Lesley Waugh Personalisation Lead The National Autistic Society Transitions -Through school and into Adulthood

Person Centred Planning 5 Key Features The person is at the Centre Family and friends are partners in planning Plan show what’s important to the person now and for the future and what supports they need (including keeping healthy and safe) Plans help the person to be part of a community of their choosing and for the community to welcome them Plans are live, people keep on listening and learning to help the person put into action the things they want to get out of life.

Transition Review Year 9 Statement sent out 2 weeks prior to the review and amended and agreed so the meeting is focussed on the future and achievements Invitees: The students, family, Connexions, Social Worker, Transitions Worker, Care Staff, Teacher, keyworkers Format: What's great about…. What’s important now and for the future Keeping healthy and Safe What’s working.not working Action Plan

Transition Review Yr 10 Keys to Citizenship Review Self Determination, Direction, Money and Benefits, Housing, Supports and Community Life Check Actions from Yr9 What’s possible for student locally and nationally In Control, Individual Budgets, Supported Living Further Education Options

Year 11 Benefits changes Respite-Direct Payments Health Action Planning for Health funding if necessary Re look at Year 10 Actions and continue

Year 12 and 13-Key Stage 5 Actions Plans finalised Referral to Adult Social Care teams, Community Care Assessment to be undertaken Connexions, Transition Workers, Adult Social Worker at 18 yrs Broker and Self Directed Support Leads

Rights to Assessment and Care Services - Adults The NHS and Community Care Act 1990 Key duty under 1990 Act to: Assess an individuals need for community care services Consider community care services to match assessed needs Chronically Sick and Disabled Persons Act 1970 Key duty under 1970 Act to: Local authority to make arrangements for services that are necessary to meet the needs of the person.

Fair Access to Care Services (FACS) Guidance on Eligibility Criteria for Adult Social Care, England Prioritising need in the context of Putting People First: A whole system approach to eligibility for social care All aspects of care assessed – health, mobility, psychological health, independence, risks etc. 4 criteria bands – low, moderate, substantial and critical Care needs must match eligible criteria band to access services. Most boroughs – substantial and critical. Local Authorities are allowed to decide what bands they meet.

Blanket Policies Each case should be looked at individually. Blanket policies are warned against. New FACS guidance, Prioritising need in the context of Putting People First: A whole system approach to eligibility for social care point 64 states: “…it is known that many people with autism or Asperger syndrome have been refused assessment or access to support because their IQ is “too high” – i.e. because they do not have a learning disability. This is not acceptable.”

Services Provided Practical assistance in the home Support outside of home - e.g. shopping, hobbies Day centres Home adaptations and disabled facilities. Equipment Transport to school Respite Residential schools Residential care homes Supported living

7 Steps to Self Direct Support7 Steps to Self

The New System

Who Can manage the Money? PersonRepresentativeTrust BrokerProviderLocal Authority

What Needs to be in a Support Plan What’s Important to the person-history included What does the person want to achieve?-Dreams, what’s working/not working, Good Day/Bad Day, A perfect week How will the person be supported? How will the person spend their Individual budget? How will the person support be managed? How will they stay in control of their life? What needs to be done to put the plan into Action?

Who can facilitate Support Plans The person Families and Friends Care Managers Paid support staff Advocates Life Coach Centres For Independent Living User led organisations Brokers Financial Advisors

Resources and websites