1. Unit 12: Supporting individuals with additional needs
What statutory provision is my case study entitled to?

2. Learning aims
C: Investigate current practice with respect to provision for individuals with additional needs
C3: Financial support for individuals with additional needs
C4: Statutory provision for children with additional needs
C5: Statutory provision for adults with additional needs

3. What benefits can people claim?
State pension
Pension credit
Housing benefit
Council tax benefit
Health benefit
These are known as benefit rights

4. Who provides these benefits?
C: Investigate current practice with respect to provision for individuals with additional needs (C3, P5)
Who provides these benefits?
Statutory health and social care for children, young people and adults who have additional needs is provided through:
the NHS
local authorities or councils
primary health care services such as GP practices.
A range of ways are used to fund health and social care provision.
Teacher notes

5. Financial assessment framework
C: Investigate current practice with respect to provision for individuals with additional needs (C3, P5)
Financial assessment framework
Unlike the NHS, care and support services for children, young people and adults are not free. Under the Care Act 2014, councils are required to carry out a financial assessment of an individual’s or family’s needs, to see whether they need to contribute to the cost of their care and support. There is also a cap on how much an individual will contribute towards their care costs over their lifetime.
Teacher notes

6. C: Investigate current practice with respect to provision for individuals with additional needs (C3, P5)
Financial support for individuals who have additional needs
Funding sources
Welfare rights (i.e. state pension, pension credit, housing benefit, council tax benefit, health benefits)
Employment support (e.g. disability advisers, work choice programme)
Transport support (e.g. Blue Badge scheme, Shopmobility, accessible buses and taxis)
Carers’ support (i.e. Carers’ allowance)
Teacher notes
Discussions could ensue as to how financial support can be accessed (i.e. referral process requesting a funded care or support service). Learners could also be tasked about finding out about these funded sources in their local area; arrangements could also be made for learners to speak with health and social care professionals.
Pages

7. C: Investigate current practice with respect to provision for individuals with additional needs (C3,P5)
Time: 45 mins
Find out what care and support services local councils must provide free of charge for your
- Child case study
Adult case study
Teacher notes
Learners could research this on their local borough’s websites; maps of the local areas could then be produced with different services identified on them.
Learners could then post them up and discussions could ensue around the similarities and differences between these.
Learners could be encouraged to research their local council’s website.
It is important that learners understand that all councils are required to provide some services free of charge (i.e. intermediate care such as reablement care for up to six weeks, minor equipment adaptations that total less than £1000, after care and support services).

8. C: Investigate current practice with respect to provision for individuals with additional needs (C4, P5)
What is the law?
Common Assessment Framework (CAF) for children who have additional needs and their families
CAF is a tool that is used by health and social care practitioners to develop a shared understanding of a child’s needs at an early stage. It involves different agencies and health and social care professionals working closely together to meet a child’s needs effectively. Although the CAF process varies between different organisations, the key elements of the process are always the same.
Teacher notes

9. Legislation for children with additional needs
C: Investigate current practice with respect to provision for individuals with additional needs (C4, P5)
Legislation for children with additional needs
Children and Families Act (2014) increased participation and engagement of children and their families, co-ordinated assessments and services. Introduced Education, Health and Care Plans (EHCs), a single assessment and planning process for young people with SEN (may continue up to age 25). Included a duty to develop a local offer of services and support across education, health and care from 0–25 for disabled children and young people, those with SEN and their parent carers.
Children Act (2004) introduced key principles to be shared by all those providing care and support to children, to maintain their safety and well-being.
Children (Northern Ireland) Order (1995) underpins Northern Ireland’s child protection system and sets out the duties and powers that public authorities have to support children and intervene if there are concerns about a child, as well as the responsibilities of parents.
Teacher notes
Children and Families Act: PFA-2014.pdf
Children Act 2004:
Northern Ireland: system/northern-ireland/legislation-policy-guidance/

10. Codes of practice and policies for children with additional needs
C: Investigate current practice with respect to provision for individuals with additional needs (C4, P5)
Codes of practice and policies for children with additional needs
Northern Ireland Social Care Council (NISCC) – for social care workers.
Health and Care Professions Council (HCPC) – for health, psychological and social work professionals.
Inter-agency childcare and protection must reflect the rights of all children (Working Together to Safeguard Children 2006, 2015).
United Nations Convention on the Rights of the Child protects the rights of all children to have their identity preserved, to protection, to care and to life.
Teacher notes
Learners could reference NISCC and HCPC’s websites for more information. Arrangements could be made for guest speakers from children’s services to speak about how the rights and good practice of children with additional needs are promoted.
Learners could then design some posters to represent the rights and good working practices. Unicef’s publication, United Nations convention on the Rights of the Child, can be accessed from: pdfs/UNCRC_PRESS200910web.pdf

11. C: Investigate current practice with respect to provision for individuals with additional needs (C4, P5, M4)
Time: 10 mins
Read through the case study, ‘Tanay’. (Tanay is in Year 12, and has moderate learning difficulties and severe dyslexia.)
Explain the impact of statutory guidance on the support provided to Tanay.
Teacher notes
Learners will need access to this case study available on page 58 of the Young Minds resource, Transitions in Mental Health Care from:

12. Tanay Tanay is in Year 12 at his local school and wants to study tourism at college after he leaves school. He has moderate learning difficulties and severe dyslexia and has had a statement of special educational needs since Year 2. Four years ago he suffered from severe depression (following being discriminated against for a reason relating to his disabilities by a teacher who has since apologised and received equalities training along with all staff), which has recurred every year since then. He was referred to CAMHS as a result when he had to have some time off school and now sees them every couple of months. Parts 2 and 3 of Tanay’s statement (referring to special educational needs and special educational provision respectively) were amended at his Annual Review three years ago to reference his mental health difficulties and the provision needed to meet these, namely flexible teaching and homework arrangements as recommended by CAMHS. Tanay’s headteacher, Mrs Gupta, makes arrangements for the Annual Review of Tanay’s statement of special educational needs, having received a list from the Local Authority of all the children with statements at her school who require an annual review that term. The purpose of the Annual Review is to see whether a child or young person’s statement is still appropriate, or may need to be amended or should cease to be maintained. Mrs Gupta requests written advice relating to these and other key issues from Tanay’s parents, and all other persons she considers appropriate (the local authority not having specified anyone) which include Tanay’s teacher, his teaching assistant, and a representative from CAMHS and the Connexions Service who are all invited to the Annual Review meeting (along with Tanay and a representative from the Local Authority) and given copies of each other’s written advice. At the Annual Review, all agree that Tanay is making excellent progress and that his statement should continue until his Annual Review next year although there is no reason to believe it will not stay in force until it ceases when he leaves school at the end of next school year. His Transition Plan which was first drawn up at his Year 9 Annual Review was amended after discussion with everyone by Ms Green from Connexions who also advises she will be in touch to arrange Tanay’s section 139 assessment for Year 13 so that they can discuss his college choices and she can support him with these. After the meeting Mrs Gupta prepares her written Annual Review report for the Local Authority together with recommendations that Tanay’s statement should continue to be maintained without amendment. The Local Authority considers her report and recommendations which it agrees with and informs all relevant parties in writing of its decision accordingly

13. Statutory provision for adults with additional needs
C: Investigate current practice with respect to provision for individuals with additional needs (C5, P5)
Statutory provision for adults with additional needs
For the first time, the Care Act 2014 provides individuals with a legal entitlement to a personal budget, which is an important part of the care and support plan that local authorities are required to provide.
Individuals also have a right to ask for a direct payment to meet some or all of their needs, and can choose how the money is spent to meet their needs.
Individuals also have a right to personal health budgets that are agreed with the NHS and are in place to meet individuals’ health needs and support their well-being.
Charities provide essential care and support (e.g. specialist care, support services, accommodation).
Teacher notes
More information is available from this web link:
Skills for Care also produce a range of resources around the Care Act.

14. Relevant points from legislation
C: Investigate current practice with respect to provision for individuals with additional needs (C5, P5)
Relevant points from legislation
The right of individuals ‘who lack capacity’ to have decisions made on their behalf; how deprivation of liberty can be avoided or take place lawfully, with safeguards, when necessary; the ‘best interests’ principle; and full capacity assessments (Mental Capacity Act 2005, including Deprivation of Liberty Safeguards (DOLS), and Best Interest No Secrets 2000).
The ‘well-being principle’ is to be used by local authorities when carrying out their responsibilities for adult social care, assessment of need, eligible needs (Care Act 2014, section 1).
Teacher notes

