EHCP will be completed to reflect the transition plan.
School SENCO
Ensure that relevant parties are informed of any reviews of the EHCP. Including:
• Young person• School• Parent/carers• Health• Children Social
Care• Adult Social Care
School SENCO It is good practice for review to be integrated with other statutory reviews (with permission of the family)
Offer Advocacy Support SEND Advice
Preparation by everyone involved in the Year 10 review
• Set up a session for young person as part of tutorial time to discuss transition process
• Gather information e.g. Health Action Plan, Core Assessment, Child in Need Plan
School
SEND Team and school
Help with understanding change and making choices
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Ensure that the young person and parents/carers are advised about potential opportunities for education, training or work that may be available to them in the future
School
Ensure Health Action Plans are up to date
Health
Provide Opportunities for young person to visit potential future learning provisions to enable the young person to make informed decisions and choices.
School
Copy of plan to be sent to all partners
SEND
Over seeing delivery of plan
Nominated person agreed at Review
Nominated person should be person best placed to co-ordinate delivery of plan.
Parent/Carers and Young person should be consulted about who that nominated person is
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Year 11 (15-16 years)
What should happen?
Who should do it? Guidance
Discussions on young people who are going through the transitions process – identify any changes since year 10
Education, Children Services, Health, Adult Services, SEND
Preparing for Adulthood Tracking Meeting held 3 monthly
EHCP will be completed to reflect the transition plan.
School SENCO
Ensure that relevant parties are informed of any reviews of the EHCP. Including:
Young person School Parent/carers Health Children Social
Care Adult Social Care
School SENCO It is good practice for review to be integrated with other statutory reviews (with permission of the family)
Offer Advocacy Support SEND Advice
Preparation by everyone involved in the Year 11 review
Set up a session for young person as part of tutorial time to discuss transition process
Gather information e.g. Health Action Plan, Core Assessment, Child in Need Plan
School
SEND Team
Help with understanding change and making choices
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Ensure that the young person and parents/carers are advised about potential opportunities for education, training or work that may be available to them in the future
School
Consider whether there are capacity issues. If a young person has capacity they should be making their own decisions and be provided with the information to do so.
Where appropriate mental capacity assessments should be completed and best interest decisions made
Social Worker CWDT For additional information refer to the BBC policies and procedures regarding MCA
If the young person lacks capacity are they deprived of their liberty i.e. under constant supervision, not free to leave? Consider a DOLS Application
Social worker CWDT For additional information refer to the BBC policies and procedures regarding MCA
Provide Opportunities for young person to visit potential future learning provisions to enable the young person to make informed decisions and choices.
School
Copy of plan to be sent to all partners
SEND
Over seeing delivery of plan
Nominated person agreed at Review
Nominated person should be person best placed to co-ordinate delivery of plan.
Parent/Carers and
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Young person should be consulted about who that nominated person is
For those with complex needs, Adult Social Care to complete an eligibility assessment and if eligible start to look at services post 18
Manager, ALDT
For those with complex health needs, Continuing Care to ensure their colleagues in Continuing Health Care are aware and start to consider health needs post 18
A CHC checklist to be completed at 16 years of age. If there is no children’s social worker involved this will be completed by the Adult social worker.
Continuing Care Team
CWDT Social Worker
SEND Team consultation of all year 11’s
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Year 12 (16-17 years)
What should happen?
Who should do it? Guidance
Discussions on young people who are going through the transitions process – identify any changes since year 11
Education, Children Services, Health, Adult Services, SEND
Preparing for Adulthood Tracking Meeting held 3 monthly
EHCP will be completed to reflect the transition plan.
School SENCO
Ensure that relevant parties are informed of any reviews of the EHCP. Including:
• Young person• School• Parent/carers• Health• Children Social
Care• Adult Social Care
School It is good practice for review to be integrated with other statutory reviews (with permission of the family)
Offer Advocacy Support SEND Advice
Preparation by everyone involved in the Year 12 review
• Set up a session for young person as part of tutorial time to discuss transition process
• Gather information e.g. Health Action Plan, Core Assessment, Child in Need Plan
School
SEND Team and School
Help with understanding change and making choices
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Ensure that the young person and parents/carers are advised about potential opportunities for education, training or work that may be available to them in the future
School
Consider whether there are capacity issues. If a young person has capacity they should be making their own decisions and be provided with the information to do so.
Where appropriate mental capacity assessments should be completed and best interest decisions made
Social Worker CWDT For additional information refer to the BBC policies and procedures regarding MCA
If the young person lacks capacity are they deprived of their liberty i.e. under constant supervision, not free to leave? Consider a DOLS Application
Social worker CWDT For additional information refer to the BBC policies and procedures regarding MCA
Provide Opportunities for young person to visit potential future learning provisions to enable the young person to make informed decisions and choices.
