DRAFTReactSlidesVulnerableYoung PeopleStrandTDP London South LLDD Strategy Group Transfer of Responsibilities 1 st April 2010 Vulnerable Young People

DRAFTReactSlidesVulnerableYoung PeopleStrandTDP Why Vulnerable Young People  The development of integrated children’s services has refocused the efforts of LAs to support vulnerable children & young people.  The ACSL Act places new duties on LAs and children’s trusts which they will only be able to meet if they work in partnership with the YPLA and the Youth Justice Board

DRAFTReactSlidesVulnerableYoung PeopleStrandTDP Who are ‘vulnerable’ Those with special educational needs (16-19) Or a learning difficulty or disability (16-25) Looked after young people (16-21 (or 25?)) Young Offenders in the community (16-19) Young people in custody (10-17/18) Teenage Parents (16-19) Those with drug or alcohol misuse issues Homeless Young People Those with mental health issues Travellers

DRAFTReactSlidesVulnerableYoung PeopleStrandTDP Impact of the ASCL Act on Vulnerable Young People : LLDD LAs are now responsible for commissioning education provision for young people a) aged with a learning difficulty / disability (with or without a learning difficulty assessment) or b) aged with a learning difficulty assessment commissioning from specialist providers located in their area, on behalf of all local authorities (host LAs) (from 2012/13) Developing a seamless transition from SEN > LLDD > adult (post 25) provision Undertaking learning difficulty assessments (2008 Act)

DRAFTReactSlidesVulnerableYoung PeopleStrandTDP NCF : LLDD - Context Learners with a learning difficulty and/or disability (LDD) = special educational need = additional learning need? Highest participation rates ever – 79.7% of young people continuing in learning post 16 at the end of 2008 but still around 200,000 young people are not in education, employment or training (NEET) Learners with learning difficulties and/or disabilities (LDD) are twice as likely as their peers to be NEET, especially at age 17 Other vulnerable groups of young people who are over represented in the NEET group e.g., teenage parents, care leavers, young offenders may to also have learning difficulties

DRAFTReactSlidesVulnerableYoung PeopleStrandTDP LSC funding for learners with LDD In LSC funded provision for: 323,304 learners with LDD of which 167,154 were aged learners with a range of learning difficulties and/or disabilities learners in a range of settings across the FE sector learners at all levels of learning i.e. not just below level 2. In , the cost of this provision was £1billion.

DRAFTReactSlidesVulnerableYoung PeopleStrandTDP What the LSC does currently Statutory responsibility to secure education for young people with LDD LSC team carry out placement function for LLDD at Independent Specialist Providers (ISP) LAs, through connexions services, undertake assessments (S139a) submitted to LSC for funding decision LSC convenes a national appeals forum to decide upon disputed decisions

DRAFTReactSlidesVulnerableYoung PeopleStrandTDP What the LSC does currently LSC manages Additional Learning Support (ALS) planning through Regional Commissioning Groups National Office and Partnership Teams share performance management of Independent Specialist Providers Lead on Learning for Living and Work strategy and development projects Liaison/joint working with other agencies – adult services, mental health, third sector Membership of local/regional groups

DRAFTReactSlidesVulnerableYoung PeopleStrandTDP NCF process – from April 2010 LAs have statutory responsibility to ensure learning provision for young people a) aged with a learning difficulty / disability (with or without a learning difficulty assessment) or b) for those aged with a learning difficulty assessment YPLA has the duty to provide funds to LAs which enable them to meet their duty Funding is provided through additional learning support (for most young people with LDD) or through a learning disability assessment Provision for 25+ and those aged 19+ without learning difficulty assessment funded through SFA NCF sets out commissioning guidance and timeline

DRAFTReactSlidesVulnerableYoung PeopleStrandTDP NCF : LLDD outline process May- September Strategic analysis by Partnerships, children’s trusts and SRGs; LAs forecast LLDD needs September onwards Learning Difficulty Assessments Carried Out October – December National and Regional Statement of Priorities ; local commissioning statement; national funding rates January – March Establishing Learner Numbers, moderation at SRG, RPG and national levels; YPLA approval of SRG / LA plans, indicative allocations agreed March – August Any national appeals undertaken, final adjustments made.

DRAFTReactSlidesVulnerableYoung PeopleStrandTDP YPLA functions Inform and support SRGs/LAs in commissioning provision for learners with LDD Bring together data and planning information from LAs to ensure that LAs are funded to meet learners’ needs, yet remaining within the overall national budget Agree commissioning plans Contract with ISPs (initially) Convene the national appeals panel Support the development of innovation and spread good practice Integrate planning and support for vulnerable groups/learners

DRAFTReactSlidesVulnerableYoung PeopleStrandTDP The benefits : Brings the planning of provision for learners with LDD into line with that for all other provision, including special educational needs, through the partnership and children’s trust Provision planned through strategic analysis Ensures not only coherence and affordability but also identifies any gaps in provision to inform discussions about the development of new provision to meet learner need Enables the development of more tailored provision which is jointly planned and funded with other agencies

DRAFTReactSlidesVulnerableYoung PeopleStrandTDP The Challenge For the new system to work LAs and the YPLA need to work in close partnership at LA, sub-regional, regional and national levels, especially to : Match local need to the national budget Better integrate planning and funding for all of the young person’s needs, including contributions from social care, health and other bodies Reduce and remove the numerous barriers which reduce the outcomes for young people with LDD, easing transition at 16, 19 and 25.