Transcript Transition from Education

Transition from Education
Sheelagh Smith
&
Maurice Price
Transition from Education
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Getting a Life Project
Work Experience ~ Rules, Experience, barriers
Person Centred Reviews
Facilitation
Reviews ~ legislative framework
Action for Inclusion ~overlap with GAL
Contact details
Getting a Life in Kent
Sheelagh Smith
Kent Transition Champion
What I’m Going to be Talking
About
 Background to the Project
 Aims – what we want to achieve
 Plan – how we’re going to do it
 Progress – how it’s going so far
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
Aims – what we want to achieve
(1)
1. Make sure people with learning
disabilities and their families
are fully included with the
Project
2. More people have proper paid
jobs
3. Some people will have
Individual Budgets
Aims – what we want to achieve
(2)
4. Expectations will be that young
people will work
5. The “system” will work better
for people with learning
disabilities and their families
Plan – how we’re 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
Plan – how we’re going to do it
(2)
 We’ll ask STAG to help if we can’t
solve issues locally
 We’ll make sure the National Project
Leaders know about the issues
 We’ll check regularly that things are
getting better for the young people
and their families
Progress – how’s it going so far
 Project Team set up
 30 young people identified
 Training being set up
 Reviews started in January 08
Back
Work Experience Placements
Rules, Experience,
Barriers
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!
Rules continued
• Post-16 sections of
the Act place
responsibilities on
education institutions
not to discriminate in
respect of physical or
mental impairment.
Rules continued
• What is discrimination?
• When a responsible body treats a disabled
person less favourably, for a reason relating to
the person’s 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.
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.
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
Yr 9 and Yr10 Transition ReviewsBackground and Introduction
 Introduction
 Aims of the Presentation
 Context
 Yr9 Person Centred Reviews
 Yr 10 ‘Citizen’ Reviews
Aims of the Presentation
• Background to use of ‘What’s working/ not
working’ model of Person Centred Transition
Reviews in Kent
• Yr9 Person Centred Transition Reviews
• Yr 10 ‘Citizen’ Transition Reviews
• Discussion
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)
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
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?
The PCP yr9 review pilot
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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.
Yr 9 PCP Reviews at
Valence School
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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
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.
Megan.
Age – 14yrs
Hobbies –
Art, Pottery Place, Shopping, Having friends round.
School I run a chess and games club.
Help Sam with Disco.
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.
Old Reviews at Valence.
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Isolated
Boring
Empty
Formal
Although it was about me I didn’t feel
part of it
• Felt like people were making choices for
me
Back
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
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
– What’s working/not working from different peoples
perspectives
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.
Person centred Reviews
Megan’s view
• It was warm and welcoming
• I felt in control
• I could say what I wanted it to be like
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I did my own invites
Music
I invited a friend
lime cordial , chocolate muffins
Person centred Reviews
Shannon’s 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
Person centred Reviews
Matt’s view
• I liked the review
• I was listened to.
• Next time I’d invite a friend.
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.
Yr10 ‘Citizen Reviews'
• The Purpose of the review
–What is possible
–Set priorities
–How to make it happen
Yr 10 ‘Citizen’ Reviews
• Setting the Scene
– Self Determination
– Direction
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Money
Home
Support
Community Life
Yr 10 ‘Citizen’ Reviews
• Review Headings
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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
Yr 10 ‘Citizen’ Reviews
• Reviewing the information & Action Planning
• Closing the meeting
Back
Reviews of
Statements of
Education Need
What the Law and Regulation
say
Stage One
Getting Ready
• School Years 8 & 9
• Approx ages 13-14
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)
Stage Two
Making the Transition
Plan
• School Year 9
• Approx ages 13 14
• 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)
Stage Three
Planning Ahead
• School Years 10 to
14
• Approx ages 15 19
• The Head Teacher
has the
responsibility to
arrange a review of
SEN at least
annually (SEN
code of practice
2001)
Stage Four
Leaving School
• Year 11 to age
16
• Or
• Years 12 to 14
[ages 16 to 19]
• 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:
Stage Four continued
Leaving School
• Year 11 to age
16
• Or
• Years 12 to 14
[ages 16 to 19]
• 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:
Stage Four continued
Leaving School
• Year 11 to age 16
• Or
• Years 12 to 14
[ages 16 to 19]
• Connexions to arrange for
a Section 139a
Assessment (Moving on
Plan) to be conducted
during Child’s 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.
Stage Five
Moving On
• Beyond School age
16+
• National Health
Service and
Community Care
Act 1990 ~ age
18+
• Disability
Discrimination Act
1995 ~ all ages
Back
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
Action for Inclusion
a 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.
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
Action for Inclusion
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Regional Approach
Priorities set within National Priorities
Reflecting “a real life”
Overlap and “follow on” from “Getting a Life”
Our Contact details:Please feel free to contact us:
[email protected]
Mob: 077404 33728
[email protected]
07894483670