TransitionPlanning-GettingALife过渡计划-让生活.doc

The Pathway into EmploymentExecutive SummaryThis document is about the Pathway into Employment for young people with learning disabilities. The Pathway has been developed with the 12 Getting a Life demonstration sites who are now working to implement it. They are beginning by building on what they are already doing well.The Pathway brings together five processes, each of which is important for making sure that young people move into adulthood with jobs and full lives. These processes do not always work together to deliver coherent support to young people and their families. The five processes are; Transition planning Personalisation Supported employment Curriculum Strategic planning and commissioning The document describes how each of these processes can better support the young people into adulthood. It also describes how elements of each can work together at each stage of the transition journey from the school year when young people turn 14.The graphic representation of the Pathway is a “model” based on research and good practice. It is intended to support local areas to develop their own pathway, based on local circumstances and stages of development. A Pathway into Employment IntroductionEmployment is a key part of Valuing People Now (VPN) Valuing People Now: a new three-year strategy for people with learning disabilities, Department of Health (2009) .uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_093377, because least progress had been made . This is because it is where the least progress had been made for people with learning disabilities Valuing People, The Story So Far, Department of Health (2005). In England, only 7.5% of adults with moderate and severe learning disabilities are in any kind of work. In 2007, Ministers announced the Getting a Life (GAL) programme to explore why young people with learning disabilities do not go into employment on leaving school and/or college. The learning from this fed directly into the cross-departmental employment strategy for people with learning disabilities, Valuing Employment Now (VEN) Valuing Employment Now real jobs for people with learning disabilities, Department of Health (2009), in 2009.The Government is committed to achieving equality for all disabled people by 2025 Improving the Life Chances of Disabled People, Prime Ministers Strategy Unit (2005), and to radically increasing the number of people with moderate and severe learning disabilities in real jobs by 2025. We know from places where it already happens that this is possible, and we know that 65% of people with learning disabilities would like a paid job Adults with Learning Difficulties in England 2003/4, Eric Emerson (2005).GAL is now one of a number of government demonstration programmes designed to bring about fundamental system change so that people with learning disabilities can get jobs and careers. The other programmes are:- Project Search is an internship model based in a host employer- Jobs First will work to help people with learning disabilities use their personal budgets to buy the support they need to get and keep a job- There is also an Employability Hub, based in Kent, that will show how people with complex needs can get a job More information on these is in the VEN resource .uk/venresources In addition, the Right to Control More information is available on the Office for Disability Issues website, .uk/working/right-to-control.php trailblazer sites will: test the most effective way of delivering choice and control to disabled people test how to align and streamline different funding streams to achieve agreed outcomes for disabled people provide robust evidence on the Right to Control for evaluation by the Office of Disability IssuesEmployment is the focus of this document. We know, however that people with learning disabilities experience poor outcomes in all areas of their lives and young people in transition need to be supported to plan holistically for their future. This document needs to be read in conjunction with Valuing People Now and Transition Valuing People Now and Transition, Department of Health, 2010, which sets the employment pathway in the context of broader, comprehensive transition planning, including for independent living, friendships, community involvement and good health.This document is about what we have learned in the GAL demonstration sites. It sets out the pathway into employment that has been developed with the sites, which the GAL sites are now working to implement. It is “work in progress,” and we welcome feedback on it.The pathway is part of the VEN resource hub so that it can be shared across the country. It represents “best practice” in transition planning, based on what research and practice have shown to work. Nowhere in the country is delivering the whole pathway. We are expecting that local areas will use it to analyse their current systems and to work out how to improve outcomes for young people with learning disabilities. The key elements are: starting planning for jobs and careers earlier and providing employment support from age 14 raising expectations and aspirations throughout the system using all available resources effectively to support young people to achieve good life chance outcomes, including employment embedding self directed support in transition planning so that there is a clear link between planning for a career and life and bringing resources togetherWe plan to test the pathway out in the field and develop it further. If you have comments or ideas please contact us at:Nicola Gitsham, Linda Jordan and Clare RaynerDept of Health, Wellington House, 133-155 Waterloo RoadLondon SE1 8UG.ukBackgroundThe Getting a Life programme, launched in April 2008, was given the brief to investigate why