Transition Policy
Version 1
Transition Policy
Date: 30/07/2012
Author: CYP - ACS Management Group
Document Control / Version History
Version
Date
Comments
0.19
11/10/2011
Reflect comments from CYP
1.0
1.1
and ASC joint management
group
Document approved
Timetable revised to reflect
procedure amendments
13/10/2011
30/07/2012
Document Approval
Role:
Name:
Method:
Project Sponsor
Mike Banks
Email
Project Sponsor
Sally Riley
Email
CYP / ACS
Management Group
Andrew Sofield
Terry Mears
Sally Allen
Tony Morrissey
Sandra Bilsborrow
Dave McHale
Mark Warren
Email
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CONTENT
SECTION 1 – INTRODUCTION ____________________________________________________3
WHAT IS THIS ABOUT? (PURPOSE) __________________________________________________4
WHO DOES IT COVER? (SCOPE) ____________________________________________________5
DEFINITIONS__________________________________________________________________5
WHAT IS INFLUENCING TRANSITION NATIONALLY? (NATIONAL CONTEXT) ______________________6
WHAT IS HAPPENING IN LANCASHIRE? (LOCAL CONTEXT) _________________________________6
KEEPING YOUNG PEOPLE SAFE (SAFEGUARDING) _______________________________________7
SECTION 2 - POLICY ____________________________________________________________8
BOTTOM LINE (OVER ARCHING PRINCIPLES) ___________________________________________9
WHAT WE WANT TO ACHIEVE (OBJECTIVES) ___________________________________________9
SECTION 3 – OVER ARCHING PRINCIPLES ________________________________________10
MAKE SURE PEOPLE RECEIVE THE RIGHT INFORMATION AND ADVICE AT THE RIGHT TIME _________11
WORK WELL WITH THE YOUNG PERSON AND THEIR FAMILY IN MAKING THEIR PLANS _____________12
HELP AND SUPPORT YOUNG PEOPLE TO MAKE CHOICES AND TAKE CONTROL __________________13
SUPPORT YOUNG PEOPLE TO DEVELOP THE SKILLS TO DEAL WITH EVERY DAY LIFE (RESILIENCE) ___14
PLACE EMPHASIS ON PROVIDING SUPPORT WITHIN THEIR LOCAL COMMUNITY __________________15
ENSURE ORGANISATIONS INVOLVED IN TRANSITION WORK WELL TOGETHER ___________________16
CHECK THAT WHAT IS IMPORTANT FOR YOUNG PEOPLE IS BEING DELIVERED __________________17
SECTION 4 - PROCEDURE _______________________________________________________18
HOW IT WILL BE DONE (HIGH LEVEL PROCEDURE)? ______________________________________19
SUPPORTING DOCUMENTATION ____________________________________________________20
SECTION 5 - GOVERNANCE _____________________________________________________21
HOW WE MAKE DECISIONS (GOVERNANCE STRUCTURE) __________________________________22
WHO DOES WHAT? (ROLES AND RESPONSIBILITY) ______________________________________22
SECTION 6 – LEGISLATION AND NATIONAL GUIDANCE _____________________________25
ABBREVIATIONS _______________________________________________________________39
SECTION 7 – APPENDICES ______________________________________________________42
APPENDIX 1 – TERMS OF REFERENCE CHILDREN AND YOUNG PEOPLE & ADULT AND COMMUNITY
SERVICES (CYP/ACS) MANAGEMENT GROUP _______________________________________43
APPENDIX 2 – TERMS OF REFERENCE COUNTY TRANSITION GROUP _________________________45
APPENDIX 3 – TERMS OF REFERENCE LOCALITY TRANSITION GROUP ________________________47
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SECTION 1 – INTRODUCTION
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SECTION 1 - INTRODUCTION
In the Lancashire County Council corporate strategy 2011 /13 we state
"Young people are key to the future of Lancashire. We want every child and young person in
Lancashire to have the fairest start in life, to be able to fulfil their potential to make a successful
transition to a healthy, prosperous and fulfilling adult life. Their attainment and health and their
personal, emotional and social development are all key factors we will be working towards.
We will continue to work with our partners, parents, families and carers to ensure the best possible
range of universal services are available for all children and young people. However, we also
recognise the needs of some might require targeted or specialist services. "
There are many transitions in a young person’s life, but we are referring in this policy to the move
between children’s and adults’ service provision, with the key changes happening at age 16, 18 and
19 for most young people.
This is an important time for all young people as they begin making choices about the next steps in
their lives, and gaining greater independence. They will be making choices regarding:
 education, training or employment
 their social networks and family life
 their housing and living arrangements
 life style and finances
For some young people this can be a difficult time as they move between services, face new
assessment criteria, and different methods of support and new people. It is important that all partner
agencies work together to provide the support to the young person and their family and to ensure this
is as seamless a process as possible.
It is essential that integrated and comprehensive services are available throughout the transition
process to enable disabled and vulnerable young people to grow-up and live the lives they want, and
to fully participate and be active members of their community. For this to be possible the transition
planning process must start early.
WHAT IS THIS ABOUT? (PURPOSE)
This document is designed to help staff in different agencies to work together to plan the journey into
adult life of a young person with additional needs.
It is the responsibility of all agencies in Lancashire to work together to remove any barriers in order to
make the transition from one service to another as smooth, seamless and person-centred as possible
for every young person.
This document is written to ensure all agencies have the same person centred values and principles
underpinning their statutory duties and responsibilities.
Adopting the same person centred values and principles will ensure that the young people of
Lancashire have a co-ordinated and positive journey from childhood to adulthood. The planning
process will delivers the 5 outcomes of Every Child Matters and the 7 outcomes of Independence
Wellbeing and Choice, through a single transition pathway.
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These principles will ensure that the planning process is clear and transparent to all those involved.
WHO DOES IT COVER? (SCOPE)
Transition to adulthood is a key milestone for all young people and should be delivered through
universal services where ever possible. However for certain young people who have more complex
needs, additional support is required through more targeted services. This can include young people
aged between 14 and 25 years who may:








have a Special Educational Needs (SEN) statement,
be known by Child and Family Support
have a child protection plan that continues after their 17th birthday, or the young person is
deemed to be vulnerable with an ongoing risk of significant harm
be a Child Looked After (CLA) or receive support from the Leaving Care Team,
be a young carer,
have substance misuse or dependence
be known to the Youth Offending Team (YOT) long term or
be receiving extended support from Children and Adolescent Mental Health Service (CAMHS)
at Tier 3 or above
The transition policy has been written on broad principles, so it can be applied to the diverse range of
young people who need additional support through transition. However, where a SEN statement
exists, the procedures are more detailed due to the statutory requirements of the SEN Code of
Practice and the number of agencies involved.
DEFINITIONS
Word/Term
Young person
Vulnerable young
person
Transition
Self Directed Support
Personal Budget
Agency
A 'Total Family'
approach
Direct Payments
Definition
A young person aged between 14 and 25 years (Academic year 9
onwards)
A young person whose needs fall between levels 2 and 4 (Early
Intervention, Complex Needs and Protection) on Lancashire's Continuum
of Need
Transition to adulthood is an all encompassing process, covering every
aspect of a young person's life, growing up, living the life they want, fully
participating and becoming active members of their community.
A new way of providing social care, that offers more choice, flexibility and control
over the support you need in order for you to live the life you choose.
An amount of money that we agree will meet your social care support needs
Business or organisation
Recognises that a young person is part of a family unit and must be
supported within that context, taking into account the needs of other
family members, not just those of the child or young person
Direct payments are cash payments given to service users in lieu of
community care services they have been assessed as needing, and are
intended to give users greater choice in their care.
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WHAT IS INFLUENCING TRANSITION NATIONALLY? (NATIONAL CONTEXT)
Recently, there has been a wide range of national initiatives and papers on the key principles in
relation to transition. These provide a broad Framework within which Lancashire's transition policy and
procedures must operate and with which, they need to comply. The main ones are:








The Government's Comprehensive Spending Review in October 2010, and the local
government funding settlement, means that county councils have to manage significant
reductions alongside increased demand for services
Special Educational Needs and Disabilities Green Paper: Support and Aspiration: A
new approach to special educational needs (2011), proposes to replace the statement of
special educational needs with a single assessment and an education, health and social care
plan that will last until the age of 25
Local Authorities role in post-16 learning, provides statutory guidance on each local
authority's role to work with local providers, in order to identify and fill any gaps in provision for
young people aged 16-19
The Education Bill (2011) places a duty on maintained schools to provide impartial careers
advice to young people from aged 14 until they leave school. This will be supported by the
plan to develop an all age careers service. It will create a new duty on the Chief Executive of
Skills to fund apprentices with a learning difficulty and/or disability between ages 19-24 years
The Vision for Social Care (2010) is built on seven principles: Prevention, Personalisation,
Partnership, Plurality, Protection, Productivity and People. It emphasises the importance of
the local authority's role, in providing impartial information and advice, to all citizens in relation
to meeting care and support needs
NHS Reform and Health and Social Care Bill (2011), places new duties on the local
authority in relation to public health and patient involvement. Each local authority will establish
a health and wellbeing board, to undertake joint strategic needs assessments and develop
local health and wellbeing strategies, to guide health and social care commissioning
Localism Bill and Commissioning Green Paper (2010) will impact on the way services are
provided in the future, providing a greater emphasis on empowering local communities
National Framework for Children and Young People's Continuing Care (2010), outlines
an equitable, transparent and timely process for assessing, deciding and agreeing bespoke
packages of continuing care for those children and young people under the age of 18; who
have continuing care needs that cannot be met by existing universal and specialist services
alone.
(The relevant legislation and policies are set out in more detail in Section 6)
WHAT IS HAPPENING IN LANCASHIRE? (LOCAL CONTEXT)




The LCC Budget Plan for 2011/13 This clearly sets out the challenging spending plans for
the next three years. Resulting financial constraints have enabled a more cohesive offer to be
provided by children's and adult services. However, there is a clear change in the role of the
county council from a provider of services to one of empowering young people, their
parents/carers and local communities to help themselves, to exercise choice and control,
through increased opportunities.
Building sustainable solutions and capacity within the community. If an out of area
placement is unavoidable, the intention is to bring the young person back as soon as local
provision has been developed and commissioned to meet their needs.
A whole system's approach, Lancashire is focusing on the 'Total Family' approach based on
multi-agency, co-ordinated, wrap-a-round support, with young people and families having 'a
tell us once' assessment. This should improve outcomes for young people and their families
improve professional partnership working and create opportunities for the pooling of resources
which prevents duplication.
Prevention and early intervention Timely and effective support will prevent young people's
problems from escalating to the point where their future life outcomes are poor and costly
service provision is required. The focus will be on building their resilience and coping
strategies and their overall wellbeing.
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



Personal budgets Young people (and family) in transition, who meet the eligibility criteria for
social care, will benefit from the development of personal budgets (as promoted in
Aspirations and Support, the Government's Green Paper and the Personalisation Agenda); to
commission their own support (e.g. from the E-Market place) and have packages of care best
suited to meet their needs. Personal budgets are a key element within the personalisation
agenda for young people and their family/carers' to exercise increased choice and control.
Schools as commissioners The relationship between schools and the local authority is
changing. Schools will have the duty to ensure that young people receive impartial
Information Advice and Guidance (IAG), to meet their future aspirations.
Every Child Matters Lancashire will continue the Children's Trust arrangements and the 5
outcomes of Every Child Matters, as outlined in the Children and Young People's Plan
2011/14.
Independence, Wellbeing and Choice Adult Social Care has the 7 outcomes from
Independence, Wellbeing and Choice, as seen in the Adult and Community Services Business
Plan.
Outcomes of Every Child Matters
Be Healthy
Stay Safe
Enjoy and Achieve
Make Positive Contribution
Active Economic Wellbeing
Outcomes of Independence, Wellbeing and
Choice
Improved Health
Personal Dignity
Freedom from Discrimination or Harassment
Improved Quality of Life
Making a Positive Contribution
Exercise Choice and Control
Economic Wellbeing
KEEPING YOUNG PEOPLE SAFE (SAFEGUARDING)
Where there are concerns regarding the safety of a young person in transition, safeguarding protocols
will take priority over transition procedures. All services involved with a young person have a duty to
raise safeguarding concerns when they are identified. Safeguarding procedures can be invoked at
anytime.
From age 17, all young people who are deemed to be vulnerable with an ongoing risk of significant
harm should be referred to the Locality Transition Group via the Transition Service.
The Locality Transition Group will ensure that each young person is referred to the appropriate service
/ support as they move from children's services. Where appropriate a worker from the Adult Social
Care (ACS), Active Intervention and Safeguarding Team will be involved at least 6 months before a
young person's 18th birthday.
Details regarding the safeguarding procedures can be found in the Lancashire Adults Safeguarding
Procedure.
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SECTION 2 - POLICY
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SECTION 2 - POLICY
BOTTOM LINE (OVER ARCHING PRINCIPLES)
Lancashire's Transition Policy is built on seven principles which underpin the transition process.
These principles aim to:
 ensure people receive the right information and advice at the right time
 work well with the young person, their parents, carers and families in making plans
 help and support young people to make choices and take control
 support young people to develop the skills to deal with everyday life (Resilience)
 place the emphasis on providing support within their local community
 ensure organisations involved in transition work well together
 check that what is important for young people is being delivered
Applying these principles will result in a seamless process that supports young people to achieve their
full potential. This will lead to a change in how we plan and deliver our services with a strong focus on
enabling young people to help themselves.
WHAT WE WANT TO ACHIEVE (OBJECTIVES)
There are a number of key objectives that we are working towards over the next five years. These are:
For all Citizens to
 Grow up prepared for the future
 Have improved health and wellbeing
 Be able to exercise control over the support they receive
Our Community to
 Address the needs of the whole family
 Be able to receive support locally from a range of services that everyone values
Our County to
 Reduce the number of people who have to go Independent Non Maintained Special School
(INMSS) to have their needs met, by developing local provision
 Ensure the right support is in place based on where the young person lives
Our Organisation to
 Reduce and prevent duplication of assessments and services
 Make sure we make best use of professional time
 Build capacity and expertise across services to support transition
These objectives will be jointly monitored and reviewed by the Children and Young People / Adult
Community Services CYP / ACS management group
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SECTION 3 – OVER ARCHING PRINCIPLES
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SECTION 3 – OVER ARCHING PRINCIPLES
MAKE SURE PEOPLE RECEIVE THE RIGHT INFORMATION AND ADVICE AT THE RIGHT TIME
1.
Young people and their parents / carers must have high quality information about transition and
options for the future, to help them to make informed decisions and take control of their
personalised support.
2.
All partners must ensure that the information they provide is:

