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Greater Manchester SCB Procedures
Greater Manchester SCB Procedures Greater Manchester SCB Procedures

3.14.6 Transition Policy for Young People with Learning Difficulties moving from Children to Adult Services

SCOPE OF THIS CHAPTER

This procedure seeks to provide a concise framework, which ensures that young people with a learning difficulty and their families/carers are supported during a time of major change in the young person’s life.

OTHER RELEVANT GUIDANCE

What’s Next Booklet


Contents

  1. Introduction
  2. 14+ (year 9-11) Functions and Processes
  3. 16 - 17 years Functions and Processes
  4. 18 years Functions and Processes
  5. Transition Flowchart
  6. Social Worker/Co-ordinator Role and Responsibilities Good Practice Procedure


1. Introduction

For transition to be a successful experience for the young person and their families/carers it is vital that services that are key in planning the young persons transition commit to the process and in particular appoint Transition Co-ordinators to oversee the process. Transition Co-ordinators should be appointed in key service areas: - Salford Families Project and the Adult Learning Difficulty Service.

Some of the key issues in the transition process are:

  • The need to ensure that the young person’s needs are met in a continuous, smooth and effective way.
  • The need to ensure effective inter-agency planning and joint working, not just within Social Services but to involve other key agencies, for example education and the Connexions service.
  • The need for comprehensive assessment to ensure all opportunities and options are explored and plans made.
  • The need to ensure that the young person going through transition is central to the process and is empowered and supported to enable them to make real choices.
  • The need to work in partnership with the young person and their family/carers, to make sure that they are fully involved and informed throughout the transition process.
  • The need for transition activities to be an agreed priority across all participating agencies and services.


2. 14+ (year 9-11) Functions and Processes

The year 9 annual review (The Transition Review) begins the process of transition through Statutory Education Reviews. The review will be organised by the individual schools and the Head Teacher will be responsible for inviting relevant parties to these reviews.

Schools will be provided with information about Adult Services that should be sent to parents/carers and the young person before the yr 9 review. Where a young person has an allocated Social Worker from Children’s services, they will attend this review and subsequent reviews at school. This is with particular reference to Chatsworth High School.

A Social Worker from the team will attend any out of district placements that fall within the criteria of the team and for those individuals open to the team.

For those pupils with learning difficulties who attend other schools, attendance by a member of the children’s teams will be open to negotiation on an individual basis for those pupils who may benefit from additional support through Social Services.

A list of names of these pupils will be passed to the Transition Co-ordinator within the Adult Learning Difficulty Service.

A representative from Connexions Salford will attend all reviews.


3. 16 - 17 years Functions and Processes

Age 16 (yr 11) activates the beginning of in-depth work involving the gathering of information for the Needs Led Assessment, and Information Sessions for young people and parents/carers.

The aim of the Assessment is to provide a comprehensive review of a person’s needs and aspirations, to explore all options and seek to confirm proposals for transition into adult services. The assessment should commence at or around the young person’s 16th birthday.

At this time Principal Managers from Children’s and Adult Services will meet to decide which team will take on the young person at 18. This meeting should take place in June or July

After this meeting, the Team Managers within the Adult Learning Difficulty Service will meet to ensure that a named worker from the Adult Learning Difficulty Service is allocated in readiness for the period of joint working between 16 - 18 years. Those young people with particular complex needs will be highlighted. The Social Worker from Children’s services will retain overall responsibility for the young person and take the lead with the assessment with support from the identified worker from the Learning Difficulty Service.

Joint visits will be arranged by the Social Worker from Children’s services to discuss available future options with the young person and their family. These visits should include the named worker from the Learning Difficulty Service who will be able to discuss service options available within the service or other service options.

The young person/family will be given a copy of the ‘What’s Next’ book and any other relevant information.

For those students who continue within education, at local schools or colleges or out of district placements The Social Worker from Children’s services will continue to attend the Transition Reviews. A named worker from the Adult Learning Difficulty Service will attend the yr 11 reviews, particularly for those young people who attend Chatsworth High School.

Joint work between the worker within from children’s services and the identified worker within Adult Learning Difficulty Service will take place to draw up an agreed assessment, care plan and risk assessment. The formats currently used within Adult Learning Difficulty Service will be used.

All assessments will be completed by the time the person is17. Any change in individual’s circumstances that requires a reassessment of needs will be undertaken as necessary.


4. 18 years Functions and Processes

The case will now formally transfer to the Adult Learning Difficulty Service.

For those young people still within education locally or out of district, the named worker from the Adult Learning Difficulty Service will continue to attend reviews. The final year of the placement being particularly important in identifying what is available for the young person to do once they leave.

