1. Securing the effective engagement of young people Post 19 EHCPs Workshop for Professional
Jude Thompson
QTVI

2. Principles underpinning C&F Act 2014
LA’s must have regard to :
The views, wishes and feelings of the young person (and their parents)
The importance of the young person, (and their parents), participating as fully as possible in decisions and being provided with the information and support necessary to enable participation in those decisions

3. Views, interests and aspirations
From Year 9 the focus should be on Preparing for Adulthood outcomes:
Higher education and/or employment
Being as healthy as possible in adult life
Independent living
Participating in society: friendships and contributing to the local community

4. Views, interests and aspirations
A summary of how to communicate with the young person should be included

5. Pitfalls
Failing to mention the young person’s preferred method of communication
Confusing aspirations with provision
Missing out the young person’s views altogether on the grounds that they lack the capacity to express them

6. Ofsted report 18th October 2017
Looked at the progress of local authorities in England implementing the SEN reforms found: “In over a third of the local areas inspected, leaders across education, health and care did not involve children and young people or their parents sufficiently in planning and reviewing their support”.

7. NatSIP “Just Enough Support” in FE
Young people will need to articulate the impact of their sensory impairment on their learning and their lives…. Be very clear what aspects of life, learning and work they need support with…. Be able to articulate what support would look like….

8. NatSIP “Just Enough Support in FE”
Be clear about the skills, knowledge and qualifications of the staff supporting them - levels of BSL/braille Be able to articulate the areas in which they don’t need support Be able to flag up when their support needs have changed and why

9. NatSIP “Think Right Feel Good”
This series of sessions aims to support the development of resilience. An important aspect of this is the young people being able to talk about their sensory impairment, their learning and support needs and to develop the skills for self advocacy.

10. Activity:
Discuss the challenges and examples of times when this has been effective
Lesson learnt
Some brief examples are given:

11. Case Study 1
Young person attending college but decides that he wanted to move to a different college and study a different course
Recognised as having underachieved at school
Working at Level 2 (but not achieved GCSE A*-C in maths)
Has an effective Care Manager

12. Case Study 1
YP able to use e mail effectively and aware of the key personnel in the LA
Contacted them himself – explaining the position
LA (SEN and Social Care) agreed to the request

13. Case Study 2 Young person with some additional needs Age 21
Had been out of full time education for 2 years
Had undertaken some short courses and work experience. Some of these had broken down as the provider hadn’t felt they could meet the needs

14. Case Study 2
YP able to articulate that he wanted to go back to college as this would help him get a job
LA agreed to assess and then issued an EHCP
Young person, needed support from parents and other professionals, but was able to express aspirations and outcomes that showed understanding of preparing for adulthood.

15. Case Study 3
Young person, 18, expressed a wish to have an additional year in college (EHCP in place)
Young person had achieved Level 3 in vocational areas (Massage, Reflexology)
Young person was able to communicate by e mail with LA personnel
Able to demonstrate how further study at Level 3 was appropriate – additional qualification

16. Conclusions Examples of good practice Challenges
Examples of overcoming the challenges
Thank you