Timely

Impartial

Meaningful and accurate

Easy to access

Locality based

Young person friendly
3.
The information should be provided in a range of styles and through media sources that best suits
the young person's communication needs. This will enable them to fully participate in, and be at
the centre of, the planning process. For each young person, an appropriate means of
communication should be identified in the review preparation process.
4.
The transition process must be clear and transparent, not only to the young person, but to all
those involved.
5.
Young people should be informed, well in advance, when a service will end. Eligibility for the
most appropriate adult service must be established at least a year before the young person's 18th
birthday. If the young person is not eligible for adult services this must be made clear to them as
early as possible.
6.
Professionals must ensure that the young person and their family fully understand the information
in the transition plan, who needs to do what and by when, and that they agree with what has been
written in the transition plan; this could include any costs or eligibility criteria for services.
7.
A Lancashire 'Transition Information Pack' will be produced and all agencies will be responsible
for producing and maintaining information in their service area. Young people will be at the
centre of the development and reviewing of the information pack. The information pack should be
age appropriate and accessible. The information will be in different formats such as: verbal
explanations, videos, leaflets, support groups and networks, peer support, websites and case
studies.
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WORK WELL WITH THE YOUNG PERSON AND THEIR FAMILY IN MAKING THEIR PLANS
1.
Young people subject to transition planning and their family / carers must be fully involved and
should be equal partners in the process.
2.
Support will be given (with regard to the young person's age and understanding) to enable the
young person to exercise choice and control over the support they need, in order for them to live
the life they choose whilst also safeguarding vulnerable young people.
3.
Advocacy should be available to those young people who want it, to ensure they are empowered
to have their voice heard and that they are at the centre of the transition process. Some young
people's aspirations may differ from their families' expectations or wishes.
4.
Where the young person and their family / carers have differing views, it should be acknowledged
that both parties have equal rights within the process and these should be recorded separately.
5.
Working with the young person and their family from an early age will help to establish the
relationships needed between the family (and their relevant community members) and the various
professionals and agencies concerned with transition. These relationships should be maintained,
as much as possible, throughout the transition process.
6.
All agencies should make sure that they have a sustainable and ongoing evaluation process
which is responsive to the changing views and opinions of young people, or any issues that arise.
Communication channels should be established, within and between agencies, so that issues are
acted upon quickly.
7.
Young people should be involved in contributing to agencies' service plans and reviews and be
regularly engaged. Their opinions must be listened to, respected and acted upon, to promote the
development of responsive, flexible and creative options.
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HELP AND SUPPORT YOUNG PEOPLE TO MAKE CHOICES AND TAKE CONTROL
1.
Transition planning must be for the benefit of the young person and support them to be fully
involved in the process of making any decisions which affect their lives. Agencies supporting
young people during transition should help them make informed decisions that are right for them
in their own family and local context.
2.
The transition plan should reflect the young person's needs and aspirations and specify how the
relevant agencies will ensure that the young person's needs will be met and aspirations achieved.
The plan should cover future choices on issues including housing, education, employment and
leisure. It should be reviewed regularly and in a way that is meaningful to the young person.
3.
In the same way as professionals, the young person should be involved in any action points
resulting from the review of their transition plan. They are expected to take responsibility and
ownership (appropriate to their age and understanding) and develop a sense of purpose, which
promotes their involvement and active participation.
4.
The needs of young people (aged18-25) are often very different to the general adult population
and adult services should take this into account when planning and commissioning. However, it
is important that all young people reaching the age of18 should be treated as an adult.
5.
Services should be designed around the needs of the young person and not around the needs of
the service. Planning should consider options beyond which services will provide support or
funding and look at what it is the young person wants to achieve: a person centred approach
should be adopted.
6.
Young people should be given the chance to say goodbye to staff and friends associated with the
service they are leaving. They should also be able to visit, in advance of the transition, the
service or team they that they will be joining.
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SUPPORT YOUNG PEOPLE TO DEVELOP THE SKILLS TO DEAL WITH EVERY DAY LIFE
(RESILIENCE)
1.
To encourage increased self help, control and informed decision-making partners will focus on
improving the timeliness and effectiveness of information to young people and parents/carers
during the transition process.
2.
All partners will support young people (and family / carers') to be better able to tolerate stress,
manage change and uncertainty, and make meaningful decisions about their future.
3.
Young people and their families will be supported to identify their own goals and helped to make
them realistic and achievable, with the aim of improving family relationships, building self worth
and esteem and raising aspirations. This will help to develop the coping skills to deal with similar
issues that may arise in the future and build resilience, preventing the need for future statutory
services.
4.
To develop supportive communities and social networks around young people and their families /
carers leading to more sustainable outcomes.
5.
To support communities to be active and to build their capacity for self help, in order to help
young people to achieve their potential and live as independently as possible.
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PLACE EMPHASIS ON PROVIDING SUPPORT WITHIN THEIR LOCAL COMMUNITY
1.
Services to meet the needs and aspirations in the young person a transition plan will be provided
as far as possible within their preferred locality
2.
Young people should, wherever possible, have their needs met through support to access
everyday community services and local community provision through timely support.
3.
The development of universal and community services will be based on evidence provided by
the:

transition plans,

Locality Transition Group (LTG),

parent forums,

young people's groups (e.g. the youth council).
Our aim is to develop sustainable local solutions and promote community based support. Young
people and family / carer groups that reflect the make-up of their community and provide
feedback on 'what does and does not work' will enable the effective planning and commissioning
of services to take place. Such evidence based practice is the way forward for future service
development to meet identified local needs.
4.
Through the early identification of needs, we will be able to map out existing services and gaps in
service provision. This will enable young people to be supported within, or return as soon as
possible to, their local communities. The aim is to invest in our local communities. and to build
capacity
5.
We will tackle the inequities in health and wellbeing between different groups of young people
within Lancashire which result in poor life outcomes. A county health and wellbeing board will
identify the priorities for improving and narrowing the health gaps.
6.
We will work together to reduce the number of young people requiring access to targeted and
specialist care by:
- developing new ways of delivering services in more integrated cost efficient ways
- developing early intervention approaches to work with young people and families before
there is a need for specialist support
- where possible, prevent the need for specialist, intensive support, by giving young people
and their families more control over their lives and resources that are available.
- Using a 'Total Family' approach will enable young people and their families to enjoy coordinated support.
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ENSURE ORGANISATIONS INVOLVED IN TRANSITION WORK WELL TOGETHER
1.
Transition is a continuous planning process assisted by agreed clear decisions at significant
points in a young person's life. A well managed transition process should enable the young
person, their family and professionals, to work together. If regular meetings are established, it is
more likely that issues will be raised and discussed and solutions considered that are right for the
young person.
2.
All partner agencies should take a 'Total Family' approach which challenges traditional practice
and budget arrangements. Family members may be in contact with a number of different
agencies and professionals; so, effective working is critical between partners.
3.
Partners should work to the concept of a single assessment process where ever possible,
ensuring there are robust systems in place for the timely transfer of appropriate information about
each young person. Assessments should be co-ordinated, to ensure services are working
towards a 'tell us once' approach.
4.
We will ensure that our approach to transition is equitable, consistent and fair, providing support
where it is most needed. The transition policy and procedures will be reviewed, at least annually,
to reflect the diverse economic and cultural needs of young people and families living within our
Lancashire communities.
5.
Partners should ensure that children or young people who are not eligible for Adult Social Care
services are signposted to the most appropriate support agencies, community or voluntary
groups.
6.
Partners should share data / information on who are using their services and expected to transfer
to adult services in years to come. This will commissioners to plan ahead and agencies to
develop their services, well in advance of the young person's transition taking place.
7.
To reduce duplication of resources and promote more effective collaborative working,
professionals need to know what resources are available locally e.g. through Help Direct and
Libraries. Professionals with a lead on transition planning for a young person must ensure that
they call on the widest range of expertise and get the most out of available local resources, to
achieve the best outcomes for young people
8.
Partners will work together to resolve any disputes through established channels with a focus on
achieving a positive outcome for the young person.
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CHECK THAT WHAT IS IMPORTANT FOR YOUNG PEOPLE IS BEING DELIVERED
1.
Agencies should ensure that they have regularly reviewed evaluation processes in place so they
can effectively monitor transition arrangements at both operational and strategic levels.
2.
As part of the monitoring process, every young person should be contacted by their last service
provider within 3 months of formally leaving that service. This should be written into each
provider's service contract.
3.
The monitoring and review process must identify if the young person's needs are being met. It
must check that for each young person their current pathway is working for them. This must take
into account the young person's experiences and whether the outcomes are meaningful to them.
4.
Feedback must be obtained from young people and their family / carer throughout the transition
process. This is particularly important at the key points in the young person's life (e.g. after the
year 9 transition review, on turning 18, or leaving school). The Locality Transition Group Meetings
will consider all feedback and the results will be provided to commissioners to inform planning of
future services.
5.
There will be proactive and clear procedures that help the services to manage, monitor and
improve transition planning and outcomes across organisations at both an operational and
strategic level.
6.
Feedback gathered from young people and their family throughout the transition process will
make them a key partner in shaping the planning and commissioning process. This will enable
us to evidence how effective support has been and to respond to developing trends, by flexible
and responsive commissioning at a local and strategic level.
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SECTION 4 - PROCEDURE
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HOW IT WILL BE DONE (HIGH LEVEL PROCEDURE)?
Locality Group
Meetings
Review Meetings
Operations
Transition
Management
Meeting
Joint CYP / ACS
Management
Meeting
Sept
Autumn Term
Year 11
Review
Oct
- Post 16
provider
receives
139a
- Checklist
for CHC
- Benefits
check
Nov
Dec
Spring Term
Jan
Feb
March
Year 9
Review
- preparation
with young
person
- aspirations
identified
- transition
plan started
April
Summer Term
May
June
July
Aug
Year 10
Review
- Decision re
Out of Area
placements
- post 16
options
- Young
people
staying post
16 schools
Year 8
Preparation
Year 10
Review
- Reports
provided
identification
of young
people
-letter to
parents on
transition
process
- post 16
options
- Young
people
progressing
to post 16
provision
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Year 12
Review
- joint 139a
and ACS
assessment
- CHC
Assessment
- ISP
application
for funding
agreement
in principle
Year 13
Review
-review and
update ACS
and 139a
assessment
Year 14
Review
-review ACS
and 139a
assessment
-ISP
application
submitted by
13st Jan if
appropriate
Focus on Y11-14
Identification of Y9
Summary on the
Y9 identified
Trends for
Transition
Focus on Y11-14
ISP Deadline
Report on ISPs
ISP report
Focus on Y10
Predictions?
Mid year report
Mid year report
Focus on Y9
Recommendations
regarding policy
and procedures
page 19
Confirm any
changes to policy /
procedures
Transition Policy
Version 1
SUPPORTING DOCUMENTATION
Forms and Records Management
Form
Transition Plan
Year 8 letter
Invite to review letter
Feedback form
Locality transition meeting, standard- Agenda
Locality transition meeting, standard - Minutes
The Transition Plan
Friendly/easy read version Transition Plan
Data information – minimum to be collected
S139a
Independent Specialist Provider Application
Form
Related Material
Name
Transition Procedures
Transition Plan Guidance notes
Independent Specialist Provider procedures /
guidance
Special Educational Needs Code of Practice
ISISS procedures for transitions
IDSS Child and Family Support Threshold
Model
FACE
FACS
CAMHS to AMHS Protocol
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Link
Link
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SECTION 5 - GOVERNANCE
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SECTION 5 - GOVERNANCE
HOW WE MAKE DECISIONS (GOVERNANCE STRUCTURE)
Focus On
CYP /ACS Management
Group
Strategy
County Transition
Group
Processes
Individuals
Lancaster
Locality Transition
Group
Fylde and Wyre
Locality Transition
Group
Preston / Chorley
Locality Transition
Group
South Ribble and
West Lancashire
Locality Transition
Group
Hyndburn/
Rossendale /
Ribble Valley
Locality Transition
Group
Burnley / Pendle
Locality
TransitionGroup
WHO DOES WHAT? (ROLES AND RESPONSIBILITY)
CYP/ ACS
Management Group
County Transition
Group
Locality Transition
Group
To provide a strategic lead on the County Council's approach to
transition
(Terms of Reference appendix 1)
To discuss operational issues and best practice, and make
recommendations to the CYP / ACS Management Group for
improvements
(Terms of Reference appendix 2 )
To identify and track young people through transition to improve
partnership working
(Terms of Reference appendix 3)
All partners involved in Transition have a responsibility to share accurate up to date information and
attend the Locality Transitions Group meetings with the purpose of improving communication and
facilitate co-ordinated planning
Joint Commissioning
Unit
Complex Needs Panel
Lancashire's
Children's Partnership
Maintained Schools
Young Peoples
Service
To develop integrated services and approaches that meet the
needs of young people entering transition that minimise duplication
and deliver positive outcomes.
To agree how the young person with complex need's support will be
funded. To consider / agree funding for Independent Specialist
Provider applications.
To develop strategic solutions in line with the Every Child Matters 5
outcomes to address Lancashire wide issues.
To organise and chair the year 9 and subsequent transition reviews
for young people with SEN statements, ensuring the right people
are involved and providing support to the young people and their
families.
To support the young person through transition, providing the
information, advice and guidance required, and attending the
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transition reviews for young people with a statement.
Children Looked After
Team
Independent
Reviewing
Officer (IRO)
Leaving Care Team
Inclusion and
Disability Support
Service Special
Educational Needs
and Disability
Child and Family
Support
Child and Parent
Support Services
Child Protection Team
Inclusion and
Disability Support
Service Special
Educational Needs
and Disability
Integrated
Assessment
Alternative and
Complementary
Education and
Residential Services
16-19 team
Youth Offending Team
Adult and Community
To attend and, where there is no SEN statement, lead the
integrated transition review processes for children looked after by
LCC.
The review of personal education plan should be undertaken as
part of Transition process.
The IRO will review the Care Plan for Children Looked After which
from their Year 9 Review (age 14) will incorporate the Transition
Plan and their Pathway Plan for all eligible, relevant and former
relevant young people from age 16.
To attend and, where there is no SEN statement, lead the
integrated transition review process for young people leaving care.
The pathway plan review, where appropriate, should be undertaken
as part of the transition planning process, in order to avoid
duplication.
To provide support to children with disabilities who meet their
threshold eligibility criteria and their families through the transition
process
To identify young people, without a SEN statement, who would
benefit from a multi-agency approach to transition. To take
responsibility for co-ordinating the transition reviews.
To identify any young people who will still have a child protection
plan at age 17 and above. If there is no SEN statement, to take
responsibility for co-ordinating the transition reviews.
To provide information to assist with the identification of young
people who may be eligible for Adult Social Care. To provide initial
communication to parents/carers regarding the year 9 transition
reviews and to support schools in relation to the process for young
people with a SEN statement.
To co-ordinate the transition review for young people who have a
statement and do not currently have a school placement.
To provide support to ensure that any young person who has been
permanently excluded from school, who does not have a SEN
statement benefits from multi agency support through transition. To
identify a professional who is responsible for co-ordinating the
transition review.
To provide support on 16-19 provision and to work with colleges to
develop courses and training that enable young people's
educational needs to be met locally.
To provide advice and support on the ISP application process and
submit all approved applications to the YPLA
To provide support to young people who have offended and are
known to the Youth Justice System. Where the young person does
not have a SEN statement, and is with YOT long term, to take
responsibility for co-ordinating the transition reviews.
To support the young people who may be eligible for Adult Social
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Services Active
Intervention and Safeguarding
Help Direct
Prevention and Early
Intervention Panel
Parent Partnership
Service
Health
CAMHS
Early Intervention
Service (NHS)
Care through the transition process until settled with a package of
care and no longer requiring active support. The young adult will
then pass to the Support Planning and Review Team.
To safeguard vulnerable adults and identified young people in
transition after their 17th Birthday
To provide information and advice on low level, community services
with an option of follow up support
To provide assistance in identifying and developing appropriate
early and preventative support; to help the young person, their
family and community, to build resilience through a 'Total Family'
approach.
To provide support to parents of young people with SEN statements
and help to explain and resolve any issues with the statement
process
To assess and meet the identified health needs of young people in
transition
To provide support to young people who experience emotional and
behavioural problems, usually with short term interventions but
occasionally on a longer term basis (up to age 16) for those with
more serious problems. Where there is no SEN statement, to take
responsibility for co-ordinating the transition reviews
To promote early detection, provide education about psychosis and
provide direction for those seeking help who are aged 14 to 35
together with their families/carers.
To identify young people without a SEN statement, who would
require a multi-agency approach to transition and take responsibility
for co-ordinating the reviews
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SECTION 6 – LEGISLATION AND NATIONAL
GUIDANCE
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SECTION 6 – LEGISLATION AND NATIONAL GUIDANCE
Name
1. Special Educational Needs and
Disabilities Green Paper 2011
Summary
Support and Aspiration: A new approach to special
educational needs and disability.
This is a major consultation on the identification of
disabled children and young people's needs and the
process of planning to meet those needs. Proposals
include:
 Replacing statements of special education
needs with Education, Health and Care Plan.
These will last until the age of 25,
incorporate learning difficulty assessments
(S139as), set out commitments from health,
education and social care services on the
support they will have the same legal
protection as statements.

