1. Transition Planning North Tyneside

2. Transition Planning and the SEN Code of Practice Year 9 – aged 14 Multi – agency Annual Education (Transition) Review where planning starts Person Centred Principles – the young person at the centre Reviewed and developed in subsequent school years Local protocol describing arrangements

3. Why do we Do this? The point of this is to find ways of doing things that will help people get better lives It is about better outcomes!

4. Information Planning for Life A Place to Live Leisure and social activities. Friendships and relationships Money Keeping Safe Health Family Carers Support in daily living Learning Work Speaking up Transport

5. Other complications to this ‘Web’! social care (personalisation and legal framework) health care education benefits child to adult status Multiple agendas! low expectations etc

6. Transition Planning in North Tyneside will lead to…. all young disabled people leaving school with a clear inspirational and realistic plan of what they want to do next young people having autonomy, increased independence, active participation in their community and access to adult focussed opportunities to include further education, training, employment, leisure, housing, friendships, relationships etc for those eligible for Adult Services support, services are agreed, including those provided through Personal Budgets, and in place when the young person stops receiving support from Children’s Services.

7. What young people with additional needs say is important to them! (2010 Conference )! “I want a job so that I can have money” “I want to go out on my own – I do everything with my mum” “I kissed a girl once. She wanted me to but I got told off and they (teachers) separated us. Why cant I have a girlfriend?” “I don’t want to always be with other disabled kids – I’m not bothered about services” “I want to live on my own or with friends when I am old enough”

8. What happens when it does not happen? After education a cliff edge can appear Young disabled people do not reach their full potential Frustration and boredom can lead to behaviours that challenge Stress within families can lead to friction Young people with additional needs do not feel part of or contribute to society - exclusion etc

9. SEND Green Paper published March 2011 Clear vision to Radically improve the system so that children and young people with SEN or learning difficulties can fulfil their potential.

10. Replacing SEN statements and Learning Difficulty Assessments with a single, 0-25 assessment process and Education, Health and Care Plan from 2014 – pooled budgets Seeking statutory protections comparable to those currently associated with a statement of SEN to up to 25 in further education Parents/young people with an EHC plan given the right to a personal budget for support. local authorities and health services required to link up services for disabled children and young people – so they are jointly planned and commissioned.

11. Cont…. Requiring Local Authorities to publish a ‘local offer’ showing the support available to young people and their families in their area, who have special educational needs. Personal Budget for education, health and social care will be optional for parents and young people who have been through the co-ordinated assessment process and have a single plan (by 2014).

12. Questions for Matthew? what things do you like doing? Where do you live and who with? do you get the support you need? Can you tell us about your job? What are you looking forward to in the future? Any other questions?

13. Useful Links http://www.transitioninfonetwork.org.uk/PDF/Transition_Gui de_For_All_Services.pdf www.preparingforadulthood.org.uk http://www.sendpathfinder.co.uk/