TRANSITION PACK过渡包.doc

Page 1 of 62 TRANSITION TOOLKIT Page 2 of 62 TRANSITION PACK IndexPage Section AGeneral Information 3 - 10 Section BThe Role of Parents, Carers11 - 13 And Supporters Section CA Transition Plan Checklist14 - 15 For The Health Representative Section DTransition Plan Checklist For16 - 19 The School Section ETransition Plan Checklist For20 - 23 The Education Representative Children and Young People (C they must not ignore it. Whenever the social services help schools and LEAs take action on behalf of such children (they) must consider what the code says” “When a statement of special educational needs has been completed, the social services department will be provided with a copy of the statement and the accompanying advice from professionals. This information can assist social services in current or future work with the child and family” Page 26 of 62 Good practice for the Social Care (CYP) representative involves ensuring that: there are close working relationships with colleagues in other agencies. It is particularly important to link closely with Education colleagues where there are issues relating to 5-day or 52-week placements or child protection everyone has access to up-to-date and comprehensive information there are effective mechanisms for informing service users and running meetings, which ensure that the young persons views/interests, are paramount all participants are clear as to the range of professionals involved and to the roles of individuals, particularly at meetings voluntary agencies have been contacted to air possible issues the social worker involved should be known to others and have met the young person and family before any meeting ensure that young people and/or their families understand any issues affecting the range of service options (e.g. funding, style of provision, assessments) ensure that families are aware that services for adults are provided through Community Care Assessments and the resulting recommendations are produced as the young persons Care Plan From Framework for the Assessment of Children in Need and their Families DoH (see .uk) and search under the above publication name Page 27 of 62 The following questions are provided to help you prepare for a Transition Review: 1)Is the young person and their family informed about Social Care matters and empowered in order to become positive contributors to, and owners of, the Transition process? 2)Are you happy that informed and impartial advice, from statutory and voluntary agencies and other sources, is available at all stages of this Transition process? 3)Have appropriate support staff been allowed to attend? 4)If unable to attend, have other Social Care personnel had opportunity to comment? Are you happy that the best form of communication with the young person has been agreed? The following questions are provided for your self-review of the Transition process in general: 1)Are you clear that there is a mechanism by which partners in the Transition Planning process share a common understanding of the purposes of the activity? 2)Do you have guidelines and documents used in Transition Planning, which are clearly understood by all individuals and agencies involved? 3)Is there an agreed process for collaborative multi-agency assessment, linked to other statutory assessments, with shared outcomes? 4)Is information transferred to other sectors or to adult services in a way that enables a smooth Transition? 5)Is the information generated by Transition Planning, used to inform the multi- disciplinary planning of services for the young person? 6)Are there rigorous monitoring, evaluation and improvement processes in place to ensure that Transition Planning is effective in all its aspects? Questions to ask yourself Page 28 of 62 SECTION G TRANSITION PLAN CHECKLIST FOR THE CONNEXIONS PERSONAL ADVISERS Connexions Personal Advisers have a statutory role to play in the Transition process. The SEN Code of Practice identifies key responsibilities within this aspect of Transition work: Transition planning for young people with a Statement of SEN from Year 9 onwards Assessment and transition planning for young people with a Statement of SEN in their final year Assessment and transition planning for other pupils with SEN Action planning for those who have a Statement of SEN aged 16 19 who have left school Transition planning for those who have a Statement of SEN and are educated otherwise than at school Transition planning for those who have a Statement of SEN and are outside formal education Additional considerations for those aged between 19 and 25 years with additional needs if appropriate Page 29 of 62 Good practice for the Personal Adviser involves ensuring that: 1)they have the time and resources available to ensure that they can play a full and leading role in the Transition process 2)they have a good relationship with the young person, keeping him or her always at the centre of the process 3)they have good, up to date information about all pupils in Year 8 with SEN and above 4)there are close working relationships with parents or carers, schools, colleges, the LA and colleagues in other statutory and voluntary agencies 5)they hold up to date and comprehensive information about resources and opportunities available to young people 6)they ensure that post 16 and post-19 support is seen in the wider context of housing, leisure and support as well as education 7)professionals, young people and there families have accurate and up to date information e.g. benefits, Direct Payments, housing and health options etc 8)they have note of the 7 phases of Connexions involvement. These are: Transition planning for young people with a statement of SEN from Year 9 onwards. Assessment and Transition planning for young people with a statement of SEN in their final year of compulsory schooling. Assessment and Transition planning for other pupils with SEN. Transition planning for those aged 16 19 who have left school. Transition planning for those who are educated otherwise than at school. Transition planning for those who are outside formal education. Additional considerations for those aged between 19 and 25. Page 30 of 62 Questions to ask yourself The following questions are provided to review a specific Transition process: 1.Have you, or your managers, allocated sufficient time for you to play a leading role in all the relevant aspects of this Transition process? 2.Have you been able to meet the young person and his or her parents/carers before the Transition process starts to build relationships? 3.Have you considered how best to empower the young person, and her or his family, through your contribution to the process? 4.Do you have a clear picture of the young person and her or his needs so that you can represent them effectively to others when it is necessary? 5.Are you aware of the ways in which the young persons learning in the Transitional period can contribute to effective Transition? 6.Have you checked through the 18 APIR Factors (see below) Education and Employment Education, Training, Employment Achievements English this will be completed at the meeting We hope that you find the above information helpful. Further information is available from schools who have a complete Transition Toolkit. A member of staff (Insert name if possible) will be meeting with your child to discuss the Transition Review and to help them think about their hopes for the future. Your attendance at this meeting is very important; please let us know as soon as possible whether or nor your will be at the meeting. Page 58 of 62 APPENDIX 2b SUGGESTED INVITE LETTER TO PROFESSIONALS NAME OF YOUNG PERSON, YOUNG PERSONS DATE OF BIRTH Dear (Name of Professional) Your are invited on (Insert date) at (Insert Time and Place) to (Young persons Name) Year 9 Transition Annual Review. The Year 9 Review meeting should involve all the agencies who will play an important role in the young persons life after school so your attendance is very important. A plan will be drawn up at the meeting in order to establish a coherent approach in planning for (Young persons name)s transition from school to adult life. Please find attached some information regarding the meeting and your role within in it. Section (Insert Appropriate Section) appropriate information for the Service/Agency You are required to provide a report using the guidance to complete it. The report should be received by school (Insert Date - 4 weeks prior to the meeting). Your report will be circulated 2 weeks prior to the meeting to all those attending. The Connexions Service will be monitoring any plan drawn up from the meeting and will liaise with appropriate contributors over the following 12 months. Please confirm your attendance as soon as possible. Page 59 of 62 APPENDIX 3 YEAR 9 TRANSITION ANNUAL REVIEW CHECKLIST BEFORE THE MEETING Date and time identified for review meeting ensuring sufficient time to cover both parts of the meeting Connexions Service aware of date and time of meeting, making sure that there is enough time for review of Statement of Special Educational Needs and Year 9 planning Invites to parents sent out along with relevant guidance Invites to all appropriate professionals sent out Apologies received and noted Reports received, collated and distributed 2 weeks prior to the meeting Ensure an up-to-date copy of the Statement is available School staff have met with the young person regarding the review meeting, attendance, agenda, participation and have consideration of advocacy as being appropriate Meeting with parents or carers prior to the review to explain the process, if required Section L (Transition Plan Proforma) completed as much as possible prior to meeting AFTER THE MEETING Annual Review Proforma completed and signed All Sections of Year 9 Transitions Proforma completed Both the above proformas sent to Area Education Office, together with copies of appropriate professionals reports, parental views, pupil views etc (copy of each kept by school) within 10 school days Pupil Services acknowledge receipt of Annual Review and plan Copies of Transition Plan to be distributed to those invited to the meeting Page 60 of 62 APPENDIX 4 Area Education Offices Southern Area Office St Edmund House Rope Walk Ipswich IP4 1LZ Western Area Office New Shire Hall Raingate Street Bury St Edmunds IP33 1RX Northern Area Office Adrian House Alexandra Road Lowestoft NR32 1PL (01473) 583000 (01284) 352121 (01502) 405218 Transit