Replacing, School Action and School Action
Plus with a single classification of SEN.

Offering all families of children and young
people with an Education, Health and Social
care plan the option of a personal budget to
meet their needs.

Requiring Local Authorities and other
services to set out a local offer of all services
available.

Exploring how disabled young people can be
better supported into employment, including
extending access to supported internships.

Exploring bringing together the funding
streams for disabled learners‟ post 16
education and training provision.

Exploring improvements to adult health
services including annual health checks for
all disabled young people from age 16.

Reforming the assessment process to
introduce greater independence and enabled
earlier identification of need.
The document proposes for the majority of reforms
to be implemented by 2014
2. The Equality Act 2010
The Equality and Human Rights Commission
(EHRC). EHRC has also produced non-statutory
guidance summarising what the Equality Act means
for: Schools, Further and Higher Education
Institutions
3. Local Authorities’ role in Post-16
learning
Statutory guidance on the 16-19 funding
arrangements was published by the Young People's
Learning Agency in December 2010. Local
authorities are expected to work with the YPLA and
local providers to identify and fill any gaps in
provision for young people aged 16 to 19 and for
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young people
4. The Education Bill
(The Bill seeks to implement the legislative
proposals in the Department for Education’s
schools White Paper, 'The Importance of
Teaching' and measures from the
Department for Business, Innovation and
Skills relating to skills and the reform of
higher education funding. It is therefore a
very wide-ranging Bill).
5. Young People’s Information
Advice and Guidance
Currently before Parliament will abolish the YPLA,
whose functions will be transferred to a new
executive agency, the Education Funding Agency
from 2012.
Will repeal the duty on local authorities to secure
provision of 14-19 Diplomas for young people.
Will also create a new duty for the Chief Executive of
Skills funding to fund Apprentices with a learning
difficulty and/or disability between 19-24 years old.
Plans to develop a new National Careers Service.
The Education Bill will remove the LA's duty to
provide universal CEIAG in schools but some
responsibilities for SEN and vulnerable young people
will remain. The changes will come into effect in
September 2012.
However, the Education Bill will place a duty on
maintained schools to provide impartial careers
advice to young people from age 14 until they leave
school. The SEND Green paper states that the
extension of this duty to apply to colleges will be
explored.
It will also remove the requirement for local
authorities to act under directions in their provision of
support for participation in education and training. It
has been made clear in the SEND Green Paper and
elsewhere, however, that there are no plans to
remove the primary legislation underpinning local
authorities' provision of Information, Advice and
Guidance to young people.
6. Supporting young people with
learning difficulties to participate
and progress - incorporating
guidance on Learning Difficulty
Assessments, DCFS 2010
This guidance helps local authorities make
consistent, effective and robust decisions that will
lead to positive outcomes for young people with
learning difficulties and/or disabilities but it does not
– and could not – tell them what to do in each
individual case. The guidance will be of interest to
staff working directly with young people and their
managers and the Young People’s Learning Agency
7. Learning for Living and Work
Framework Version 1.5 10 May
2011
This version reflects feedback received during the
test phase (October 2010-April 2011). The
Framework is now designed as a tool to capture all
information required to help and support the learner
to make informed decisions
8. The Foundation Learning
Curriculum for Adults.
Skills Funding Agency
The adult Foundation Learning Curriculum (FLC) is
relevant for those learners aged 19 and over (with the
exception of those learners with a Learning Difficulty
Assessment (S139A) aged 19-24 years.)
Those with a Learning Difficulty Assessment
(S139A) will not be eligible to access the adult FLC
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until the age of 25. Those serving custodial
sentences are classed as an adult at 18 and over
and those serving sentences in the community are
classed as adults aged 19 or over.
The adult FLC is the generic name used to describe
provision at entry level (accommodating current ‘preentry’ type provision) and level 1, and includes (but is
not limited to) the units and qualifications at these
levels within the Qualifications and Credit Framework
(QCF)
9. A Guide to Funding Foundation
Learning. January 2011. Version 2
For learners aged 16-18 working predominantly at
entry and level 1, and up to age 25 for learners with
Learning Difficulties and/or Disabilities funded by the
YPLA
10. Vision for Adult Social Care
The Department of Health published in November
2010. This vision sets out the government's new
agenda for adult social care in England. The vision is
built on seven principles: Prevention,
Personalisation, Partnership, Plurality, Protection,
Productivity, and People.
It recognises the importance of information,
personalisation and prevention. While in terms of
prevention there is much focus on the role of Carers
in the Big Society, there is also recognition of the
preventative value of employment and services such
as supported housing.
It proposes better information for all people with care
and support needs, strengthened guidance on
personalisation and combined health and social care
personal budgets.
A social care white paper will set out plans for
reform, including changes to funding, later in 2011.
11. Carers Strategy
12. Autism Act Guidance
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The Government published a refreshed Carers
strategy in November 2010 with better Personalised
Support, through the changes outline in the Vision
for Adult Social Care.

In December 2010 the Department of Health
published statutory guidance on the
implementation of the Adult Autism Strategy,
which applies equally to both local
authorities, Primary Care Trusts and
Strategic Health Authorities, and will apply to
the new agencies created by the Health and
Social Care Bill.