A review will be arranged within six months of the young person formally moving into adult services to review the service plan, quality of care etc.


5. Transition Flowchart

Click here to view 'Transition Flowchart'


6. Social Worker/Co-ordinator Role and Responsibilities Good Practice Procedure

The following procedure seeks to provide a framework for ‘Good Practice’ for those Workers involved in the transition process, ensuring that the young person and their family/carer receive continuity and regularity of advice, support and guidance throughout the period of transition into adulthood.

Whilst the terms ‘Transition Co-ordinator’ and ‘Social Worker’ are used throughout the good practice procedure, the procedure should apply to any worker involved within the transition process.

Those workers involved in transition need to ensure that in all aspects of transition planning the young person remains the focus of activity; this will involve creative and lateral thinking around the issues of empowerment, participation and choice.

Collaborative working with colleagues from education, health, Connexions Salford, children’s services, and the Adult Learning Difficulty service is of crucial importance in the planning and provision of appropriate services to meet the young person’s identified needs.

Procedures

14+ Year 9 Annual Review - The Transition Review

The year 9 Annual Review will provide an important opportunity to begin realistic forward planning with the young person, parents/carers, and the school for future adult life.

It is important to ensure that the resources and experience available within Children’s Services are used during transition to ensure that the young person’s individual needs are met in adult service provision and that the skills developed during the school years are not lost in adult life.

One of the major transition phases that young people and their carers experience is that of becoming an adult and leaving school; those workers involved in transition play a very powerful role in influencing what kind of an experience the young person and their family may have; this is largely dependent upon the following factors:

1. Information
  • Awareness and understanding of the transition process, roles responsibilities of the key people involved and the timescale when the various activities happen. Both verbal and written information, which is ‘user friendly’ and is accessible to people from minority groups.
  • Knowledge of adult service options.
  • Changes in benefits and cost of services.
  • Visits to educational/service options, (usually arranged in the final year at school/college).
2.

Support

  • Young people and their carers need support and guidance which is consistent, regular and easily accessible from a named worker who is sensitive to the anxieties, fears and adjustments that the young person and their family are faced with during the period of transition and the move to Adult Services.
3. Planning
  • Information about adult services and the transition process needs to be available at the educational, and L.A.C. reviews from year 9. This should provide initial information to inform school, the young person and the family in order to plan for the remaining time in Children’s Services.
  • Specific information on individual young people in respect of current and future service demand should be passed on to the Transition Co-ordinator at the Adult Learning Difficulty Service this should include information on young people who will be 16 years of age in the coming year (see attached pro forma).

16 - 17 years

Managers within children’s services will make contact with the Transition Co-ordinator at the Adult Learning Difficulty Service to arrange joint working. Contact needs to be made with Adult Services in order that a named worker can be identified by the time the young person is 16 years of age.

The major areas of work for workers involved in transition between 16 - 17 is:

  1. Completion of a Needs Led Assessment by the age 17. The Social Worker form children’s services will do this with support from the identified worker from the Adult Learning Difficulty Service.
  2. A joint visit should be arranged to introduce the worker form the Adult Learning Difficulty Service and to provide information to the young person, parents/carers regarding the transition process and services available within Adult Services.
  3. Continue visits to look at educational/service options that are of interest.

ASSESSMENT - It is crucial that the assessment is completed within the timescale set down in the transition procedure to ensure adequate time to identify appropriate resources in adult services and to allow an adequate time to prepare the young person and introduce them to the new service provision.

17 - 18 years

It is vital that joint working/liaison takes place between those workers within children’s services and the identified workers/Co-coordinators with the Adult Learning Difficulty Service. This joint working should include arranging visits to appropriate Adult Service provision, providing information to young people and their parents and carers, discussions and information about charges within Adult Services etc.

During this final year the Social Worker (children’s services) retains lead responsibility working jointly with the named worker from the Adult Learning Difficulty Service, the main tasks to be completed during this period are:

To prepare the young person for the impending move into adult services; this will involve exploring ways of empowering the young person and assisting him/her in expressing what is important to them in their life and how they would choose to live, (this information will inform the care plan).

To explore all adult service options with the young person and his/her carers, arranging visits to look at service options within Adult Learning Difficulty Service or other agencies and compiling a service package.

To produce a Care Plan. The Care Plan is an important legal document that states what support will be put into place and how this will be provided. The worker from children’s services will jointly draw up the Care Plan with the identified worker/Co-ordinator from the Adult Learning Difficulty Service. The Care Plan format currently used within Adult Services will be used in all cases.

When the young person reaches 18 years of age the Social Worker (children’s services) will organise a meeting with the young person and their family, inviting the named worker from the Adult Learning Difficulty Service to transfer case responsibility and confirm future planning.

End