1. Process Training for Personalised Budgets

2. Domestics Breaks Introductions Refreshments Smoking Policy Fire Drill Handouts Mobile Phones / Blackberry’s

3. Learning Agreement To engage To listen at the highest level To show respect To be considerate of others To seize this opportunity to learn and develop To work together

4. Setting the Context; Transformation Implementing Putting People First – 3 years Transformation; personalisation, integration, localisation Structural change Cultural change Project management

5. Personal budgets Research:2007-2008 Phase 1:Jan to Oct 2009 Phase 2:Nov 2009 to Aug 2010 Phase 3:Sep 2010 to Mar 2011 Setting the Context; Personal Budgets

6. What’s the job to be done? Setting the Context; Process Training Choice Control Respect & Dignity Customer focus Appropriate advice & information Letting go / support decision making Listening / accepting views of others / positive risk taking Inclusion not exclusion / see things from a customers point of view

7. Small Group Exercise The Drivers – What do we know?

8. Personalisation & the law Fact or Fiction? Duty of care can be properly met within a Self Directed Support System? Universal services meeting needs below a LA’s eligibility threshold can render ongoing support packages unnecessary Self assessment is lawful Eligibility decisions must be made by the local authority Resource allocation decisions can be made by customers Support planning decisions can be made by providers

9. Understanding Personal Budgets

10. 4.The correct answer is Option 2 - Like everyone, older people need all the information about personal budgets but they may also need a bit mre time and support to get the most from personal budgets. When they do the option can work very well for them 5.The correct answer is Option 4 - If carers are involved in the assessment process and have the right information and advice they can find personal budgets to be a positive option. Most are saying that the care and support purchased directly was better at meeting needs than that supplied through traditional services 6.The correct answer is Option 4 - All 3! Provided they are legal and negotiated as part of someone's care and support plan and linked to agreed outcomes

11. Remember Hopefully this section has helped you understand a bit more about personalisation and personal budgets and perhaps busted a few myths that are around – use the resources available to learn more (SCIE website is excellent!) Personal budgets are not just about giving people cash and letting them go off and purchase their own services alone - different people will want to access the option in different ways to help them feel in control You can't generally make a decision about who could benefit until you've got to know their individual needs, aspirations and circumstances - this is an important part of assessment and support

12. Customer focussed Legal On-line information resource Centrally updated Custom and practice Support available for Phase 3 Timescales – 24 th October 2010 – 1 st November 2010

13. The Journey Should be A simple pathway Self Directed Directed away from social care wherever possible Not over complicated Appropriate

14. Contact This can be via: Telephone Contact In person Professional Contact into Localities Web (self completion) Hospital

15. Eligibility for Assessment Pre assessment stage Focussed on prevention Is a conversation focussed around the persons current situation, support available, impact and urgency of the situation

16. Key responsibilities- assessing eligibility Knowledge about what is available in the community To have an awareness of safeguarding issues and procedures Awareness of assessing risk Share the outcome with the individual Record activity on SWIFT

17. Outcomes - assessing eligibility Outcome 1 Advice and information offered Advocacy Referral to another organisation Alternative service provision external to the Council POPIN Outcome 2 Safeguarding

18. Outcomes - assessing eligibility Outcome 3 Referral to HARTS → AT, OT Outcome 4 Urgent intervention required End of Life Not eligible for HARTS, AT

19. Initial Assessment – Social Care Can be completed by: Duty Worker – Access Assistive Technology worker POPIN worker Safeguarding investigator The individual

20. Initial Assessment – Social Care Determines eligibility Determines indicative budget No need to complete Joint Assessment

21. Key Responsibilities - Initial To fully understand FACS eligibility Calculate the RAS (using ready reckoner) Share assessment findings with the individual Have knowledge of financial limits to share with the individual Provide information

22. Joint Comprehensive Assessment Joint assessment with health Complements Initial Assessment Assists in confirming eligibility Supports validation Directs to Risk and Safety if necessary Informs the individual of their indicative budget

23. Key responsibilities - Comprehensive Share assessment findings Assess and record risk Record activity on swift (RAP) Provide information Confirm the Indicative Budget

24. Joint Carers Assessment Optional Allows carers to highlight the impact and ability to continue in their role Assists to inform the support plan

25. Access - SWIFT

26. Learning from Experience Real Life reflections What went well – outcomes What was required of the practitioner, the person, their family and carers, and the provider What went not so well The key learning and recommendations

27. Support Planning

29. Sources of Support

31. Core responsibilities Use judgment and creativity Not your responsibility To ensure that: Relevant information and advice is provided and the process is explained fully. Clear, detailed and individualised information is gathered. Decision making is central to the person, that they have as much control as possible and that they know their indicative amount. The 7 criteria are met and risks have been duly considered..A support plan is produced. Creativity and judgement can be used in respect of: The approaches are used to encourage participation and how to include others who know and care about the person How outcomes are achieved. Supporting people to think creatively and ‘outside of the box’ The format of the support plan To encourage an individual to plan to spend all of the indicative budget if this is not necessary in order to keep them safe and achieve outcomes. Monitoring expenditure

32. Key Components of a Support Plan (7 Criteria) What is important to the individual What would they like to change in their life How will they be supported and stay safe and well How will they spend their personal budget to ensure their needs are met How will their support be managed How will they stay in control of their life What actions are they going to take to achieve their goals and make their Support Plan happen

33. Monitoring and Review Monitoring takes place during the very early stages of a support plan. 6 week review Scheduled review at 12 months or at more frequent internals as agreed. Unscheduled reviews

35. Support Planning - SWIFT

36. Learning from Experience Real Life reflections What went well – outcomes What was required of the practitioner, the person, their family and carers, and the provider What went not so well The key learning and recommendations

37. Delivery Options Direct Payments Local Authority Commissioned Support Mixed

38. Delivery Options - SWIFT

39. Learning from Experience Real Life reflections What went well – outcomes What was required of the practitioner, the person, their family and carers, and the provider What went not so well The key learning and recommendations

40. Review – 6 week review Takes place 6 weeks after support plan commences Customer satisfaction survey

41. Review - Summary Two functions Summarises involvement Gathers views as part of an annual review

42. Key responsibilities - Review Consult when gathering information - Individual, providers, family members or carers Review all support and finances Share outcomes Identify next review date Record activity on SWIFT ( RAP)

43. Review - SWIFT

44. Learning from Experience Real Life reflections What went well – outcomes What was required of the practitioner, the person, their family and carers, and the provider What went not so well The key learning and recommendations

45. ‘The Journey – The Person’