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Transition from Education Sheelagh Smith & Maurice Price.

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Presentation on theme: "Transition from Education Sheelagh Smith & Maurice Price."— Presentation transcript:

1 Transition from Education Sheelagh Smith & Maurice Price

2 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

3 Getting a Life in Kent Sheelagh Smith Kent Transition Champion

4 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

5 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

6 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

7 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

8 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

9 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

10 Progress – how’s it going so far 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

11 Work Experience Placements Rules, Experience, Barriers

12 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!

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

14 Rules continued What is discrimination? less favourably justified.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.

15 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.

16 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

17  Introduction  Aims of the Presentation  Context  Yr9 Person Centred Reviews  Yr 10 ‘Citizen’ Reviews Yr 9 and Yr10 Transition Reviews- Background and Introduction

18 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

19 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)

20 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’ Transition ChampionLD Partnership Boards required to identify Transition Champion

21 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?

22 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.

23 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

24 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.

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

26 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.

27 Old Reviews at Valence. 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

28 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

29 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

30 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.

31 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 –I did my own invites –Music –I invited a friend –lime cordial, chocolate muffins

32 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

33 Person centred Reviews Matt’s view I liked the review I was listened to. Next time I’d invite a friend.

34 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.

35 Yr10 ‘Citizen Reviews' The Purpose of the review –What is possible –Set priorities –How to make it happen

36 Yr 10 ‘Citizen’ Reviews Setting the Scene –Self Determination –Direction –Money –Home –Support –Community Life

37 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

38 Yr 10 ‘Citizen’ Reviews Yr 10 ‘Citizen’ Reviews Reviewing the information & Action Planning Closing the meeting Back

39 Reviews of Statements of Education Need What the Law and Regulation say

40 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)

41 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)

42 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)

43 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:

44 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 :

45 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.

46 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

47 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

48 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.

49 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

50 Action for Inclusion Regional Approach Priorities set within National Priorities Reflecting “a real life” Overlap and “follow on” from “Getting a Life”

51 Our Contact details:- Please feel free to contact us: sheelagh.smith@hotmail.co.uk Mob: 077404 33728 mprice@valence.kent.sch.uk 07894483670


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