Transcript Citizenship in Further Education

Citizenship in Further Education in
Kirklees
Jane Shepherd – Maddocks Associates
Gary Wainwright - Partnership Commissioning Manager
Learning Disabilities, Wellbeing (Adults) & Communities,
Personalisation & Commissioning
Citizenship in Further Education in
Kirklees
Since people with learning difficulties have difficulty
learning, Further Education is potentially a very
important opportunity for people to grow and develop.
Only 14% of people with profound intellectual and
multiple disabilities were in FE in 2003/4. Since then
there has been a marked reduction in FE provision for
people with learning difficulties.
Jim Mansell (2010)
What are the issues
FE College funding is dependent upon students showing
“progression” and this has led to a decline in students with the
most profound needs
Because local authorities lack local provision this results in
parents either requesting residential placements which can cost
£200,000 per annum
Or – they stay at home until parents become unable to care
which usually then results in a residential placement
Or – they are offered a place in a Day Centre where they often
lose vital communication and independence skills
An equalities issue
This work began in Talbot School in Sheffield where “Personalised
Transition” had been developed – there had been no requests for
out-of-city placements
But we realised that young people with PMLD were
automatically offered a place at a Day Centre rather than in FE
• All disabled young people being supported to stay in their local
communities
• All disabled young people fulfilling their potential
• All disabled young people being included in mainstream clubs
and leisure activities of their choice
What are we educating our children
for?
A young person’s perspective
A parent’s perspective
J. Takes a long time to learn things and to develop. I
recently met someone with the same condition as J. who
has started walking independently for the first time in her
life. She is 43 years old. J. Goes to a day centre because
there is nowhere else for him to go but I am not happy
with the way they treat him there. I fact I don’t let
him go alone. He always has one of his Personal
Assistants with him. I have talked with the day centre
about designing a programme for him but they don’t
understand. I feel like he has been written off.
Parent 2011
A parent’s anxieties
The problem is that there is nothing for her when she
leaves school. She won’t be able to go to college. I have
been told that the only thing available to her is an
individual budget. That might be OK, but the main problem
I forsee is that there is so little for her and her support
worker to do.
Parent, 2011
A teacher’s perspective
I am concerned that people with complex learning disabilities
Have no opportunity to continue their education Post 19. In
general, provision in local colleges is designed to meet the
needs of pupils working at or above Entry Level 1. Pupils
working below this level are directed to adult services as if they
have no right to continue their education or are incapable of
doing so. It is true that progress for young people with complex
needs may be rather slow and may be about generalising a skill
rather than hierarchical progression. However if we accept the
premise that we can educate them, there is no reason to draw a
line in the sand at 19.
Head of Post 16, Special School
Legislation, policy & direction
The Equality Act (2010)
The Autism Act (2009)
SEND Green Paper, Support & Aspiration: a new approach to
SEN and disability
NHS – adult continuing health care for adults by 2014
Putting People First (Department of Health, 2007)
Think Local, Act Personal (Social Care Institute for Excellence,
2011)
Valuing People
Personalisation – IBs in health & social care
Raising Participation Age
Winterbourne View
Disability hate crime
What policies are advocating
Education, Health & Social Care
Personalisation
Choice & control
Autonomy
Self direction
Participation
Co-production
Independence
Real Wealth
Putting the young person in the driving seat
Making a decision
Making a choice
Expressing preference
Legislative pathway
Section 139A – follows on from a statement
of educational needs
The funding pot we apply to – Additional
Learning Support – is for students with
complex impairments (up to the age of 25)
who cannot easily be catered for locally
Common Sense Cost Effectiveness
Traditional response
Day centre, leading to residential care
Out of city placement
Personalised response
Learning opportunities in community and/or college
Independent living in local community
Regional Initiatives
Personalised Transition
Curriculum for citizenship
Family Leadership
Integrated Funding
Expert co-ordinated support
Kirklees Pilot
What have we attempted to do?
Develop new pathways into FE for students with the most complex
impairments
Who stands to gain?
Young people & their families: Independence and a meaningful lifestyle for
young people with high support needs
People of Kirklees: Savings – significant cash efficiencies can be made by
providing local high quality provision
Anticipated Outcomes
Young people leading lives full of things that interest them
Young people moving towards independent living
Families feeling their son or daughter is happy, stretched and fulfilled
Family Leadership developed and put into practice through parents full involvment
with the pilot
Kirklees have a tried and tested pathway enabling individualised learning programmes
Post 19
Key stakeholders brought together
Integrated budgets
Challenges and opportunities identified enabling programme to develop and progress
Changing the way providers offer support
Moving from services to support
Professionals understanding the process and so able to better support families
Lessons learned
We have found a local provider able to deliver personalised education
programmes
Waves – the local provider have become an accredited Learning Centre by the
OCR (Oxford Cambridge and RSA Examinations) and are now able to offer
qualifications to all their members
Waves offer all their members Ipads and use these to make video the activities, to
be able to show progression
Funding is currently through the Education Funding Agency (EFA) and has not
been available in Kirklees this year – In future years funding will be delegated to
Local Authorities
This year Sheffield has been able to implement their programme through EFA
funding and is now delivering education to 6 young people – delivered through
Talbot School
The young people
Priority - independent
living and learning how
to direct support &
community based local
activities
Weekly activities
Mon: independent living
skills in NO. 6
Tues: work experience
in a laundrette,
swimming
Wed: equine assisted
therapy; music therapy
Thurs: out in community
Fri: sensory story telling
Requires a learning environment where
emphasis is placed on independence,
social and life skills
Provide support to ensure the opportunity
to continue to use and develop his total
communication strategy based on:
•
Intensive Interaction
•
Sensory Interaction
•
Symbols based on choice making
•
the practical application of his
communication aid
•
the use of Makaton signs
www.centreforwelfarereform.org.uk
www.ibkinitiatives.com
[email protected]
[email protected]