15. Good practice: policies, guidance and codes of practice
C: Investigate current practice with respect to provision for individuals with additional needs (C5, P5)
Good practice: policies, guidance and codes of practice
Fairer Charging Policies for Home Care and other Non-Residential Social Services (DOH, 2013) guides councils who decide to charge for non-residential services to do so in a fair way.
Mental Health Act (1983) – the accompanying code of practice to this Act guides professionals who work with individuals who have mental health needs to ensure all individuals receive safe and high-quality care and treatment (e.g. person-centred, involving the individual and their families and carers (if appropriate), with minimal restrictive interventions).
Mental Capacity Act (2005) – the accompanying code of practice to this Act guides professionals who work with individuals and all those who care for individuals who lack capacity to make decisions.
The Code of Conduct for Healthcare Support Workers and Adult Social Care Workers is overseen by Skills for Health and Skills for Care.
Teacher notes
The Fairer Charging guidance can be accessed from this web link:
A whole-group discussion could take place around the purpose and use of codes of practice. The revised Code of Practice accompanying the MHA can be accessed from: and the MCA Code of Practice can be accessed from:
Learners will also need access to the Code of Conduct:
Learners can work in small groups to discuss the Code of Conduct – key points could be shared with the whole group (i.e. The Code of Conduct for Healthcare Support Workers and Adult Social Care Workers includes the following principles: promote the well-being of people who use care services and their carers at all times, communicate in an open and effective way with those who use healthcare and social care services and their carers, uphold and promote equality, diversity and inclusion).

16. Good practice: policies, guidance and codes of practice
LA:C Investigate current practice with respect to provision for individuals with additional needs (C5, P5)
Good practice: policies, guidance and codes of practice
The Social Care Institute for Excellence practice guidance accompanying Fair Access to Care Services (FACS) (revised 2010) – national eligibility framework; personalised assessment; fair, transparent and consistent provision of resources for adult social care.
Year of Care Programme (2012) – aimed to improve the care of people with diabetes and provide a framework for personalised care in long-term conditions through care and support planning.
The Care Programme Approach for Mental Health Service Users (1990) – effective assessment; development and review of a care plan; key worker/care co-ordinator role.
Health Action Planning for People with Learning Disabilities (2002) – improvements to healthcare for this specific group of individuals through the development of health action plans, ensuring equality when accessing health services, and support such as regular health checks.
Teacher notes
Additional information about the Year of Care Programme is available from:
Information about CPA is available from NHS Choices:
Information on HAPs is available from:

17. What was the impact of statutory guidance on Matthew’s support?
C: Investigate current practice with respect to provision for individuals with additional needs (C5, P5, M4)
Time: 20 mins
Discuss the case study, ‘Matthew’s story’ (a young adult who has additional needs, lives independently and is in employment).
What was the impact of statutory guidance on Matthew’s support?
Teacher’s Notes
Learners will need to access Matthew’s story on page 9 of the PfA factsheet, The Links Between The Children and Families Act 2014 and The Care Act, available from:
Discussions could focus on the impact – how did statutory guidance enable Matthew to have his needs met and achieve what he wanted in life?

18. Video

19. C: Investigate current practice with respect to provision for individuals with additional needs (C4, C5, P5, M4)
Positive impact of statutory provision
Negative impact of statutory provision
Teacher Notes

20. C: Investigate current practice with respect to provision for individuals with additional needs (C4, C5, D3)
Time: 50 mins
Using the case studies, ‘Tanay’ and ‘Matthew’s story’, justify the support provided to them through statutory provision to help them overcome challenges to daily living.
Teacher notes
Tanay, page 58 of the Young Minds resource, Transitions in Mental Health Care from:
Matthew’s story, page 9 of the PfA factsheet, The Links Between The Children and Families Act 2014 and The Care Act, available from:

21. Summary In this lesson we:
C: Investigate current practice with respect to provision for individuals with additional needs (C3, C4, C5, P5, M4, D2)
Summary
In this lesson we:
looked at the meaning of statutory provision for children and adults with additional needs
looked at the financial framework for health, care and support services
explored the legislation, policies and codes of practice relating to provision for children and adults with additional needs.

22. Summary: plenary activities
C: Investigate current practice with respect to provision for individuals with additional needs (C3, C4, C5, P5, M4, D2)
Summary: plenary activities
1. Explain the purpose of the Common Assessment Framework (CAF). 2. Explain how personal health budgets can be used.