young people with learning disabilities (i.e. those who will be eligible for adult social care) do not go into paid employment on leaving school and/or college, and to identify how the existing barriers can be removed. There is already research which addresses these issues and this helped to inform the early discussions with the sites.1. The findings of the British Institute of Learning Disabilities 2002 Bridging the Divide at Transition: What happens to young people with learning difficulties and their families, British Institute of Learning Disabilities (2002) showed that: despite the legislation, 20% of youngsters had left school without a transition plan and almost 50% had little or no involvement in planning for their future whether or not a young person had received a transition plan made little or no difference to what happened to them after school a lack of easily accessible information for parents and young people about future possibilities2. The Shaw Trust in 2008 What Works? Transition to employment for young people with learning disabilities, Beyer et al Welsh Centre for Learning disabilities, School of Medicine, Cardiff University, March 2008. found that the critical factors in successful employment outcomes are: Start early in discussing employment (year 8 or 9) Provide information to families, particularly about how young people can be safely supported into work that is appropriate to their interests and skills and how this fits in with welfare benefits and tax credits Involve experienced supported employment organisations from year 9 Dispel notions of people needing to be “job ready” Work experience in ordinary community jobs Link together career planning, meaningful work experience and the school curriculum 3. Evaluation of the outcomes of supported employment in North Lanarkshire An Evaluation of the Outcomes of Supported Employment in North Lanarkshire, Beyer, Welsh Centre for Learning Disabilities, Cardiff University, 2008 demonstrates that people can have jobs of 16 hours a week or more and be better off financially. It showed: People moved from social services into employment of 16 hours a week or more during a period of relatively unfavourable unemployment levels This can only be achieved if the approach used (intensive supported employment) is replicated Significant investment is needed to provide job coach time, welfare rights advice and effective training in the process4. Evaluation of In-Control A report on In Controls first phase 2003-2005, , 2006 and A report on In Controls Second Phase, Evaluation and Learning 2005-2007, Prof. C, Hatton, et al, Institute of Health Research, Lancaster University, 2008 and research into the Department of Health Individual Budget pilots Evaluation of the Individual Budget Pilot Programme, (Department of Health), Social Policy Research Unit, University of York, 2008 show that personal budgets significantly increase peoples ability to have choice and control in their lives and improve overall quality of life. In addition, research on person-centred planning The Impact of Person-Centred Planning, Emerson et al Institute of Health Research, Lancaster University 2005 shows that it has a positive effect on peoples life experiences, enhancing choice and social and community contacts.Using this research, the GAL programme managers started working with multi-agency project teams in 12 demonstration sites to bring together transition planning, person-centred planning and personalisation, supported employment, the curriculum, strategy and funding streams. The sites are: Manchester, Oldham, Herefordshire, Torbay, Somerset, Medway, Kent, London Borough of Richmond-upon-Thames, Norfolk, Lincolnshire, North-East Lincolnshire and North Tyneside.The project teams have representation of people with learning disabilities, families, childrens services (SEN, children with disabilities, Connexions, PCT), adult learning disability services, the Learning and Skills Council, Job Centre Plus, supported employment services, schools and colleges.The project teams have analysed the current local systems. They have matched this against evidence about practice that helps young people go into paid employment. Each site is working with at least thirty young people and their families to test out different ways of working. As well as comparing their local system with the employment pathway, they are learning from the direct experiences of young people and their families to redesign local systems.What the sites have found: The young people working with GAL have high aspirations. They have been able to say what jobs and careers they would like now and in the future. Many have said they want to work, even if they cannot do the jobs they really want Families do not believe that the current systems can deliver equal life chances for their children especially a home and a job There is not currently a pathway into employment for these young people. Most go to college after school, where they repeat a sixth form, and then go on to a life on benefits, and into day services where they are expected to stay. There are very low expectations and a lack of knowledge and information across the systems about what is possible. No agency has responsibility for employment, and all tend to consider it to be another agencys responsibility Young people with learning disabilities do not often have community-based year 10 work experience as others do There could be more opportunities to integrate elements of supported employment into the curriculum from the beginning of Key Stage 4 Many workers in the system do not know about the personalisation agenda or how it impacts on their work. Most Job Centre Plus representatives do not know how they might support young people to access hitherto unused funding streams, such as Access to Work Education funding is driven by qualification and “progress” outcomes rather than life outcomes such as getting a job. Transition planning does not usually include employment There is no agreed approach between agencies towards supporting young people to plan their lives. Person-centred transition planning and support planning are not being combined to achieve paid employment and other key life chances, so each agency starts from scratch and focuses on its own priorities. Time and opportunities are wasted, and young people miss out DDA and DED tend to be seen as being about physical access; reasonable adjustments such as curriculum differentiation and accessible information about best practice are often not made. Supported employment services are not usually commissioned to work with people under 18. Evidence shows See reference 6 that support from a supported employment agency significantly improves employment outcomes for young people in transition. Supported employment agencies generally do not have the capacity to support people with learning disabilities, especially those with complex disabilities Money is invested in services that do not result in paid employment or life chances.Following this analysis, the GAL project teams have identified what needs to be in place to support young people into work when they leave school and/or college. This has led to the notion of a “pathway” that brings together a number of currently parallel processes: 1) person-centred transition planning, 2) personalisation, 3) supported employment, 4) the curriculum and 5) strategic planning and commissioning. The Pathway is graphically represented in the next section. It was developed during the autumn of 2009 and the sites are now putting together action plans to implement it. Sites are building on their strengths to identify their priorities for the coming year.This graphic depicts 5 processes that are currently often working in parallel but are not however aligned: transition planning, personalisation, supported employment, curriculum and strategy. Currently, each of these tends to operate in isolation from the others. In order to maximise the opportunity for young people with learning disabilities to get jobs, it is essential for the processes to work together and support each other. Not only will this enable young people to achieve better outcomes, it will also lead to a more effective use of resources. The graphic shows that each of the processes can begin in year 9 and continue into adulthood, creating a Pathway into Employment. The graphic can be downloaded from the Getting a Life website: .ukThe following 5 sections describe each of the processes that need to work together to support young people into adulthood, and the final section suggests which elements of each process need to take place at each stage of transition.1. Transition PlanningThe Government published the SEN Code of Practice Special Educational Needs Code of Practice Department of Education and Skills 2001 and Toolkit in 2001, replacing the previous 1994 Code. The Code provides practical advice to Local Authorities, schools and others on carrying out their statutory duties to identify, assess and provide for childrens special educational needs.It says that all SEN statements must be reviewed at least once a year. The annual review in school year 9 is particularly significant in preparing the pupils transition to further education, work-based training, higher education and adult life. The aim of the review is: a) to review the young persons statement and b) to draw up and subsequently review the transition plan. The transition plan should gather information from individuals within and beyond school. Its aim is to plan coherently for the young persons transition to adult life. Transition plans should not only be about what happens after school but plan for ongoing school provision under the statement. The Code says that transition planning should be participative, holistic, supportive, evolving, inclusive and collaborative. Young people should be asked their views and these should be recorded from year 9 onwards.Year 9 review meetings are basis for longer-term decision-making. Vocational guidance from the school or the Connexions Personal Assistant should include information on key stage 4 (years 10 and 11) and post-16 options, and take fully into account the wishes and feelings of the young person. The SEN toolkit provides day-to-day guidance on the Code of Practice. Section 10 says that everyone involved, whatever methods or tools are used, should ensure that transition planning is:Participative involving the young person in a meaningful way because their views and aspirations are central to the processHolistic a young persons aspirations and needs will touch on every aspect of their future lives Supportive the main purpose of statutory transition and annual review is to help young people, their families and professionals make decisions about the next stage of their livesEvolving the year 9 review and the leaving school stages are just part of a much longer and gradually evolving processInclusive in becoming fully inclusive, schools will need to ensure that careers education and guidance form part of the transition planning process and meet the requirements of all pupilsCollaborative effective transition planning requires families, teachers and other professionals from to work closely togetherThe year 9 review should involve the agencies that may play a major role in the young persons life after school. The Connexions Service must attend. Schools should ensure that pupils views are listened to or, where necessary, reported to the meeting, by personal assistants, counsellors, advocates, advisers, peers or social workers. Well before the year 9 revie