1. Achieving outcomes
Ellen Atkinson
(NDTi)
Southend-on-Sea
March 2016

2. Purpose of the session
Understand what’s needed in Southend to ensure young people can achieve meaningful lives
Southend Transition Protocol
What works
What’s your role?
Next steps? 2 2

3. The Reform agenda created by the Children and Families Act 2014
Extension of the SEN framework to 25
Includes further education as well as schools
Key principles:
Person centred approach
Emphasis on outcomes and preparing young people for adulthood
Code of Practice Chapter 8 - Preparation for Adulthood from the earliest years
The old system did not work for families and children:
Children with SEN had their needs picked up late;
Very different system between school & FE which did not carry forward the rights and protections that existed in the SEN system in schools.
Parents didn’t know what they could expect their local school, college, LA & local services to provide, without having to fight for it

4. Thinking about outcomes, why does it matter?
Young people with SEND do less well than their peers at school and college and are more likely to be out of education, training and employment at 18.
Schools and colleges can focus too much on the SEND label rather than meeting the child’s or young person’s needs, and do not focus on achieving meaningful life outcomes.
Families should know what support is available from education, health and social care services
Staff need knowledge, understanding and skills to provide the right support for children and young people who have SEND
Aspirations, for children and young people are raised through an increased focus on life outcomes.

5. What should providers be doing?
A lead should be overseeing implementation of the reforms.
The college should be working closely with local authorities and be reflected in the Local Offer.
Colleges should be using flexibility offered by study programmes to tailor packages for YP with SEND.
The college should be developing partnerships with schools to support transition planning.
Sessions should be held to ensure all staff are aware of the new SEND Code of Practice and how it affects them.
All young people with SEND and their parents should be aware of the reforms and what they mean for them.
Colleges should be considering workforce development needs– e.g. developing person-centred planning.
Colleges should be working with local authorities on the EHC assessment and planning process.
Colleges should be developing links to support the employment and independent living pathways.

6. Aspirations Pathway -09 Birth 4 years 7 years 11-14 years 14 plus….
Health visitors
GPs
Midwives
Family
Portage
Children’s Centres
Nurseries
Play groups
Health visitor
Therapists
Paediatricians
Counsellors
Social Worker
School
SEN support
EHCp
Reviews
Pastoral care
School change?
Early introduction regarding work
Secondary transfer
Review planning
Pastoral care
Vocational
profile
Supported
Work experience
Independence training
internship
Paid work

7. To consider how provision does or does not currently promote outcomes to help children and young people progress towards their next stage of:
Progress towards higher education and/or employment
Independence
Participating in society
Healthy living

8. Involvement of children, young people and parents in decision making and the development of the local offer.

9. Get to know the young person and understand what is
To do this well we need to:
Get to know the young person and understand what is
and for

10. Understand his or her aspirations
How does the young person (and their family) want/expect to live and spend their time in the future?
Useful to think in terms of the 4 PfA outcomes to help frame your thinking about the implications for the study programme

11. To do it well we need to
Focus on the young person’s strengths and capabilities
Understand the curriculum implications of supporting better outcomes

12. Develop post 16 provision and support that lead to good life outcomes12 15

13. Develop post 16 options that lead to paid employment
Work closely with schools to support transition (paras )
Based on young people’s aspirations (para 8.9)
Start early (Para 8.8)
Create flexible packages
Linked to all aspects of life and five day packages
Build on the best of mainstream provision and discrete provision – learn from each other
Study Programmes (Paras )
Supported Internships we-do/supported-internships
Embedding work experience
Working closer with schools can help colleges to ensure their curriculum offers progression beyond school and not repeat learning
Test out options of joint curriculum, young people can make a better transition by having a mixed package of learning that is school and college based initially.
MUST start early to talk to young people to understand demand and plan and commission the local offer based on demand
Work experience is crucial for young people to learn about work, both in school and college. 17 13

14. Things to consider…. What’s working for young people?
Does the local offer meet demand?
How do we inform commissioning priorities and provider development?
How do we capture data?
Do we need to make changes? e.g the curriculum
Who do you need to work with?
Are there gaps?
Workforce development?
How will we know things are working?
Time to consider how provision does or does not currently promote outcomes to help children and young people progress towards their next stage of:
Progress towards higher education and/or employment
Independence
Participating in society
Healthy living
Thinking about - Does the curriculum help young people be prepared for the next step?
Understand the importance of person centred reviews and EHCps
Are you working closely with you local authority colleagues to develop the local offer? 14

15. New Preparing for Adulthood graphic.
Focus on the partnerships and how we have to work together to implement the reforms. Preparing for Adulthood starts early!!!

16. So what does this mean for outcomes?
Person centred - describe the person
Focus on improving life outcomes – life span approach
Raising aspirations and sharing expectations
Multi agency - overarching but clear who does what
Will change over time and develop
Workforce will need to know how to write outcomes and deliver evidence based practice
Young people and families – MCA and supported decision making
Benefit or difference made as a result of intervention
Is personal, not expressed from a service perspective
Is something you have influence/control over
Is measurable and specific
Is something that is a benefit or difference to the individual
Does it keep something that is working?
Change something that isn’t working?
Does it move towards a future you want?

17. Preparing for Adulthood Contact us:
Web:
FB:
Phone:
Contact: Ellen Atkinson
Mobile: 38 17