The national (PfA) was commissioned by the Department for Education to support the SEN reforms and has been delivered by the national Development Team for Inclusion (NDTi) and the Council for Disabled Children (CDC). PfA has developed five key messages through their work with SEND pathfinders: develop a shared vision of improving life chances with young people, families and all key partners aspirations for a fulfilling adult life by sharing clear information about what has already worked for others develop a personalised approach to all aspects of support using practices, personal budgets and building strong communities develop post 16 options and support that lead to employment, independent living, good health, friends, relationships and community inclusion develop outcome-focussed multi-agency commissioning strategies that are informed by the voice of young people and families. Slide 11 Notes Good transition planning starts before the person is 14. This includes raising aspirations and supporting children to make decisions. For young people with special educational needs who have an Education, Health and Care (EHC) plan under the Children and Families Act, preparation for adulthood must begin from year 9. EHC plans must be person-centred, outcome focused and from aged14+ must focus on preparing for adulthood outcomes. Coordinated multi agency support is required to enable young people to achieve good life outcomes. This includes providing information, advice and support on preparing for adulthood, what adult social care is, transition assessments, and what support they can expect. Year 9 review should trigger this. Preparing for adulthood annual reviews should focus on planning support for SEN, health and care needs and building on what has already been achieved. The transition assessment should be undertaken as part of one of the annual statutory reviews of the EHC plan, and should inform a plan for the transition from children’s to care and support – see next slide for transition assessments. Local authorities may continue EHC plans until the end of the academic year during which the young person turns 25. As the young person is nearing the end of their time in formal education, and the plan is likely be ceased in the next year, the PfA review should ensure good exit planning and ensure the necessary support is in place to build on the outcomes and make a smooth transition into centred
apply for carrying out transition assessments as for other needs assessments under the adult statute. These are variously set out in section 6. For example, local authorities must undertake an assessment for any adult with an appearance of need for care and support (6.13) and where it considers there will be significant benefit to the individual of doing so regardless of any eligibility issues. See the learning module on for more details. The process itself must be person-centred. The young person or carer in question (or others they wish to be involved) must be involved in the assessment for it to be person centred and to reflect their views and wishes. The guidance recognises that individuals may need additional information and advice to engage in the assessment process in a meaningful way. So, for instance, a young carer conducting a supported self-assessment needs to be clear about the support available both to them and the person(s) they care for. More complex issues may require more intensive and more personalised information and advice, helping people to understand the choices available to them. The process itself must be appropriate and proportionate to the complexity of the person’s needs. These are both understood to be intrinsic to good quality assessment practice. All transition assessments must include consideration of the current needs for care and support and how these impact on wellbeing. They must establish whether the young person or carer is likely to have needs for care and support after the young person in question becomes 18 and, if so, what those needs are likely to be, and which are likely to be eligible needs. Transition assessments must also establish the outcomes the young person or carer wishes to achieve in day-to-day life and how care and support (and other matters) can contribute to achieving them. Key learning point The guidance confirms that the same requirements and principles apply for carrying out transition assessments as for other assessments under the adult statute.