School
Copy of plan to be sent to all partners
SEND TEAM
Over seeing delivery of plan
SCHOOL Nominated person should be person best placed to co-ordinate delivery of plan.
Parent/Carers and
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Young person should be consulted about who that nominated person is
For those with complex needs, Adult Social Care to complete an eligibility assessment and if eligible start to look at services post 18
Manager, ALDT
For those with complex health needs, Continuing Care to ensure their colleagues in Continuing Health Care are aware and start to consider health needs post 18.
A CHC checklist to be completed at 16 years of age. If there is no children’s social worker involved this will be completed by the Adult social worker.
Continuing Care Team
CWDT Social WorkerAdults (Post 18)
If young person is leaving school EHCP to be sent to new provider
SEND Team
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Year 13/14 (17- onwards)
What should happen?
Who should do it? Guidance
Discussions on young people who are going through the transitions process – identify any changes since year 12
Education, Children Services, Health, Adult Services, SEND
Preparing for Adulthood Tracking Meeting held 3 monthly
EHCP will be completed to reflect the transition plan.
School SENCO
Ensure that relevant parties are informed of any reviews of the EHCP. Including:
• Young person• School• Parent/carers• Health• Children Social
Care• Adult Social Care
SEND Team It is good practice for review to be integrated with other statutory reviews (with permission of the family)
Offer Advocacy Support SEND Advice
Preparation by everyone involved in the Year 12 review
• Set up a session for young person as part of tutorial time to discuss transition process
• Gather information e.g. Health Action Plan, Core Assessment, Child in Need Plan
School or other post 16 provider
SEND Team/ School or Post 16 provider
Help with understanding change and making choices
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Ensure that the young person and parents/carers are advised about potential opportunities for education, training or work that may be available to them in the future
SEND Team
Consider whether there are capacity issues. If a young person has capacity they should be making their own decisions and be provided with the information to do so.
Where appropriate mental capacity assessments should be completed and best interest decisions made
Social Worker CWDT (under 18)
Social worker ALDT (post 18)
For additional information refer to the BBC policies and procedures regarding MCA
If the young person lacks capacity are they deprived of their liberty i.e. under constant supervision, not free to leave? Consider a DOLS Application
Social worker CWDT
Social worker Adults (post 18)
For additional information refer to the BBC policies and procedures regarding MCA
Provide Opportunities for young person to visit potential future education/ day care provisions to enable the young person to make informed decisions and choices.
School or other post 16 provider
Copy of plan to be sent to all partners
School or other post 16 provider
Over seeing delivery of plan
Nominated person agreed at Review
Nominated person should be person best placed to co-ordinate delivery of plan.
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Parent/Carers and Young person should be consulted about who that nominated person is
Adult Social Care to complete an eligibility assessment and if eligible start to look at services post 18
Managers Adult Social Care
Reach timely agreement on most appropriate Adult Services team to work with the young person in adulthood.
Ensure that a ‘Support Plan’ has been set up and agreed by the Adult Services Team so that support is ready to start once the young person reaches 18
Social worker Adults Adult services assume full financial and care management responsibility once the young person reaches 18 years
Ensure that relevant Adult Care Managers, OT’s, Sensory Service Officers and any other Adult Services staff work alongside the Adult Social worker from age 17 years although can be earlier if needs are complex.
Social worker Adults
Continuing Care to ensure their colleagues in Continuing Health Care are aware and start to consider health needs post 18
Continuing Care Team
If young person is leaving school but continuing in education EHCP to be sent to new provider
SEND Team
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Key Legislation for Multi-Agency Working and Protocol
The following provide the legal framework within which planning takes place:
• Children and Families Act 2014
• Care Act 2014
• Mental Capacity Act 2005
• The Children Act 1989
• The Carers (Recognition and Services) Act 1995
• The Children (Leaving Care) Act 2000
• The Carers and Disabled Children Act 2000
• The Learning and Skills Act 2000
• Leaving Care Act 2000
• Mental Health Act 1983
• Human Rights Act 1998
• Health and Social Care Act 2001 Carers and Disabled Children
• The Children Act 2004
• The Disability Discrimination Act 2005
• Equalities Act 2010
The following summarises the main Acts and the main points from the Acts of
Parliament relevant to transition for young people. It is not a full summary of
the law.
Children and Families Act 2014 The Act introduces The Local Offer, which according to the act should lead
to:
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• Children, young people and their families being provided with
information and advice as to what they can expect from all services
involved in their care and support including what will happen as part of
the preparation for adulthood Personal Budgets, which according to the
act means that:
• Young people and their families with an Education, Health and Care
Plan have the right to request a personal budget from the local
authority Education, Health and Care Plans according to the act
should.
• Be person centred and outcome focused.
