Transition from Education

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Transition from Education

• Sheelagh Smith
• Maurice Price

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Transition from Education

• Getting a Life Project
• Work Experience Rules, Experience, barriers
• Person Centred Reviews
• Facilitation
• Reviews legislative framework
• Action for Inclusion overlap with GAL
• Contact details

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Getting a Life in Kent

• Sheelagh Smith
• Kent Transition Champion

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What Im Going to be Talking About

• Background to the Project
• Aims what we want to achieve
• Plan how were going to do it
• Progress how its going so far

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Background to the Project

• Kent County Council Members Review
• Kent Transition Protocols
• St Nicholas School Project
• Year 9 Person Centred Reviews pilot at Valence
  School
• Sustainable Employment Project in Kent

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Aims what we want to achieve (1)

• Make sure people with learning disabilities and
  their families are fully included with the
  Project
• More people have proper paid jobs
• Some people will have Individual Budgets

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Aims what we want to achieve (2)

• Expectations will be that young people will work
• The system will work better for people with
  learning disabilities and their families

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Plan how were going to do it (1)

• 30 young people in Transition will have Person
  Centred Reviews and Plans
• Plans will be reviewed regularly
• Issues will be raised at the Project meetings

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Plan how were going to do it (2)

• Well ask STAG to help if we cant solve issues
  locally
• Well make sure the National Project Leaders know
  about the issues
• Well check regularly that things are getting
  better for the young people and their families

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Progress hows it going so far

• Project Team set up
• 30 young people identified
• Training being set up
• Reviews started in January 08

Back
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Work Experience Placements

• Rules, Experience, Barriers

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Work Experience Rules

• Work Experience is to offer students an
  opportunity for vocational learning and personal
  development.
• DDA 2001 says institutions must act to give
  disabled students the same opportunities!

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Rules continued

• Post-16 sections of the Act place
  responsibilities on education institutions not to
  discriminate in respect of physical or mental
  impairment.

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Rules continued

• What is discrimination?
• When a responsible body treats a disabled person
  less favourably, for a reason relating to the
  persons disability, than it treats (or would
  treat) a person to whom that reason does not or
  would not apply, if the treatment cannot be
  justified.

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Our Experience

• We would love to have your student but FOR
  HEALTH AND SAFETY REASONS (OUR INSURANCE) we
  cannot have a power wheelchair in the building.

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Barriers

• You name it.. However that was only the same
  experience for many mainstream students when work
  experience started.and again when CRB checks for
  work experience became the norm.

BACK
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? Introduction? Aims of the Presentation?
Context? Yr9 Person Centred Reviews? Yr 10
Citizen Reviews
Yr 9 and Yr10 Transition Reviews-Background and
Introduction
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Aims of the Presentation

• Background to use of Whats working/ not
  working model of Person Centred Transition
  Reviews in Kent
• Yr9 Person Centred Transition Reviews
• Yr 10 Citizen Transition Reviews
• Discussion

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What is Transition?

• A natural process we all experience as part of
  becoming an adult
• A process we all needed support with
• Disabled young people and their families may need
  much more support
• Children with SEN statements have a statutory
  process starting at age 14 (Yr9)

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Valuing People and Transition

• Valuing People White Paper March 2001
• Key Principles of Rights, Independence, Choice
  and Inclusion
• Transition Objective As young people with
  learning difficulties move into adulthood to
  ensure continuity of care and support for the
  young person and their family and to provide
  equality of opportunity in order to enable as
  many disabled young people as possible to
  participate in education, training or employment
• PCP for young people
• Concept of An Ordinary Life
• LD Partnership Boards required to identify
  Transition Champion

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Person Centred Reviews and Plans

• There are many valid models and processes for
  person centred planning.
• EG In Kent we have ESP and TAC and FGC
• One essential feature is that the person with the
  disability is at the centre and the shift in
  power that represents can achieve
• How does it work?

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The PCP yr9 review pilot

• National Program all Local Authorities asked to
  try out led by Transition Champion and PCP
  Coordinator
• All young people with Statements have a special
  review meeting at school when they are 14 to
  start talking about their future plans.
• Transition Reviews at most schools were not
  Person Centred but experience of using PCP with
  adults suggested that it could make review
  meetings much better for young people
• It could also make a real difference to young
  people and their families experience of
  Transition by giving them effective power in the
  process
• Valence School, Westerham volunteered first in
  Kent. Others have since joined the project.

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Yr 9 PCP Reviews at Valence School

• Awareness Day
• Training for 2 facilitators to work together
• Preparation beforehand with students and school
• Home visits to explain the new style Reviews to
  parents
• Talking beforehand to professionals we knew would
  be there

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Matthew
Age 15 Hobbies boccia, football, shopping I go
to valence school Westerham kent Started in year
7 and I am now in year 10 I use a communication
book and a dynamyte. It is slow to talk so people
have to be patient and listen.




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Megan.
mum
dad

• Age 14yrs
• Hobbies
• Art, Pottery Place, Shopping, Having friends
  round.
• School I run a chess and games club.
• Help Sam with Disco.

friend sam
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Shannon

• Age 14
• Hobbies boccia and power chair football,
  treadmill.
• I ran a music club at school on a Tuesday
• My best friend is Chelsea who came to the review.
• I board during the week which helps my family a
  lot.

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Old Reviews at Valence.

• Isolated
• Boring
• Empty
• Formal
• Although it was about me I didnt feel part of it
• Felt like people were making choices for me

Back
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On the Day.

