Transition Plans

In the year 9 Annual Review, as well as reviewing the young person’s statement to make sure it is still appropriate, the review will focus on the needs of the young person when he or she moves into further education, training, or employment after they reach 16. People invited to this annual review should include anyone who may have a role to play in the young person’s life once they have left school. This means that different people may be invited to this particular review meeting.

WHO IS GOING TO BE INVITED TO THE MEETING?
For this review the head teacher of the young person’s school MUST invite:

The parents or carers and the young person.
Someone from the school staff.
The Careers Officer (more information about this is available in the Sheet 5).
Someone to represent the Social Care & Housing Department. This happens because the Social Care & Housing Department has to be notified of anyone who may need support from their department. This is a duty under the DISABLED PERSONS (Services, Consultation and Representation) ACT 1986.
Anyone the Local Education Authority considers appropriate.
Anyone else the parents want to invite – it may be someone to help them understand what is being discussed or someone they feel could support them.

WHAT HAPPENS AT THE MEETING?
Everyone present at the review meeting will help draw up a TRANSITION PLAN. This should set out clearly how the school, the family, the young person, and other services can support a smooth move into adult life.

This Transition plan is reviewed every year until the young person leaves school. It should set out what the young person’s educational, personal and social goals will be. The young person may be making choices about what future courses they would like to take or employment choices they want to make. The transition plan should also clearly reflect the young person’s wishes and desires. The Careers Officers will provide information about courses, guidance and support services that may be available to the young person outside of the school environment.

WHAT ELSE?
Under the CHILDREN ACT 1989, the NHS and COMMUNITY CARE ACT 1990, and the DISABLED PERSONS ACT, Social Service Departments must arrange a mutli-disciplinary assessment and provide care plans for any young people who have significant needs. After the age of 16 young people can choose if they want this assessment or not. If they decide they do not want to be assessed, it doesn’t mean they will not receive the services they want.

…..AND FINALLY
So, the transition will look at….

What a young person wants to do in the future.
Where they may want to live.
How this will be arranged.
What information they need to make their choices.
How they can be supported to make the right choices for their future.
What medical care needs they might have.
What practical needs they have for equipment, short breaks, etc.
How the school can help them develop new skills.
How they can make greater use of local leisure and community facilities.
IF YOU WANT MORE INFORMATION
You can talk to the school staff if you think you want any more information on the Transition Plan or you can talk to someone at the Children’s Centre on 01437 764569.

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CHANGES IN HEALTH CARE RESPONSIBILITIES
There are lots of changes that happen when a young person reaches 16. One of these changes is that their care within the Health Department moves from the Paediatric (children’s) team to the Adult team. This may mean that their Occupational Therapist, Speech Therapist and Physiotherapist changes.

RIGHTS AND RESPONSIBILITIES….
After the age of 16, young people have certain rights and responsibilities, which they didn’t have before. Whether they are able to take up these rights fully will depend on their ability. For many young people their parents or carers will still decide how their health care needs are met.

AFTER 16 A YOUNG PERSON CAN ….
1. Choose the doctor and other medical people they want
2. Expect medical people to talk to them and not to their parents and carers about their health needs – unless they want them to talk directly to their parents and carers.
3. Be listened to.
4. Be treated as an adult.
5. Have treatment explained to them in words they can understand.
6. Look at information the doctors or others keep about them.
7. Stop or refuse medical treatment.
8. Be told how to complain.
9. Complain if medical people do not treat them properly.

THE DATA PROTECTION ACT
The Data Protection Act 1984 says that young people can see their records if they are on any computer. But the Access to Health Records Act 1991 says that they can only see records on paper if they were written after 1st November 1991. The young person can still ask their doctor to look at their notes.

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DISABLED PERSONS ACT
When young people reach 13 or 14 they are entitled to an assessment under the
DISABLED PERSONS ACT 1986. This is carried out by the Social Care & Housing Department, and should happen alongside the development of the TRANSITION PLAN that the Education Department carries out.