• Have clear evidence of the preparation for adulthood beginning in year
9 The act states that the local authority must secure an EHC needs
assessment for the child or young person if, after having regard to any
views expressed and evidence submitted under subsection (7), the
authority is of the opinion that.
• The child or young person has or may have special educational needs,
and
It may be necessary for special educational provision to be made for
the child or young person in accordance with an EHC plan
• Where, in the light of an EHC needs assessment, it is necessary for
special educational provision to be made for a child or young person in
accordance with an EHC plan:
• The local authority must secure that an EHC plan is prepared for the
child or young person, and
• Once an EHC plan has been prepared, it must maintain the plan.
Care Act 2014 The Act states:
• The provisions in the Care Act relating to transition to adult care and
support are not only for those who are already receiving children’s
services, but for anyone who is likely to have needs for adult care and
support after turning 18.
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• A young person or carer, or someone acting on their behalf, has the
right to request a transition assessment. The local authority must
consider such requests and take into consideration whether this
assessment would be of significant benefit to the young person at that
time.
• Transition assessments should take place at the right time for the
young person or carer and at a point when the local authority can be
reasonably confident about what the young person’s or carer’s needs
for care or support will look like after the young person in question
turns 18.
• A transition assessment must be conducted for all those who have
likely needs (see above) however, the timing of this assessment will
depend on when it is of significant benefit to the young person or carer.
• There is no set age when young people reach this point; every young
person and their family are different, and as such, transition
assessments should take place when it is most appropriate for them.
• The assessment needs to be outcome and person – centred focused.
The Children Act 1989 Stated that disabled children including those with a mental disorder are
‘children in need’; and says that disabled children are children first.
The Children Act 2004Makes various amendments to the Children Act 1989 and sets the legislative
foundation for the actions agreed as a result of Every Child Matters (ECM).
The act includes:
• a condition that each children’s service in England should arrange to
promote cooperation between the authority, its partners and other
appropriate organisations to improving the wellbeing of children in the
authority’s area relating to areas, which include education and training.
This condition says that any arrangements made may apply to the 19
to 25 age group who have learning difficulties
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The Children Act 1989• Social Services departments may arrange multi-disciplinary
assessments and
• must establish Children’s Service Plans which may include the
provision of further
• Education for children in need.
• Social Services departments should ensure that a social worker
attends the Year 9
• Annual review meeting and contributes to the formation of the
Transition Plan
• Where a young person is subject to a care order, accommodated by
the local authority or is a “child in need”.
Disabled Persons (Services, Consultation and Representation) Act 1986Under section 5 of this Act, LEAs must seek information from social services
departments
as to whether a young person with a statement under Part IV of the Education Act
1996 is
disabled and may require services from the local authority when leaving school.
Note: other legislation and guidance has superseded this legislation.
The Learning and Skills Act 2000
• Places a duty on the Secretary of State, through Section 140 of the Act, to
make
• arrangements for the assessment of disabled young people when they are
• undertaking or likely to undertake post-16 education, training or higher
education.
• Requires the LSC to have regard to the needs of persons with LDD and to
any report of an assessment carried out under Section 140.
• Sets out the reasons for seeking a specialist residential placement.
• The sections 139A to 139C of the Learning and Skills Act 2000 (“the 2000
Act”), which were inserted into that Act by section 80 of the Education and
Skills Act 2008, place statutory responsibility on local authorities in relation to
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assessments relating to learning difficulties. This replaces Section 140 of the
2000 Act, which no longer applies to England.
The Mental Health Act 1983 Lays a joint duty under Section 117 of the Act upon primary care trusts and
local authorities to provide aftercare services for people with mental health
problems who have been detained in hospital for treatment under Section 3,
37, 45A, 47 or 48 who then cease to be detained. An important aspect of this
duty is that people whose circumstances fall within Section 117 are not liable
to contribute towards the social care element of their aftercare services.
NHS Act 2006
• Section 82, which states that the Local Authority and the NHS must
cooperate to with one another in order to secure and advance the
health and welfare of people of England and Wales
• As health service commissioners, CCGs have a duty under Section
3 of the NHS Act 2006 to arrange health care provision for the
people for whom they are responsible to meet their reasonable
health needs. (NHS England may also have commissioning
responsibility for some children and young people – for example in
some secure children’s homes – and therefore a similar duty to
meet their reasonable needs.) This is the fundamental basis of
commissioning in the NHS. Where there is provision which has
been agreed in the health element of an EHC plan, health
commissioners must put arrangements in place to secure that
provision.
SEND code of practice: 0 to 25 years
• The Code of Practice (2014) covers the 0-25 age range and includes
guidance relating to disabled children and young people as well as those
with SEN.
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• There is a clearer focus on the participation of children and young people
and parents in decision-making at individual and strategic levels.
• There is a stronger focus on high aspirations and on improving outcomes
for children and young people.
• It includes guidance on the joint planning and commissioning of services
to ensure close co-operation between education, health and social care.
• It includes guidance on publishing a Local Offer of support for children
and young people with SEN or disabilities.
• There is new guidance for education and training settings on taking a
graduated approach to identifying and supporting pupils and students with
SEN (to replace School Action and School Action Plus).
• For children and young people with more complex needs a co-ordinated
assessment process and the new 0-25 Education, Health and Care plan
(EHC plan) replace statements and Learning Difficulty Assessments
(LDAs).
• There is a greater focus on support that enables those with SEN to
succeed in their education and make a successful transition to adulthood.
• Information is provided on relevant duties under the Equality Act 2010.
• Information is provided on relevant provisions of the Mental Capacity Act
2005.
• There is new guidance on supporting children and young people with SEN
who are in youth custody.
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What helps young people prepare for choice, control and decision-making?
The VIPER (Voice, Inclusion, Participation, Empowerment, Research) project
looked
at disabled children and young people’s participation in decision making,
specifically
around service development and delivery, however many of the findings are
transferable to other individual decisions too.
A few of their key recommendations were:
• Assume young people can be involved in decision making –Misconceptions and low aspirations about disabled young people’s ability
to be
involved in decision making leads to parents and professionals making
decisions
without trying to involve young people.
• Have a positive attitude to working with disabled young people – the
research suggests that due to a perception that disabled young people
are too
hard to work with many of them are excluded from decision making. This
was
particularly the case for young people in care, those from minority ethnic
groups
and those with more significant access needs.
• Good accessibility – Many young people are unable to participate in
decision
making because their basic access requirements are not being met. This
could
be communication needs, room size, not enough advance notice of
meetings, not enough or inaccessible information.
• You can download the full report from the VIPER project:
https://councilfordisabledchildren.org.uk/our-work/participation/policy/
research-young-peoples-participation-local-decisions-viper
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It is vital that children and young people are supported, by their families and
the
professionals working with them, to be as involved as possible in decisions
from a
young age. This could be simple decisions like what to eat for breakfast or
what colour clothes to wear but these small choices help young people to
build the skills that they need to process information, consider options and
make more complicated decisions as they get older.
For disabled young people to be fully involved in decision-making and to have
choice and control over their lives those who support them, including
professionals, their families and friends, should:
• Use person-centred approaches that focus on strengths and abilities.
• Listen to young people about who they want involved.
• Listen and understand how they want and need to communicate.
• Include people that know the young person well.
• Make sure the environment allows young people to be involved - be
flexible and
give them choice over the venues and timings for meetings.
• Provide information in a range of accessible formats.
• Give young people time to process information and think about their
options.
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ResourcesStatutory Guidance
SEND Code of practice: 0 to 25 yearshttps://www.gov.uk/government/publications/send-code-of-practice-0-to-25
https://www.gov.uk/government/publications/mental-capacity-act-code-of-practice
Practical resources
Paradigm - Supported Decision Making: A Guide for Supporters.This guide offers people best practice techniques and tools that may beuseful when supporting others with supported decision making:http://helensandersonassociates.co.uk/
Viper report - Hear us out:https://councilfordisabledchildren.org.uk/our-work/participation/policy/research-young-peoples-participation-local-decisions-viper
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In Control - Supported Decision Making
This toolkit is about practical approaches in decision making.Think Local Act Personal
BILD - Brief guide to the Mental Capacity Act 2005: Implications for peoplewith learning disabilities:http://www.bild.org.uk/our-services/books/practical-support-for-better-lives/brief-guide-to-the-mental-capacity-act/
SCIE - Care Act 2014: Commissioning Independent Advocacyhttp://www.scie.org.uk/
Resources for Families
Using the Mental Capacity ActHFT Family Carer Support Service has produced Mental Capacity Actresource for family carers comprising films and written information ondifferent aspects of mental capacity, including one about transitions:http://www.hft.org.uk/
Special Educational Needs and Disabilities: A guide for parents and carers:https://www.gov.uk/government/publications/send-guide-for-parents-and-carers
Mental Capacity Act 5 Key principles video:http://youtu.be/wci99OawH8U
Useful websitesPreparing for Adulthood:http://preparingforadulthood.org.uk/
Transition Information Network:https://councilfordisabledchildren.org.uk/help-resources/resources/building-independence-through-planning-transition-guide
The Information, Advice and Support Services Network (IASS Network):http://cyp.iassnetwork.org.uk/
Making Ourselves Heard:https://councilfordisabledchildren.org.uk/making-ourselves-heard
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Council for Disabled Children:http://councilfordisabledchildren.org.uk/
National Development Team for Inclusion (NDTi):http://www.ndti.org.uk/
British Institute of Learning Disabilities (BILD):http://www.bild.org.uk/
Paradigm:http://www.paradigm-uk.org/
Personalising Education:http://www.personalisingeducation.org/
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