• Setting the Scene Students organised the room
  and decided on refreshments and music for their
  own Reviews..
• Starting the Meeting Facilitators led the
  meeting with the young person at the centre
• Explaining the Review Process
• Agreeing Ground Rules

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On the Day cont..

• Sharing and Recording Information
• What is important to (the person) now
• What is important to the person in the future
• What support the person needs to stay healthy and
  safe
• Questions to answer/ issues we are struggling
  with
• Whats working/not working from different peoples
  perspectives

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On the Day cont..

• Reviewing the Information
• Action Planning We made a plan together with
  Actions for people to do.
• Closing the meeting
• Transition Report Everything people said was
  recorded onto flipcharts. These were written up
  for the Transition Report.

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Person centred ReviewsMegans view

• It was warm and welcoming
• I felt in control
• I could say what I wanted it to be like
• I did my own invites
• Music
• I invited a friend
• lime cordial , chocolate muffins

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Person centred ReviewsShannons view

• Much more listened to
• Able to get my point across easily
• Planning for it was much more led by me
• Calm, relaxed, able to talk
• My family were very pleased with the layout
• Much more about my views
• I am now working into my future and working
  towards independent travel

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Person centred Reviews Matts view

• I liked the review
• I was listened to.
• Next time Id invite a friend.

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Afterwards..

• The school wrote a report about all the Reviews
  and how well they had gone and things they might
  do differently.
• Parents gave very positive responses to a
  questionnaire about the Reviews.
• One student spoke at the West Kent PCP Network.
• Students, parents and staff gave a presentation
  to the Kent CWD team Awayday
• All pupils at Valence School now have PCP Reviews
  with workshops for parents beforehand.

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Yr10 Citizen Reviews'

• The Purpose of the review
• What is possible
• Set priorities
• How to make it happen

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Yr 10 Citizen Reviews

• Setting the Scene
• Self Determination
• Direction
• Money
• Home
• Support
• Community Life

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Yr 10 Citizen Reviews

• Review Headings
• Who is here
• Like and admire
• Purpose of the meeting
• Ground Rules
• Good things that have happened since last review
• Questions to ask
• Key Areas

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Yr 10 Citizen Reviews

• Reviewing the information Action Planning
• Closing the meeting

Back
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Reviews of Statements of Education Need

• What the Law and Regulation say

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Stage One

• The Law and Guidance
• The LEA must send to the Connexions Service a
  list of all pupils with SSEN in Year 9 (SEN code
  of practice)
• LEA must ask Social Services if child is disabled
  (Disabled Persons (Services, Consultation and
  Representation Act 1986)

• Getting Ready
• School Years 8 9
• Approx ages 13-14

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Stage Two

• Head Teacher responsible for convening a
  Transition Meeting to review SEN.
• Head Teacher must invite Connexions Personal
  Advisor (who must attend) SEN code of practice
  2001
• Planning must be participative, holistic,
  supportive, evolving and inclusive. (SEN code of
  practice 2001)

• Making the Transition Plan
• School Year 9
• Approx ages 13 -14

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Stage Three

• The Head Teacher has the responsibility to
  arrange a review of SEN at least annually (SEN
  code of practice 2001)

• Planning Ahead
• School Years 10 to 14
• Approx ages 15 - 19

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Stage Four

• All young people entitled to leave age 16
  Disabled Young People with SEN may be able to
  stay to age 19.
• LEA must inform all social care services of all
  young people with SEN. (Disabled Persons Services
  Consultation and Representation Act 1986)
• Cont

• Leaving School
• Year 11 to age 16
• Or
• Years 12 to 14 ages 16 to 19

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Stage Four continued

• Social Care Services are responsible for ensuring
  that any assessments of need are carried out
  (Children Act 1989, NHS and Community Care Act
  2000, Direct Payment Act 2000)
• Cont

• Leaving School
• Year 11 to age 16
• Or
• Years 12 to 14 ages 16 to 19

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Stage Four continued

• Connexions to arrange for a Section 139a
  Assessment (Moving on Plan) to be conducted
  during Childs last year at school (Learning and
  Skills Act 2000)
• Any young person with a learning disability
  should be offered a Health Action Plan before
  leaving school.

• Leaving School
• Year 11 to age 16
• Or
• Years 12 to 14 ages 16 to 19

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Stage Five

• National Health Service and Community Care Act
  1990 age 18
• Disability Discrimination Act 1995 all ages

• Moving On
• Beyond School age 16

Back
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Conclusion

• The Transition Pathway and the Year 9 and Year 10
  Reviews provide a framework for delivering a
  person centred approach to transition. Helps
  young people create the future they want with
  fewer going into traditional day services.

Back
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Action for Inclusiona national strategy

• That individuals needs should be met through
  equitable and easily
• understood systems of planning, funding and
  placement, enabling
• all learners to achieve their goals and progress
  to the maximum
• possible level of independence and activity in
  their communities,
• and in employment.

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National Strategy

• Aimed at Post 16 learning
• Target groups Learning Disability and Physical
  Disability
• 2006-2007 to 2009-2010
• To extend the choice of high quality learning
  opportunities for people with
• learning difficulties and/or disabilities,
  through embedding inclusive learning
• and building local provider capacity

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Action for Inclusion

• Regional Approach
• Priorities set within National Priorities
• Reflecting a real life
• Overlap and follow on from Getting a Life

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Our Contact details-

• Please feel free to contact us
• sheelagh.smith_at_hotmail.co.uk
• Mob [phone]
• mprice_at_valence.kent.sch.uk
• 07894483670