1. Pathways to Preparing for Adulthood Carol Robinson Preparing for Adulthood Advisor for the West Midlands and South West

2. Workshop Aims
To understand how Preparing for Adulthood fits with the SEND reforms
To be aware of the 4 PfA pathways and associated outcomes and how these can shape the curriculum
To be able to write SMART outcomes
To know what a good PfA review looks like
To increase awareness of some useful person centred planning tools for use with children and young people with SEND
To have an understanding of the principles of the Mental Capacity Act

3. What I will cover this morning
Four Preparing for Adulthood pathways for employment, housing and support, community inclusion and good health.
Under each:
Key elements that need to be in place
SMART outcomes

4. We need these shown as SMART outcomes in plans

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6. Key elements of the employment pathway
Careers advice including vocational profiles- Gatsby standards +
Tasters and work experience
Good employment support
People who are knowledgeable about the evidence base for supported employment
Shared outcomes
Support for families
Good employer engagement
A range of vocational options: supported internships, traineeships and apprenticeships
Follow on support

7. Independent living/Housing and Support
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8. Key Elements- Housing
Good info on the local offer so you can refer people to it
Conversations start early at least yr 9 – get people understanding options and act to get young people on housing register, etc
Transition assessment under Care Act for those likely to need social care as adults
Skills for independent living included in curriculum
Maintain dialogue with housing colleagues

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10. Key elements for community inclusion
Emphasis in commissioning on inclusive not segregated services
Training and support for staff in a wide range of universal services
Emphasis on friendships and buddies in education
Travel training
Making best use of technology
Support for some to access but skilled transfer of support to others whenever possible

11. Good Health
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12. Key elements for health
Good education, health and care plan with health outcomes included – what does the condition mean for the child?
Good info on health conditions in easy read
Emphasis on preparing for transition to adult health services starts as early as possible
Emphasis on healthy life style
Annual health checks
Joint commissioning to avoid fights over money especially for those with complex health needs.

13. Section A: Views, Interests and Aspirations
Should also include details about:
play
health
schools
independence and friendships
how to communicate
child young person’s history (brief)
further education and future plans
including employment and housing

14. What is an aspiration?
An aspiration is a dream, something you want to succeed in doing. Aspirations are usually long term goals

15. What is an outcome? ‘An outcome is the benefit or difference made
to an individual as a result of an intervention’
COP para 9.66
We need to ask what achieving an outcome would do for the young person:
What would it give them?
do for them?
make possible for them?
If you want to get to Hammersmith, from Paddington you could take the Hammersmith and City Line or the Circle line

16. It’s not the train – it is the destination
If you want to get to Hammersmith, from Paddington you could take the Hammersmith and City Line or the Circle line, it really does not matter too much

17. Achievable – building on strengths and success
SMARTIE
Impact Evaluated
Specific – not woolly
Measurable – may only be yes/no for longer term outcomes – shorter term outcomes are more easily finely measured
Achievable – building on strengths and success
Reaslitic – but also challenging – I prefer R= relevant
Time limited – over a phase with a view to achieving the aspirations
Impact – make a difference
Evaluated

18. SMART or SCRUFFY?
Student Led Creative Relevant Understandable Fun For Youngsters
Specific
Measureable
Achievable
Realistic/Relevant
Time based
Penny Lacey
University of Birmingham
Scruffy targets tend to help you capture the broad direction of travel in a way that children and young people understand and like.

19. Will develop over time
This slide sets out the vision from the 2011 Green Paper

20. Focus on life outcomes especially from year 9

21. On your own, write a SMART outcome for a young person you know.
Activity 1
On your own, write a SMART outcome for a young person you know.

22. The order is important Outcomes Needs Provision Aspirations
Think of them as possible barriers to achieving outcomes
The support needed to allow child to overcome barriers
Overarching, personal & long term
In line with aspirations
SMART

23. 20 mins and be prepared to feedback
Activity 2
Use the case study to identify SMART outcomes for the young people
20 mins and be prepared to feedback

24. Some example outcomes The next 4 slides cover:
Possible wording relating to:
Employment
Independent living
Community Inclusion
Good health

25. Employment Aspiration To get a paid job when I leave education
Outcome(s)
By September 2019 I will have had 4 meaningful work experiences in a range of community- based settings so that I have an understanding of different type of job roles
By Sept 2020 I will have a vocational profile that clearly sets out what I’m good at, what type of jobs would suit my abilities and what support I need to get a paid job when I leave education
In 12 months time I will be able to travel independently around my local community by either walking, using the bus or the train.
By July 2020, I will have a system for reminding myself of tasks I must complete each day and I will be using it.

