Transition Map Interim report圖轉(zhuǎn)換的臨時(shí)報(bào)告

1、. Transition Planning and Development ToolThis tool is designed to build on the questions set out in the ntst Self Assessment Questionnaire and can be used by local areas to further audit their transition practice, for the purpose of developing effective transition support for disabled young people

2、locally.This tool is continuously being developed. If you have any comments or suggestions please send them to .ukContentsIntroduction1. The Transition Process1.1 Developing a strategic transition protocol1.2 Developing a local transition pathway1.3 Childrens trust models and multi-a

3、gency working in the transition process.1.4 Education schools in strategic planning1.5 Social care services strategy and structure1.6 Health Services1.7Information, advice and guidance arrangements2. Opportunities for Young People2.1 Transition Reviews and Person Centred Approaches2.2 Post-16 Option

4、s: education and employment2.3 Valued Adult Life Options3. Participation and further support3.1 Participation of disabled young people in the transition process3.2 Participation of families in the transition process3.3 Supporting disabled young people and their families3.3.1 key workers and lead pro

5、fessionals3.3.2 direct payments and individual budgets3.4 Information for disabled young people and their families about the transition process.3.5 Leisure Services3.6 Youth services and Positive activities3.7 Housing3.8 TransportAction PlanAppendix 1Essential links to other legislation, guidance an

6、d initiativesIntroductionThis planning and development tool has been developed from the transition mapping work undertaken by the Council for Disabled Children in 2008. It draws on the information outlined in the DCSF and DH publications A Transition Guide for all Services 2007 and Transition; Movin

7、g on Well 2008. It is intended to provide a further and more detailed set of questions to build on the Self Assessment Questionnaire that local areas will complete this year as part of the DCSF Transition Support Programme. This tool brings together essential elements of effective practice which mak

8、e transition work. It is based on evidence from local areas and identifies key principles that local authorities need to work towards to ensure effective practice in transition. Using this tool will help to identify where effective practice is already being demonstrated, and also to identify priorit

9、y areas to focus future development on. It splits the transition process into three key sections. These are: -· The transition process· Opportunities for Young People· Participation and further supportWithin each section key principles have been identified that inform the development

10、of transition processes in all areas of an authority. Each identified key principle is supported with an explanation as to why it is important to implement. To complete the Planning and development tool the lead person, alongside the Transition Steering Group, should look at the current practice in

11、the authority against each key principle. Where a key principle is already being applied it may not be necessary to take further action, however if action is required the priority should be identified as the Key Action. An action plan is attached at the back of the document, for these Key Actions to

12、 be allocated to a responsible person, and for target dates to be identified. To review current practice local areas should look at their successes and challenges, and think about what it currently working, and what is not.It is important to ensure that the action plan is regularly updated, and the

13、Planning and development tool could be repeated if required. The Planning and development tool can be used in addition to the Self Assessment Questionnaire and with reference to the DCSF and DH publications A Transition Guide for all Services 2007 and Transition; Moving on Well 2008. To download the

14、 guides or find more information and resources please go to: .uk1. The transition process 1.1 Developing a strategic transition protocol A strategic transition protocol is needed to ensure that services are brought together, with a clear and transparent commitment t

15、o the transition process. For the purpose of this report we have called this a protocol, however in a number of local areas other terms are used to describe a document with the same purpose. Transition processes and the development of a strategic protocol, should be included in the Children and Youn

16、g Peoples Plan, or the equivalent document, of each local authority to ensure that it is a priority in the area.A protocol should be developed with all partners involved in transition, including disabled young people and their families to ensure that it is relevant and realistic, and that partners w

17、ill take ownership and responsibility for the part that they play. There is sometimes confusion about who should take the lead in developing the protocol, however this should be decided at an early stage, to ensure that one, multi-agency protocol is agreed, and not several single agency ones. It is

18、essential that a protocol has senior level agreement, and that senior managers ensure that staff understand the importance and relevance of the protocol. A protocol should be reviewed regularly, with input from young people and their families, and from professionals to ensure that it is addressing t

19、he needs of local disabled young people. KEY PRINCIPLE 1Young people and their families are involved in the development and review of the transition protocol.Involving young people and their families from the start of the development of a protocol ensures that they can share experiences of what work

20、s and what doesnt. A protocol developed around these experiences, is therefore more likely to meet their needs and deliver outcomes.Review of Current PracticeKey ActionKEY PRINCIPLE 2A range of professionals and organisations are involved in the development and review of the transition protocol.Repr

21、esentatives from all services that are expected to participate in the transition protocol should be given the opportunity to contribute to its development, to ensure that they take ownership, they agree content and that the activity outlined in the protocol is realistic.Review of Current PracticeKey

22、 ActionKEY PRINCIPLE 3Senior managers and council officials sign up to the protocol, and ensure that the resources identified are provided.The sign up of the Lead Members of the council for both Childrens Services and Adults Social services to the protocol shows a commitment and accountability at th

23、e highest point in local governance arrangements and greatly assists in keeping transition on agendas and a local priority. Senior manager sign up to the protocol, particularly from all statutory agencies ensures that it is given credibility and shows a commitment to providing the resources identifi

24、ed. Senior managers need to ensure that staff use the protocol and any additional pathway, and are given the opportunity to feedback on what is working and what is not.Review of Current PracticeKey ActionKEY PRINCIPLE 4The protocol is multi-agency, covering the roles and responsibilities of all invo

25、lved. The protocol addresses transition for all young people with a Special Educational Need, and clarifies eligibility criteria for specialist services.A protocol must be multi-agency to ensure that all services are working together to meet need. This enables all services to be aware of their roles

26、 and responsibilities, the roles and responsibilities of others, and therefore what support they can expect. Ensuring that the protocol addresses the needs of all young people with a special educational need means that there is a clear path for those not likely to meet social care service criteria.

27、There is evidence to suggest Dr Nancy Loucks (2007) No one knows: offenders with learning difficulties and learning disabilities - review of prevalence and associated needs, Prison Reform Trust that disabled young people who do not meet social care services criteria and receive no other support are

28、more likely to be not in employment, education or training (NEET), are more likely to enter the youth justice system, to develop mental health needs and to not achieve their goals in adulthood. Therefore it is important that support for this group of young people is detailed within the protocol.Revi

29、ew of Current PracticeKey Action1.2 Developing a local transition pathway Once a strategic protocol is agreed and in place, it needs to be translated into something everyone concerned with the transition process can understand and act upon. Some areas have developed a transition pathway to do this,

30、often in diagrammatic form. A pathway gives the protocol operational detail and is very effective in mapping out how local services and individuals within them can work most effectively together to support disabled young people and their families. The pathway ensures that young people and their fami

31、lies are aware of who has a responsibility to support them at what stage, and enables them to hold professionals accountable for delivering the service.KEY PRINCIPLE 5The Transition Pathway should reflect the commitments in the transition protocol, be accessible to young people and their families, a

32、nd set out what they can expect when, and who is responsible for each activity.It is important that the pathway is accessible, to ensure that young people and their families can understand the transition process. This will empower them in the process, and help them to understand the roles of all pro

33、fessionals. Young people should be engaged in the development of the pathway to ensure its accessibility.Review of Current PracticeKey ActionKEY PRINCIPLE 6The Transition Pathway reflects how things actually work, is regularly reviewed and is kept up to date.It is important that the pathway is accur

34、ate to ensure that young people and their families know what to expect, and reduce anxieties around transition. Transition processes often change, particularly in development stages, so it is important that the pathway is updated to reflect this. The pathway should be reviewed at least on a two year

35、ly basis, but may need altering more regularly as processes change within the local area.Review of Current PracticeKey Action1.3 Childrens trust models and multi-agency working in the transition process The principles applied in childrens trusts and multi-agency working apply to all agencies support

36、ing young people in transition. Disabled young people may need support from a number of agencies as they plan for and move towards adulthood. The use of childrens trusts working models, co-located services, the participation of families and the promotion of joint working are all having a positive im

37、pact on the range of services available to support young people, and are contributing to improved outcomes for individuals. This model needs to be reflected in the arrangements in place for transition, across childrens and adults services.Most local areas have a Transition Steering group that brings

38、 together professionals from different organisations. These should include practitioners and commissioners from Adult and Childrens social care services, PCTs, acute and community health services, the Local Authority Special Educational Needs section and Information, Advice and Guidance services. Id

39、eally representatives from youth services, leisure services, supported employment services, housing departments and transport departments should also attend when appropriate, however this is less common. Transition Steering Groups need to have a clear remit, and clearly define the outcomes that they

40、 are trying to achieve and have mechanisms in place for consulting with young people. It is this forum that will lead in the development and implementation of the multi-agency protocol.KEY PRINCIPLE 7Each local area has a representative Transition Steering Group, which promotes an understanding of t

41、he roles and responsibilities of each organisation, and receives and disseminates information.The Transition steering group is essential for driving transition processes forward. Senior representatives should attend, to take responsibility for the parts of the process that their organisation can tak

42、e forward. Transition steering groups should review evidence of what is working and what is not, and take a lead in resolving issues. The steering group is also responsible for disseminating information on transition to other professionals within an organisation.Review of Current PracticeKey ActionK

43、EY PRINCIPLE 8Local forums are available to enable professionals from different agencies to track and monitor the needs and aspirations of young people, and to promote good communication and an understanding of how other organisations work.These forums are important to ensure that all professionals

44、are working together to address the needs of a young person, and to make sure that work is not duplicated. They can also act as a forum for professionals to support each other, and to aid professional development.Review of Current PracticeKey ActionKEY PRINCIPLE 9An operational Transition Team suppo

45、rts disabled young people throughout the transition process, members of which engage in the roles and responsibilities identified in the transition protocol and pathway.A Transition Team has the role of ensuring that all disabled young people have a smooth transition into adulthood. This can be an a

46、ctual, co-located team, consisting of various professionals working together, or a virtual team, in which professionals remain within their service area, but share information, meet regularly and have a responsibility for support at transition. It is essential that all professionals in the transitio

47、n team are aware of their responsibilities to ensure that all of a young persons needs are met. Local inter-agency information sharing protocols must be followed.Review of Current PracticeKey ActionKEY PRINCIPLE 10A training programme is in place for all professionals working in transition, covering

48、 various aspects of transition, and professionals are supported to develop the skills that they need to effectively support young people and their families.Professionals working in the field of transition need to have a sound understanding of all issues that may be faced by a young person in transit

49、ion. This includes understanding how different services operate, the principles of person-centred approaches, and practical issues such as benefit entitlement. Training should also be provided around the transition protocol and pathway, to ensure that all professionals are aware of their responsibil

50、ities. Multi-agency training ensures that all services adopt a common approach to transition, and that professionals are given the opportunity to find out how other services work. Review of Current PracticeKey Action1.4 Education schools in strategic planning Schools have a statutory duty to lead in

51、 the overall transition process, and it is important that other services cooperate with them in this duty. It is also important to ensure that the knowledge that schools have about young people is recorded and used, and not lost at the point they finish school. In many areas schools are involved in

52、some way in identifying needs, and supporting other providers to look at the support a young person may require when they finish school.KEY PRINCIPLE 11Structures are in place to enable effective sharing of information and schools are involved in planning future provision for young people.Structures

53、 need to be in place to ensure that the information that a school holds about a young person is shared prior to them leaving school, and that it is used effectively. The effective use of this information can ensure that commissioning is led by the needs and aspirations of those who will be using the

54、 system, and that planning for individual young people is coordinated early on, through the identification of needs, and who or what the young person might need to support them.Review of Current PracticeKey Action1.5 Social care services strategy and structure Social care services have responsibilit

55、y for transition planning for some disabled young people. It is important that eligibility criteria for social care services are clear, and readily available, so that transition plans take into account the support that will be available. The eligibility criteria for the range of teams within adult s

56、ocial services are different from those in childrens social care. It is important that adult services are clear about their eligibility criteria, and that eligibility for young people is established early, to ensure that young people have a realistic idea about the support they receive when they lea

57、ve school.Many local authorities now employ people with a specific remit for transition, however this takes many different forms. Some authorities have a lone transition worker, and others a transition team. A transition lead can support the development of processes in the local area and ensure that all services are working together. For families a transition lead often acts as their first point of contact, and as a vital source of information. Th