1. Citizenship in Further Education in Kirklees Jane Shepherd – Maddocks Associates Gary Wainwright - Partnership Commissioning Manager Learning Disabilities, Wellbeing ( Adults ) & Communities, Personalisation & Commissioning

2. Citizenship in Further Education in Kirklees Since people with learning difficulties have difficulty learning, Further Education is potentially a very important opportunity for people to grow and develop. Only 14% of people with profound intellectual and multiple disabilities were in FE in 2003/4. Since then there has been a marked reduction in FE provision for people with learning difficulties. Jim Mansell (2010)

3. FE College funding is dependent upon students showing “progression” and this has led to a decline in students with the most profound needs Because local authorities lack local provision this results in parents either requesting residential placements which can cost £200,000 per annum Or – they stay at home until parents become unable to care which usually then results in a residential placement Or – they are offered a place in a Day Centre where they often lose vital communication and independence skills What are the issues

4. This work began in Talbot School in Sheffield where “Personalised Transition” had been developed – there had been no requests for out-of-city placements But we realised that young people with PMLD were automatically offered a place at a Day Centre rather than in FE All disabled young people being supported to stay in their local communities All disabled young people fulfilling their potential All disabled young people being included in mainstream clubs and leisure activities of their choice An equalities issue

5. What are we educating our children for?

6. A young person’s perspective

7. J. Takes a long time to learn things and to develop. I recently met someone with the same condition as J. who has started walking independently for the first time in her life. She is 43 years old. J. Goes to a day centre because there is nowhere else for him to go but I am not happy with the way they treat him there. I fact I don’t let him go alone. He always has one of his Personal Assistants with him. I have talked with the day centre about designing a programme for him but they don’t understand. I feel like he has been written off. Parent 2011 A parent’s perspective

8. The problem is that there is nothing for her when she leaves school. She won’t be able to go to college. I have been told that the only thing available to her is an individual budget. That might be OK, but the main problem I forsee is that there is so little for her and her support worker to do. Parent, 2011 A parent’s anxieties

9. I am concerned that people with complex learning disabilities Have no opportunity to continue their education Post 19. In general, provision in local colleges is designed to meet the needs of pupils working at or above Entry Level 1. Pupils working below this level are directed to adult services as if they have no right to continue their education or are incapable of doing so. It is true that progress for young people with complex needs may be rather slow and may be about generalising a skill rather than hierarchical progression. However if we accept the premise that we can educate them, there is no reason to draw a line in the sand at 19. Head of Post 16, Special School A teacher’s perspective

10. Legislation, policy & direction The Equality Act (2010) The Autism Act (2009) SEND Green Paper, Support & Aspiration: a new approach to SEN and disability NHS – adult continuing health care for adults by 2014 Putting People First (Department of Health, 2007) Think Local, Act Personal (Social Care Institute for Excellence, 2011) Valuing People Personalisation – IBs in health & social care Raising Participation Age Winterbourne View Disability hate crime

11. Education, Health & Social Care Personalisation Choice & control Autonomy Self direction Participation Co-production Independence What policies are advocating

12. Real Wealth

13. Putting the young person in the driving seat Making a decision Making a choice Expressing preference

14. Legislative pathway Section 139A – follows on from a statement of educational needs The funding pot we apply to – Additional Learning Support – is for students with complex impairments (up to the age of 25) who cannot easily be catered for locally

15. Traditional response Day centre, leading to residential care Out of city placement Personalised response Learning opportunities in community and/or college Independent living in local community Common Sense Cost Effectiveness

16. Regional Initiatives Personalised Transition Curriculum for citizenship Family Leadership Integrated Funding Expert co-ordinated support

17. Kirklees Pilot What have we attempted to do? Develop new pathways into FE for students with the most complex impairments Who stands to gain? Young people & their families: Independence and a meaningful lifestyle for young people with high support needs People of Kirklees: Savings – significant cash efficiencies can be made by providing local high quality provision

18. Anticipated Outcomes Young people leading lives full of things that interest them Young people moving towards independent living Families feeling their son or daughter is happy, stretched and fulfilled Family Leadership developed and put into practice through parents full involvment with the pilot Kirklees have a tried and tested pathway enabling individualised learning programmes Post 19 Key stakeholders brought together Integrated budgets Challenges and opportunities identified enabling programme to develop and progress Changing the way providers offer support Moving from services to support Professionals understanding the process and so able to better support families

19. Lessons learned We have found a local provider able to deliver personalised education programmes Waves – the local provider have become an accredited Learning Centre by the OCR (Oxford Cambridge and RSA Examinations) and are now able to offer qualifications to all their members Waves offer all their members Ipads and use these to make video the activities, to be able to show progression Funding is currently through the Education Funding Agency (EFA) and has not been available in Kirklees this year – In future years funding will be delegated to Local Authorities This year Sheffield has been able to implement their programme through EFA funding and is now delivering education to 6 young people – delivered through Talbot School

20. The young people Priority - independent living and learning how to direct support & community based local activities Weekly activities Mon: independent living skills in NO. 6 Tues: work experience in a laundrette, swimming Wed: equine assisted therapy; music therapy Thurs: out in community Fri: sensory story telling Requires a learning environment where emphasis is placed on independence, social and life skills Provide support to ensure the opportunity to continue to use and develop his total communication strategy based on: Intensive Interaction Sensory Interaction Symbols based on choice making the practical application of his communication aid the use of Makaton signs

21. www.centreforwelfarereform.org.uk www.ibkinitiatives.com pippa@ibkinitiatives.com jane@maddocksassociates.com