WHEN SHOULD THE ASSESSMENT HAPPEN?
When preparing for the Annual Review after a young person’s 14th birthday, the Education Department should tell the Social Care & Housing Department of any young people who are disabled, and likely to need support from their Department at some time in the future.

If a child has a disability then eight months before he or she is due to leave full time education the Education Department has to tell the Social Care & Housing Department in writing. Once Social Care has been notified they should then co-ordinate a multi-agency assessment of the young person. This has to be finished NO LATER THAN three months before the young person actually leaves school or college.

WHO GETS INVOLVED?
The assessment should involve the young person and his or her carers as well. Young people and their carers can refuse an assessment, and any refusal shouldn’t stop them receiving services should they need help in the future.

Once the assessment has been completed a report will be drawn up and discussed with the young person. Any changes that need to happen can then be made, so that everyone involved with the young person can have a copy of the assessment.

WHAT HAPPENS AFTER THE ASSESSMENT?
After the assessment and the report have been finalised, the social worker that carried out the assessment should organise a review meeting. This should look at the assessment, what was decided and make sure that what was decided in the assessment actually happens. The team that deal with adult services is called the Community Team for Learning Difficulties, Someone from this team should attend this meeting, so that the transition from child to adult services happens smoothly.

COMMUNITY CARE LEGISLATION
After the age of 18 the needs of young people transfer to adult services under the NHS & Community Care Act 1990. Each Local Authority is required to publish a Community Care Plan, which must outline what services they intend to provide. A vital part of Community Care Legislation is the right of those who need support to have a full assessment of need. The assessment should look at a person’s needs as a whole and not take each need separately. This assessment or Care Plan should be linked up with the work already happening in producing the TRANSITION PLAN.

IF YOU WOULD LIKE MORE INFORMATION…
The team of people responsible for the services for young people over the age of 18 is called the COMMUNITY TEAM FOR LEARNING DISABILITIES – CTLD.

You can contact them on 01437 764551

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PEMBROKESHIRE COLLEGE
PEMBROKESHIRE COLLEGE is based in Haverfordwest and provides support, specialist advice and resources to facilitate access for students with learning difficulties, physical disabilities and sensory impairments.

WHAT DO THE COLLEGE OFFER?
The college offers a range of personal and technical support for students on mainstream courses and two full time courses for students with special needs – these are Supported Vocational Training and the Bridging Course.

SUPPORTED VOCATIONAL TRAINING
This is a two-year course for students aged from 16, who have learning difficulties or physical difficulties. Sometimes students can stay for a further year if they need the extra time to complete the options they are taking.

AIMS OF THE COURSE
The course is aimed at people with severe or moderate learning difficulties and/or physical disabilities, who need a supported learning environment. The programme is designed to promote the independence of individuals, increase their confidence and, where appropriate, prepare them for supported employment or voluntary work.

WHAT DOES THE COURSE INCLUDE?
The course programme includes units in the following:

Basic / Keyskills in Literacy, Numeracy and Information Technology
Communication skills
Personal safety
Meal preparation
Work preparation
Access to leisure and physical recreation
Students also choose from a range of courses at the college e.g. catering, hair and beauty, animal care, environmental conservation, horticulture and horse care.
The college arranges for students to have a school link programme before leaving school, so that they get to know the college before they start their chosen course.

WHAT HAPPENS AT THE END OF THE COURSE?
During the course the students are assessed so that they can gain official recognition for their work. Some students may need to remain at college for an extra year if they cannot complete the course in two years. This would be decided on an individual basis. Once students have completed the course some students progress to the Bridging Course. For others post college opportunities are arranged in consultation with the Careers Officer, Supported Employment Agencies, Social Services and Voluntary Organisations.

BRIDGING COURSE
This is a one or two year course designed for students who have moderate learning difficulties and/or physical disabilities.

The programme aims to help prepare students to decide what future courses they may want to try. For this reason it offers support to “sample” vocational courses. Students also work on developing their independence, confidence and basic skills in literacy, numeracy, information technology, work preparation and living skills.