The guidance contains a chapter on
“Planning in relation to the provision of
services to people with autism as they move
from being children to adults” which gives a
useful summary of the duties of these
agencies in relation to disabled young
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people in transition.
13. Welfare Reform Bill
The Welfare Reform Bill, currently before parliament,
will enable the replacement of Job Seekers
Allowance and Employment and Support Allowance
with a new Universal Credit by 2013/14.
The Bill will remove the legislation relating to
Disability Living Allowance in preparation for its
replacement with a new Personal Independence
Payment. This will be including 2 payment rates for
care as opposed to the current 3 and introduce a
new system for assessing entitlement. Reforms are
intended to be introduced by 2013/14 and deliver a
20% saving on current spend.
14. Mental Health Strategy
In February 2011 the Department of Health
published No health without mental health: a crossGovernment mental health outcomes strategy for
people of all ages.
Actions set out include:
 Extending access to psychological therapies
to children and young people
 Increasing access to personal health
budgets to people with mental health
conditions.
 Developing a long term conditions strategy
to improve health and wellbeing of people
with long-term conditions.
 Producing guidance on public health for
schools, colleges and further education
establishments
15. NHS Reform and the Health and
Social Care Bill
The Health and Social Care Bill, currently before
parliament, will enable key structural changes set out
in the NHS White Paper. These include
 the abolition of Primary Care Trusts and
Strategic Health Authorities and new duties
on local authorities regarding public health
and patient involvement and the devolution
of commissioning responsibilities to GP
Consortia.
The Bill will also establish statutory Health and
Wellbeing Boards in each local authority area, which
will include
 Directors of Children's Services and Adult
Social Services, representatives of service
users and local GPs. The Boards will
undertake joint strategic needs
assessments and develop local Health and
Wellbeing Strategies to guide health and
social care commissioning.
16. Achieving Equity and Excellence
for Children
This publication from the Department of Health sets
out the Government's vision of how the reforms
proposed in the 2010 NHS White Paper, Equity and
Excellence: Liberating the NHS, will improve health
services for children.
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17. Children’s Trusts
Children's trust arrangements have been used in
some areas to develop strategic joint working around
transition in the past few years. The Government has
announced its plans to reform Children's Trust
arrangements. Including:
 removing the duty on schools to co-operate
through children's trusts via the forthcoming
Education Bill
 removing the requirement on local
authorities to set up Children's Trust Boards
and the requirement on those Boards to
prepare and publish a joint Children and
Young People's Plan.
The duty to cooperate under the Children Act 2004
will remain.
LCC will continue to operate under the Children's
Trust arrangements and implement the 5 outcomes
for Every Child Matters
18. Localism Bill and Modernising
Commissioning Green Paper
Could impact greatly on the way services are
provided in the future. They include:
 Roll out of community budgets for use with
families with multiple problems
 Introducing a community right to challenge
commissioning decisions
 Potential requirement for local authorities to
allocate a percentage of their budget to the
civil sector to deliver services on its behalf
 Encouragement of voluntary sector
organisations to identify new sources
19. National Framework for Children
and Young People's Continuing
Care (DOH, 2010)
Equitable, transparent and timely process for
assessing , deciding and agreeing bespoke
packages of continuing care for those children and
young people under the age of 18 who have
continuing care needs that cannot be met by existing
universal and specialist services alone.
20. SEN Code of Practice 2001
The current SEN Code of Practice for England and
Wales came into effect on January 1st 2002 and
takes account of the provisions of the Special
Educational Needs and Disability Act 2001. The
Code of Practice sets out the way schools and Local
Authorities should provide extra support the meet
children’s special educational needs.
21. The National Framework for NHS
Continuing Healthcare and NHS
funded Nursing Care in England
(2010)
The framework is intended to set a single policy on
who (aged 18 and above|) should receive NHS
funding, and establish a standard process for
assessing eligibility for these services, to help
support consistent decision-making.
22. Guidance on direct service
payments for community care,
services for carers and children's:
Updated 29 October 2010
States that direct payments and individual budgets
have key roles to play in enabling disabled children
and families to purchase the services that they need.
In some cases the young disabled person at age 16
or 17 may wish, as part of the transition to adulthood,
to take control of part or all of the direct payments
that have to date been managed by the person with
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parental responsibility. This can allow them to gain
experience of managing direct payments in a gradual
way prior to reaching adulthood.
23. Think Local, Act Personal: Next
Steps for Transforming Adult
Social Care
This document was originally released for comment
at the National Children's and Adult Social Services
conference in November 2010. It asserts that
councils, health bodies and providers need to work
more collaboratively to personalise and integrate
service delivery across health and adult social care;
and make vital public funding go further. It also
recognises the contribution that individuals, families,
carers and communities make in providing care and
support - both to those who are publicly funded and
those who either pay for themselves or rely on family
carers.
24. The 16-19 Bursary Fund
In March 2011, the Government announced the new
£180 million Bursary Fund to help 16 to 19 year olds
continue in full time education, where they might
otherwise struggle for financial reasons. This is
made up of:

A £1200 bursary to help the most vulnerable
young people including children in care, care
leavers, those on income support and those
in receipt of both Employment Support
Allowance and Disability Living Allowance

A discretionary fund, administered by
schools and colleges, to help students facing
financial difficulties stay on the course
25. ARC guide for services –
Supporting disabled young
people from black and minority
ethnic communities through the
transition to adulthood
A new guide to help local areas provide the best
support in transition planning for disabled young
people from black and minority ethnic (BME)
communities has been published.
It aims to provide information, highlight the
differences (and often similarities) in planning for
disabled young people from BME communities and
share examples of good practice from across the
country.
26. Young people with special
educational needs/learning
difficulties and disabilities:
research into planning for adult
life and services (2011)
Local Government Education and Children's
Services Research Programme aims to shed light on
how young people with SEN or LDD have been
prepared for adult life and adult services, and where
the process of planning for this transition might be
improved.
27. Prioritising need in the context of
Putting People First: a whole
system approach to eligibility for
social care - guidance on
eligibility criteria for adult social
care, England 2010
This guidance is issued under section 7(1) of the
Local Authority Social Services Act 1970 and
replaces Fair Access to Care Services - guidance on
eligibility criteria for adult social care which was
issued in 2003. This guidance applied from April
2010
28. Models of Multi-Agency Services
for Transition to Adult Services
for Disabled Young People and
Study by the Social Policy Research Unit, University
of York,
"Many multi-agency transition services for disabled
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Those with Complex Health
Needs: Impact and costs (2010)
young people are at an early stage in their
development, and there is considerable variability in
how they are being implemented. This study
provides information on aspects of such services that
are likely to provide a more positive impact for young
people and families, and highlights the importance of
properly resourced services that provide direct
support to young people, provide timely and clear
information and support young people until they are
settled in adult services. It also points to the
importance of the wider range of services in
providing opportunities for disabled young people as
they develop into adulthood, and the lack of such
opportunities at present which contributes to high
levels of unmet need."
29. Healthy children, safer
communities - a strategy to
promote the health and well-being
of children and young people in
contact with the youth justice
system (December 2009)
This cross-Government strategy aims to help tackle
youth crime and anti-social behaviour, and contribute
to community safety in England. It sets out a
strategic approach to inform the work of the Healthy
Children, Safer Communities Programme Board to
fulfil the vision that children and young people will be
safer, healthier and stay away from crime.
30. Putting People First
Makes it clear that personalisation will only flourish
where investment is made in all aspects of support
for individuals and their carers including:
• Universal services – the general support
available to everyone within their community
including transport, leisure, education,
employment, health, housing, community
safety and information and advice.
• Early intervention and prevention – helping
people live at home independently,
preventing them from needing social care
support for as long as possible and
potentially creating future cost efficiencies.
• Choice and control – giving people a clear
understanding of how much is to be spent on
their care and support and allowing them to
choose how they would like this funding to
be used to suit their needs and preferences.
• Social capital – fostering strong and supportive
communities that value the contribution that
each of their citizens can make.
31. Independent living: a crossgovernment five year strategy
The cross-government Independent Living Strategy
(ILS) was published in March 2008. Taking a life
course approach, from young people in transition to
adulthood through to very old age, the strategy’s
aims are that:

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disabled people, who need support to go
about their daily lives, will have greater
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
choice and control over how support is
provided
disabled people will have greater access to
housing, education, employment, leisure and
transport opportunities and participation in
family and community life.
32. Creating Circles of Friends,
Newton and Wilson, Inclusive
Solutions 2008
Circle of friends is an approach to enhancing the
inclusion, in a mainstream setting, of any young
person (known as ‘the focus child’), who is
experiencing difficulties in school because of a
disability, personal crisis or because of their
challenging behaviour towards others.
33. Working Together for Change;
using person-centred information
in commissioning.
(DOH/Putting People First
Programme/Personalisation 2009)
Describes a six stage process for using information
from individual person-centred reviews to drive
strategic change and commissioning.
34. Personalisation through PersonCentred Planning (2010)
This guidance seeks to share learning about how
person centred thinking and planning can make a
useful contribution to Putting people First and
Valuing People Now. It is offered as a resource to
people who use services, family carers, managers
and practitioners. It also makes reference to 'Person
Centred Transition Reviews (2007) by A
Wertheimer.
35. Person-Centred Planning Advice
for using person centred thinking,
planning and reviews in schools
and transition
DOH, 2010
This workbook describes good practice in using
person-centred approaches with young people as
they move into adulthood. It is intended to show how
person-centred thinking, planning and reviews can
be useful in schools and in transition, to ensure that
young people with disabilities are listened to.
36. Ordinary Residence: Guidance on
the identification of the ordinary
residence of people in need of
community care services,
England. DH 2010
This guidance explains how to decide where a
person is ordinary resident for the purposes of the
National Assistance Act 1948 and certain other
legislation. It sets out how to identify where
responsibility lies between authorities for the funding
and/or provision of care for people aged 18 and over
(young people in transition from children's services to
adult services). This guidance also sets out the
changes to the ordinary residence provisions
introduced by the Health and Social Care Act 2008
37. Guidance on Looked After
Children with Special Educational
Needs placed out of authority.
DCFS 2010
Guidance explains how local authorities'
responsibility for meeting the special educational
needs of children looked after placed out of authority
operates.
38. Think Local, Act Personal: Next
Steps for Transforming Adult
Social Care (2010)
Asserts that Councils, health bodies and providers
need to work more collaboratively to personalise and
integrate service delivery across health and adult
social care; and make vital public funding go further.'
39. A Strategy for Change. Making
A final report setting out four years of work from In
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personalisation a reality for
children, for young people and
their families. In Control 2011
Control's children's programme with 40 children's
services. It builds on approaches which start from
children and family's own assets and resources, in
the context of their whole lives and communities. It
avoids limiting young people and their families to 'the
goals and resources provided by specialist services.
The important contribution of services is via self
directed support, with the massive opportunities this
presents for flexibility and joint contribution'.
40. Transition from school to
employment – What works?
Beyer et al, 2008
Describes the outcome of a two year research
project that sought to identify ‘what works’ in terms of
employment support for 16-24 year olds with
learning disabilities and their families.
41. Valuing People Now: a new three
years strategy for learning
disabilities. DOH, 2009
Sets out the Government's strategy for people with
learning disabilities for 3 years from Jan 2009. All
young people with learning disabilities should have
person centred transition reviews, so that they can
plan where they want to live, a real job, and friends
and relationships.
42. Valuing Employment Now: real
jobs for people with learning
disabilities. DOH 2009
Sets out an ambitious goal to increase radically the
number of people with learning disabilities in
employment by 2025. The Government jobs to be at
least 16 hours per week and aspires to close the gap
between the employment rate of people with learning
disabilities and that of the disabled population as a
whole. Chapter 3: Better work preparation at school,
college and adult learning.
43. Getting a Life was a three-year
cross government project (April
2008 to March 2011),
44. Pathways to Getting a Life:
transition planning for full lives.
DOH March 2011
Getting a Life was set up to show and drive change
so that young people with a severe learning disability
achieve paid employment and full lives when they
leave education. It focused on what needs to happen
during the vital transition period between ages14 and
25 to create better job outcomes.
This document sets out best practice in transition
planning for young people with learning disabilities. It
shows what needs to change in order to improve the
life chance outcomes for this group of young people
and suggests ways to make these changes. The
outcomes focus on the Valuing People Now priorities
of health, housing, social inclusion and employment.
45. Health Action Planning and Health
Facilitation for people with
learning disabilities: good
practice guidance DOH, 2008
Guidance describes and clarifies good practice in
health facilitation and health action planning
46. How to guide: learning from the
Valuing People Now employment
demonstration sites. DOH March
2011
This document sets out learning and case studies
from the Getting A Life, Jobs First and other Valuing
People employment demonstration projects. It gives
practical information and examples of how to
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improve employment opportunities at a local level.
47. National Service Framework for
Children, Young People and
Maternity Services – Disabled
children and young people and
those with complex health needs
(2004)
It is a ten-year plan: by 2014. Disabled young people
need high quality multi agency support to allow them
to have choice and control over life decisions and to
be aware of what opportunities are open to them and
the support they may need to access.
48. Aiming High for Disabled Children
(AHDC),
Launched in May 2007, was the government’s
transformation programme for disabled children's
services in England.
One of the issues identified in AHDC was that more
work was needed to improve and co-ordinate
services for disabled young people in transition to
adult life. To address this, the government
announced the Transition Support Programme,
which aimed to raise the standards of transition in all
local areas.
49. Progression through Partnership
2007
Sets out a five year programme of change which
includes improving the experience and quality of
transition to adulthood
50. Transitions in Mental Health Care:
2011 YOUNGMINDS
A guide for health and social care professionals on
the legal framework for the care, treatment and
support of young people with emotional and
psychological problems during the transition years.
51. The Apprenticeships, Skills,
Children and Learning Act 2009
Transfers the commissioning of post16 education
and training to local authorities
52. The Education and Skills Act 2008
Raises the participation age of young people in
education and training to the age of 18 by 2015
53. National Health Service and
Community Care Act 1990:
Section 47: This imposes a duty on local authorities to
carry out an assessment of need for community care
services with people who appear to them to need such
services and then, having regard to that assessment,
decide whether those needs call for the provision by
them of services.
54. Mental Health Act 1983 Section
117(2)
This section creates a joint duty on the local Health
and Social services Authorities to provide after care
services to various categories of people who have been
detained in hospital for as long as the person needs
them
55. Disabled Persons (Services,
Consultation and Representation)
Act 1986:
Disabled children are those with disabilities defined
by Section 5/6 of the Disabled Persons Act 1986.
Section 5 applies to disabled persons' leaving
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education. Section 6 relates to the review of
expected leaving dates from full time education of
disabled persons.
56. The Children Act 1989, Vol.6,
Guidance and Regulation,
Children with Disabilities and the
Framework for the Assessment of
Children in Need and their
families
Provide the statutory framework for the assessment
and support under section 17 for children with
disabilities as defined by the act.
57. The Children's Act 2004:
Local authorities, PCT'S and other key partners have
a duty to cooperate in making arrangements to
improve the wellbeing of children (and young people)
in their population and allows for the provision of
pooled funds.
58. Carers and Disabled Children Act
2000 and Carers (Equal
Opportunities) Act 2004:
Gives carers, aged 16 or over, the right to an
assessment of their ability to provide care or continue to
provide care. A person with parental responsibility for a
disabled child has the right to an assessment from the
local authority of their ability to provide (and to continue
to provide) care for the child. The local authority must
take that assessment into account when deciding what
services, if any, to provide under section 17 of the
Children Act 1989.
59. The Mental Capacity Act 2005:
Within the MCA’s Code of Practice, ‘children’ refers
to people aged below 16. ‘Young people’ refers to
people aged 16–17. This differs from the Children
Act1989 and the law more generally; where the term
‘child’ is used to refer to people aged under 18. Most
of the Act applies to young people aged 16–17
years, who may lack capacity within Section 2(1)* to
make specific decisions but there are three
exceptions: - Only people aged 18 and over can
make a Lasting Power of Attorney, an advance
decision to refuse medical treatment and a statutory
will made by the Court of Protection.
60. The Education and Inspections
Act 2006 (inserted section 507B
into the Education Act 1996)
This imposes a duty on local authorities to promote
the well-being of young people aged between 11 and
19 years (and up to 25 years for young people with
learning difficulties). It places young people at the
heart of decision-making on the positive activity
provision available to them.
61. Children & Young Persons Act
2008: reform of the Children Act
1989
The most significant reforms to the law about lookedafter children since the Children Act 1989 was first
enacted.
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62. Planning Transition to Adulthood
for Looked After Children
The Planning Transition to Adulthood for Care
Leavers Statutory Guidance explains how the
regulations should be put into practice, offering
advice to local authorities on how to carry out their
duties, so that young people leaving care are able to
reach their potential as they make the transition to
adulthood.
"Care leavers with complex needs, including those
with disabilities, may transfer direct to adult services
and the pathway plan will need to ensure that this
transition is seamless and supported. Local authority
responsibilities toward disabled care leavers are the
same for all other care leavers. Because of their
additional needs, some young people may draw on a
number of services, receive support from several
professionals and have multiple plans. The local
authority must ensure that these processes are
streamlined as much as possible and roles and
responsibilities discussed with the young person and
their carer(s)."
63. The Children Act 1989 Guidance
and Regulations
Vol 3: Planning Transition to
Adulthood for Care Leavers
Including The Care Leavers
(England) Regulations 2010
The guidance replaces that issued when the
provisions of the Children (Leaving Care) Act 2000
amending the Children Act 1989 came into operation
in 2001.
Chapter 6 refers to care leavers who require
additional specialist support. In order to avoid
duplication, wherever possible, protocols will need to
identify how the pathway planning process related to
other frameworks for planning the transition to
adulthood for young care leavers, such as those for
special educational needs.
64. Transforming service delivery for
children and young people; A
multi-agency strategy for action,
Lancashire Children's Trust,
November 2010:
This document captures Lancashire Children's
Trust's commitment to a different approach to service
delivery for children and young people which is coowned, co-delivered and co-located. The overall
vision has now been agreed by the Children's Trust
Board
65. The Breaks for Carers of Disabled
Children Regulations 2011:
The Short Term Breaks Regulations provide further
detail on how local authorities must perform their
duty in the Children Act 1989.
66. NHS Outcomes Framework:
The 2011-12 framework identifies improving children
and young people's experience of health care' as a
key priority.
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67. Healthy lives, brighter futures –
The strategy for children and
young people’s health (2009)
It presents the Government’s vision for children and
young people’s health and wellbeing. The Strategy
has specific importance for disabled young people
and transition. It recognises the importance of
continuity of services transition: 'it is important that
care and support do not fall away or become
fragmented as they come into contact with adult
services'.
68. Transition: Moving on Well (2008)
A good practice guide for health professionals and
their partners on transition planning for young people
with complex health needs or a disability.
69. A transition guide for all services:
Key information for professionals
about the transition process for
all disabled young people (2007)
This Good Practice Guide aims to show that the
handover from children's and young people's
services to adult services should be planned and
managed as a process. The Guide suggests how
this can best be accomplished in the context of the
evidence base.
70. Working Together to Safeguard
Children - a guide to inter-agency
working to safeguard and
promote the welfare of children
(2010)
Working Together sets out how organisations and
individuals should work together to safeguard and
promote the welfare of children and young people in
accordance with the Children Act 1989 and the
Children Act 2004.
Part 1 of the document is issued as statutory
guidance. Practitioners and agencies will have
different responsibilities under different areas of the
guidance and should consult the preface for a fuller
explanation of their statutory duties.
71. What is Good Practice in Autism
Education? (Autism Education
Trust)
In April 2011 the AET was awarded a Government
grant to develop a set of standards for the delivery of
good practice in education provision for children and
young people with autism. These standards could
form the basis for nation-wide training in education
provision for children and young people with autism
to be delivered by local partners and accredited by
the AET.
72. Someone on our side: Advocacy
for disabled children and young
people. (2011) The Children's
Society
The report highlights how advocacy support at
transition can lead to: increased and better quality
involvement of disabled young people, a positive
impact on the behaviour and knowledge of
professionals and better quality service provision
post-transition.
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ABBREVIATIONS
ACERS
Alternative and Complementary Education and Residential Service
ACS
Adult and Community Services
AMHS
Adult Mental Health Services
CAF
Common Assessment Framework
CAMHS
Child and Adolescent Mental Health Services
CHC
Continuing Health Care
CLA
Children Looked After
CSC
Children's Social Care
CYP
Children and Young People
CYP/ACS
Children and Young People/Adult Community Services
CYPP
Children and Young People's Plan
ECM
Every Child Matters
EET
Employment Education and Training
EFA
Education Funding Agency
EIS
Early Intervention Service for Psychosis
EHRC
Equality and Human Rights Commission
FACS
Fair Access to Care Services
FACE
Overview Assessment for Adult Social Care services
HAP
Health Action Plan
IAG
Information Advice and Guidance
IDSS
Inclusion and Disability Support Service
IDSS SEND Child and Family Support
Inclusion and Disability Support Service Special
Educational Needs and Disability Child and Family
Support
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IDSS SEND Integrated assessment
Inclusion and Disability Support Service Special
Educational Needs and Disability Integrated assessment
INMSS
Independent Non Maintained Special School
ISP
Independent Specialist Provider
IRO
Independent Reviewing Officer
KPI
Key Performance Indicators
LCC
Lancashire County Council
LCTP
Local Children's Trust Partnership
LLDD
Learners with Learning Difficulties and Disabilities
LLWF
Learning for Living and Work Framework
LSCB
Lancashire Safeguarding Children's Board
NEET
Not in Education Training or Employment
NHSCCA
National Health Service and Community Care Act 1990
PCP
Person Centred Planning
PEI
Prevention and Early Intervention
PEP
Personal Education Plan
PSHE
Personal Social Health Education
RAS
Resource Allocation System
S139a
Section 139a of the Learning and Skills Act 2000
SDS
Self Directed Support
SEN
Special Educational Needs
SENCO
Special Educational Needs Coordinator
SEN COP
Special Educational Needs Code of Practice
SEND
Special Educational Needs and Disability
SFA
Skills Funding Agency
YOT
Youth Offending Team
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YPLA
Young People's Learning Agency
YPS
Young People's Service
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SECTION 7 – APPENDICES
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APPENDIX 1 – TERMS OF REFERENCE CHILDREN AND YOUNG PEOPLE & ADULT AND
COMMUNITY SERVICES (CYP/ACS) MANAGEMENT GROUP
Group:
CYP / ACS Management Group
Frequency:
Quarterly
Day /Times:
After the County Transition Group (August, January, March, June)
Venue:
County Hall
Joint Chair:
Meetings will be chaired and hosted alternatively by DCYP & DACS at
Head of Service Level.
Core Membership:
Directors from DCYP or DACS as determined by the joint SMT.
Representative from the following Service:
DCYP

