WELCOMESYOU TO

THE CHOICES AND SOLUTIONS SEMINAR

Registered Charity No 1162560

BAAS SeminarPost 16 Transition Planning and Personal Budgets

14th July 2015

Presentors: Dee Luczka and Sine Hall

Agenda

• Drivers for change

• The Bolton approach

• Preparing for Adulthood

• Personal Budgets

Drivers for change

• SEN Code of Practice

• Desire to create an easy to navigate, parent friendly and transparent SEN system.

Key changes in the Code of Practice

• Requirement to ensure that parents, children and young people are fully involved in decision making and the reviewing provision

• Will span the 0-25 year age range

• Requirement to jointly plan and commission services to ensure close co-operation between education, health and social care.

• Education, Health and Care Plans (EHCP) will replace statements of Special Educational need and Learning Difficulty Assessments

• Duty on Health to provide any provision specified in the EHCP

• Option of personal budgets

• Greater focus on successful transition to adulthood

• Need to publish a Local Offer

The Bolton Approach

• In 2014 a multi disciplinary steering group was established, with a governance process in place to ensure robust monitoring of developments.

• Multi agency task and finish groups established from to focus on key areas• Education, Health and Care Plans• Local Offer• Personal Budgets• Post 16 preparing for adulthood• Joint commissioning• Parental engagement

Preparing for Adulthood

This is the biggest change for SEND in over 40 yearsThe funding for post 16 for Young people with SEND, has only been with the Local Authority since 2014BUTThis provides us with a great opportunity to work together to shape provision, develop opportunities and make a real difference to the outcomes for young people in Bolton.

Preparing for Adulthood

• The Preparing for Adulthood programme (PfA) is funded by the Department for Education as part of the delivery support for the SEN and disability reforms.

• The Preparing for Adulthood programme is delivered by a partnership between the National Development Team for inclusion and the Council for Disabled Children.

What is the problem we are trying to solve?

• Low aspirations and expectations of what young people can achieve.• By the age of 26, this group of young people are nearly four times more likely

than their non-disabled peers to be unemployed• But we know that with the right support and opportunity that people can work !!

Start Early

• Build the key messages into Early years• Ensure young disabled people are employed in places families use the most• Provide up to date, relevant information on what is available to help young people

achieve good outcomes (local offer) and get feedback from families• Provide opportunities for families to meet young people and families who are in

employment, live independently, have good health and are part of communities with friends and relationships

What the SEND Reforms Mean for post 16• Developing person-centred practice

• Developing strategic relationships with local authorities and partners

• Developing curriculum based on young people's aspirations for life

• Awareness of what works in terms of pathways into employment, independent living, friends, relationships and community and good health

What does this mean in practice for services?

• Contributing to the Local Offer• Developing good information• Different relationships with young people and families• Building on, developing and implementing EHC plans• Working with personal budgets• Taking part in coordinated assessments• Developing the curriculum• Implementing pathways into adulthood – employment, independent living,

friends, relationships and community• Consolidating, building on and developing the right partnerships – health, social

care, employment, housing, universal services• Strategic commissioning

The ‘Preparing for adulthood’ pathways

•Employment

•Independent living

•Friends, relationships and community

•Health

Employment

Employment

• Plan from year 9• EHC plan to include aspirations about employment• Develop a vocational profile• Supported employment expertise to support young person• Work experience while still at school• Curriculum to support planning for employment• Use all available resources to support employment activity• Disabled adults who are working to provide inspiration and role models• Good welfare rights advice available• Place and train model works• Study programmes which include work experience/placement

Independent Living

Independent Living• Support young people to have a voice from as early as possible • Person-centred planning• Think about advocacy, communication passports, decision making agreements, technology, peer

support• Information about housing and support options from at least year 9• Workforce to understand the Equality Act and the Mental Capacity Act as well as what is positive and

possible• Curriculum to support young people to find out about housing options – choosing where to live and

who to live with• Young people and families to meet adults to provide inspiration and role models• Welfare benefits advice• Ensure the local housing strategy includes people with significant disabilities• Support independence from the earliest years• Support young people to have time away with other young people