Students on the Bridging Course also have work experience that is linked to their vocational choices. The students on this course work closely with the Prince’s Trust.

SUPPORT FOR STUDENTS ON MAINSTREAM COURSES
For students attending mainstream courses the college has a range of personal and technical support available. The college has a team of Learning Support Assistants who can provide educational support, personal care support and support at lunch and break times. A team of Communication Support Workers can provide British Sign Language and note taking support for students who are deaf or hearing impaired. There is also a College Learning Support Tutor Team who can provide specialist support for students with specific learning difficulties e.g. Dyslexia. Technology and equipment available include laptop computers, large screen computer monitors and adapted keyboards and specialist software programmes including screen magnification and voice activated packages.

PRINCE’S TRUST/COLLEGE ADULT SUMMER SCHEME
Working with the Prince’s Trust, the college also organises a Summer Scheme for the months of July and August.

The scheme is available for students within Pembrokeshire who have a learning difficulty and/or disability. The students must be over the age of 18 and in some sort of Further Education placement – it doesn’t have to be at Pembrokeshire College.

Depending on the demand, the scheme is available to students for a minimum of 1 week and a maximum of 2 weeks during the summer holidays.

If you are interested in this scheme referrals can be made to contacts below.

WHO TO CONTACT
COLLEGE ACCESS & DISABILITY MANAGER: Sally Elliott
Tel/Minicom: 01437 765247 ext 413
E-mail: s.elliott@pembrokeshire.ac.uk

PRINCE’S TRUST: Cathy Hayward
Tel: 01646 603130

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SCHOOL OPTIONS
Ysgol Bro Gwaun
Some schools have specially adapted courses to enable students to remain at school after 16.
This sheet is about what YSGOL BRO GWAUN can offer pupils.

SKILL POWER/NATIONAL SKILLS PROFILE
This course provides an opportunity for students who do not wish to pursue further formal examinations in the sixth form. It is designed to encourage independence and increase confidence, so that students become better prepared for further education or work related training.

WHAT DOES THE COURSE OFFER?
The course varies year to year, according to the needs of the student, but consists of elements such as:

Improving basic skills.
Attendance at Rathbone Community Industry one day per week. This takes place in Haverfordwest and is designed to improve social and life skills.
A choice of vocationally related modules, such as catering, manufacturing, horticulture, art and enterprise. At present these modules run in partnership with Sir Thomas Picton School.
One day per week of work experience, supported if necessary.
Leisure activities.
A number of visits and trips also arranged throughout the year to tie in with the vocational and life skills modules.
WHAT ARE THE BENEFITS?
Students on this course gain enormous benefit from being a member of a large and vibrant Sixth Form. Activities such as fund raising, coffee mornings, sponsored pool etc, lead to enhanced personal and social development, as they provide superb opportunities to take an active part in school life. It also allows the students to be positive senior role models to younger pupils with Special Needs in the school, who will themselves join the Sixth Form in the future.

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SCHOOL OPTIONS
Sir Thomas Picton School
Some schools have specially adapted courses to enable students to remain at school after 16.
This sheet is about what SIR THOMAS PICTON can offer pupils.

WHAT DOES THE COURSE OFFER?
The course varies year to year, according to the needs of the student, but consists of elements such as:

Improving basic skills.
Attendance at Rathbone Community Industry one day per week. This takes place in Haverfordwest and is designed to improve social and life skills.
A choice of vocationally related modules, such as catering, manufacturing, horticulture, art and enterprise. At present these modules run in partnership Ysgol Bro Gwaun School.
One day per week of work experience, supported if necessary.
Leisure activities.
A number of visits and trips also arranged throughout the year to tie in with the vocational and life skills modules.
WHAT ARE THE BENEFITS?
Students on this course gain enormous benefit from being a member of a large and vibrant Sixth Form. Activities such as fund raising, coffee mornings, sponsored pool etc, lead to enhanced personal and social development, as they provide superb opportunities to take an active part in school life. It also allows the students to be positive senior role models to younger pupils with Special Needs in the school, who will themselves join the Sixth Form in the future.