26. Independent living Aspiration To live in my own home Outcome(s)
I will have decided who I want to live with and where I want to live by the end of year 12.
By the end of year 13, I will have a clear idea of how I want to be supported
By the July 2020, I will be able to understand how to use my money for my food each week.
By the time I know where I will be living, I will have a clearer understanding of key things I need to do to be safe at home, online and in the community and be able transfer this learning to my new home

27. Community Participation
Aspiration
To have friends, be part of my community and have people who can help me have fun and get what I want in life
Outcomes
By the end of year 12, will be going out with my friends at least twice a week. We will be going to the gym, swimming, walking, going to the cinema, music events or a club.
By September 2020, I will have a volunteer circle of support who meet 4 times a year and regularly help me to live my life and implement my person centred plan

28. Outcome example – Community Participation
Steps towards the outcomes
To identify how I am included in my community now so that I can increase my community presence
To identify what I am interested in, what I can contribute and what the community needs
To identify barriers to me accessing the local community and how this can be minimised
To have a circle of support that helps me achieve my aspirations and help deliver my plan
To improve how I communicate with others so they understand my needs and understand others more

29. Good Health Aspiration To be as fit and healthy as I can be Outcome(s)
I will be eating three balanced meals a day by the end of year 12.
By the end of year 13, I will writing a shopping list and going shopping with support buying healthy options.
By the end of year 13, I will be taking exercise at least three times a week (walking, swimming & going to the gym).
By the end of year 12, I will be using my health plan to remind me about my medicines, my diet and exercise.
By the end of year 12, I will be attending regular health checks, with my GP or nurse, to review my health plan.
By the time I leave school, I will be able to take my tablets reliably without support

30. What we will cover this afternoon
Person centred reviews with a focus on Preparing for Adulthood
An opportunity to think key topics to over
Mental Capacity Act 2005

31. What do you think makes a good annual review?

32. Preparing for Adulthood reviews
Mentioned in 8.11 of the Code of Practice – these specifically refer to reviews from year 9 onwards. The code says: ‘Local authorities must ensure that the EHC plan review at Year 9, and every review thereafter, includes a focus on preparing for adulthood. Planning must be centred around the individual and explore the child or young person’s aspirations and abilities, what they want to be able to do when they leave post-16 education or training and the support they need to achieve their ambition’.

33. Annual reviews - requirements
EHC plans should be used to actively monitor young people’s progress towards their outcomes and longer term aspirations.
Must be reviewed by LA as a minimum every 12 months.
Reviews must focus on the YP’s progress towards achieving the outcomes specified in the EHC plan.
Review must also consider whether these outcomes and supporting targets remain appropriate.

35. Preparation stage
Preparation for the child or young person- how will s/he be involved?
Information for the family and other participants
Thinking about who to invite – the young person or family may have a view
What support will be needed?
What info do we have and how do we gather what is needed?

36. Using some useful tools
What’s working/not working
Important to and for

37. Working & not working

38. Important to and for
Important to = what makes life worth living and enhances enjoyment Important for = what is needed to keep a person health and safe (usually other people’s views)

39. Sorting out important to and for
What is important to me?
My family and friends
Being able to work
Autonomy
Creative thinking
What’s important for me?
Not over-working – time with my family and friends
Keeping fit
Making sure I eat foods that don’t upset me
Protecting my hip and back

40. Getting the balance right
When “Important For” dominates-
being healthy and safe dictates lifestyle

41. Getting the balance right
When ”Important to” dominates it’s all choice and no responsibility

42. We want to achieve a balance

43. Making the meeting work
Create a relaxed atmosphere Intros and ground rules- who is responsible for the notes? Explain charts Start with like and admire Info we have- reviewing aspirations and outcomes Invite people to write on charts

44. Group Activity
Based on the case study in front of you, what are the key discussion topics for the review meeting. Order them using the 4 Preparing for Adulthood outcome areas;
Education, training and employment
Housing and support
Community Inclusion
Achieving good health
Be prepared to feedback

45. A Film to Watch Animated film re person centred reviews:

46. The aim is to:
Develop a shared understanding of the information Agree person-centred outcomes in line with aspirations/what is important to the young person Address the young person’s needs Decide on provision that can support fulfilling of these outcomes Consider whether the educational placement is still the correct one Change what is not working

47. Mental Capacity Act 2005
Five key principles which must underpin everything done in relation to someone who may lack capacity to make a decision for themselves: 
It should be assumed that everyone can make their own decisions unless it is proved otherwise.
A person should have all the help and support possible to make and communicate their own decision before anyone concludes that they lack capacity to make their own decision.
A person should not be treated as lacking capacity just because they make an unwise decision. Capacity should be assessed in relation to each decision.
Actions or decisions carried out on behalf of someone who lacks capacity must be in their best interests.
Actions or decisions carried out on behalf of someone who lacks capacity should limit their rights and freedom of action as little as possible.

48. Film on the Mental Capacity Act 2005

49. Agreeing changes to the plan
Making changes to the plan
Agreeing changes to the plan
Review the notes
Agree outcomes and wording- keep them SMART!
keep focused on life outcomes
work
independent living,
friends, relationships and community inclusion
good health
Action plan- what, when and who
Review dates
Reflect on the meeting especially with the young person and family

51. Evaluation forms and End

52. Contact details
Preparing for Adulthood regional Lead: Dr Carol Robinson Mobile: NDTi Office: – ask for Hannah Website: