Leeds 13th November York 14th November

Implementing the SEND ReformsYorkshire and Humber Region

Whizz Kids

To support choice and control and different outcomes as young people move into adult life:

Why change?

The Local Offer• What is normally available to support young people into adulthood?

Careers advice Work experience Part time paid employment Expectations – higher education, careers, skills Sex and relationships education and citizenship

• Targeted support?

• Specialist support?

Education, Health and Care Plans

•Identify aspirations (person-centred conversations)

•Write outcomes – medium term•Steps•Objectives and actions•Support•Resources

Young people’s voice and involving families

Person-centred practice

Finding out what is important to the young person as well as what is important for them

Solution focused

Involving family and community in achieving outcomes

Using the Local Offer

• Aspiration I want to be friends with more people

and in the future I would like a special friend or

partner

• Outcome I will have a circle of friends and I will be going out with a friend once a week

• Steps 1.Develop a communication passport so that everyone knows how I communicate and

how to communicate with me2. Recruit or

identify a person to support a circle of friends

• What school or college will do Contribute to the communication passport

• Aspiration I want to work in an office

• Outcome I will have had work experience in some offices

• Steps 1. Employ a job coach 2. Job Coach to assist doing avocational profile with input from

college, family and support workers

3. Plan work experiences

• Educational targets I will work with my tutor and job coach for one hour a week to talk about the things I enjoy and what’s not going so well at the moment

• Aspiration I want to live in a house with my friends after I

leave college

• Outcome I will

• Steps 1. 2.

3.

• Educational targets I will

Transfer to EHC plans - Must Do’s This Year

•All young people with statements leaving school in 2015•Young people who request an EHC assessment•Young people who have a non-statutory plan•Young people new to the system

In education law

. . . what is a child?

A child until you reach statutory school leaving age

. . . what is a young person?

A young person until you are 25

11

Basic Compliance with the MentalCapacity Act ‐ Assessments

Any assessmentabout a person 16years and overmust refer to andfollow the MentalCapacity Act (2005)

Finding out if someone has mentalcapacity – 4 things to check

Are they able to: 1. Understand2. Retain3. Weigh up4. Communicate the decision

If any one of these 4 elements fail then the person is deemed to ‘lack capacity’Unwise decisions do not always mean a lack ofcapacity!

Basic Compliance with the MentalCapacity Act ‐ Assessments

All assessments must state if thisperson can make this particulardecision or they lack the capacityto do so

Default position is that anyone over 18 can make their own decisionsUse your professional judgement about whether the young person can make an informed decisionAccept that young people can make some decisions but not all or alwaysAlways listen to what the young person says or wants even if others have to make the decision on their behalfUse different means to ensure they understand – signs, symbols, easy read text etc.

Activity: prompt questions

1. Why do parents choose ISPs for their young people?

2. How do you know that this is also the young person’s choice?

3. How would you make a best interests decision?

4. What might be the implications of not doing so?

more questions . . .

1. If local FE colleges can only make up to 3 days worth of provision, should you try to extend this to a five day package?

2. How are your special schools managing this within the same funding regime?

3. What are the main topic areas that you should consider in such programmes?

yet more questions . . .

1. What else would you add that is relevant to preparing for adulthood?

2. How do you know what is relevant for each young person?

3. What is different about assessing young people from what you might do with children?

Will these questions never end . . .

1.Are there any off-the-shelf packages available?

2.If not who should you involve in designing programmes?

3.What sort of partners do you need and where can you find them?

What else do you want to know?

Is there anything else you want to consider?

Preparing for Adulthood – Contact Us

•Email: info@prepforadulthood.org.uk•Web: www.preparingforadulthood.org.uk•FB: www.facebook.com/preparingforadulthood •Twitter: @PfA_tweets•Linda Jordan linda.jordan@ndti.org.uk•07903205526