Inclusion and Disability Support Service

Safeguarding

Mainstream children's social care

Integrated health

Children's commissioning

Young People's Service
DACS



Invited Membership:
Active Intervention and Safeguarding
Commissioning
Adult Mental Health network
Senior Officers

As required for specific projects/areas of work
Other Appropriate Professionals
Vision:
To work together across DCYP and DACS to lead the council's work in
relation to developing excellent integrated services to meet the needs of
young people to enable the achievement of positive outcomes.
Purpose:
The group will:






Determine operational / service delivery matters that have
major resources implications or will impact on other services
Determine the County Council's response to local / regional /
national issues and initiatives
To align commissioning approaches, particularly in respect of
the development of a resource allocation system.
Ensure services and approaches are joined up wherever
possible to minimise duplication of service delivery and
maximise effective use of funding streams and resources,
identify other potential sources of resource that could be
utilised. This will include identifying and agreeing the financial
consequence of decisions taken.
To receive regular budget, financial and performance
management information
Consider local and national policy, trends and issues that will
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

impact on the effectiveness of an integrated approach to
service delivery
To communicate effectively, coordinate activity and share
information to ensure that the interface between Directorates
is not a problem for young people and their families.
To ensure that there are robust and effective links between
Adult and Children’s Services in order to safeguard children
and to ensure that all transition between services are a
positive experience for children and their parents.
Authority:
To be able agree and make the changes to services across the county
to deliver improvements in line with the corporate strategy.
Outputs:
Commission the undertaking of projects
Report to Joint SMT
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APPENDIX 2 – TERMS OF REFERENCE COUNTY TRANSITION GROUP
Group:
County Transition Group
Frequency:
Quarterly
Day /Times:
3 weeks after the Locality Transition Groups (December, February, May
and August – in line with the procedures)
Venue:
To be determined locally
Joint Chair:
Meetings will be chaired and hosted alternatively by DCYP & DACS at
Area Manager level
Core Membership:
Adults




ACS: Area Managers – Active Intervention and Safeguarding
ACS Adult Commissioning Manager
Adult Mental Health network
Transition Coordinator (North)
Children's








IDSS Service Manager for with lead for Integrated Assessment
IDSS Service Manager with Lead for Child and Family
YPS – Assistant Head of Service
District Manager with Lead for transition – Leaving Care Team
/ Children Looked After
Area Manager – Youth Offending Team
Manager – 16 -19 Team
CAMHS
Joint Commissioning Policy Development Officer
Health
Invited Membership:
Other Appropriate Professionals
Vision:
To work together to deliver excellent integrated services to respond to
the views of and meet the needs of young people through transition to
adulthood to enable the achievement of positive outcomes.
Purpose:
The group will:




Secure and sustain necessary changes to culture and practice
so that services improve outcomes for all young people
through transition and are organised around their needs
Ensure services and approaches are joined up wherever
possible to minimise duplication of service delivery
Maximise effective use of funding streams and resources and
identify other potential sources of resources that could be
utilised
Consider local and national trends and issues that will impact
on the effectiveness of an integrated approach to service
delivery and make recommendations to the CYP / ACS
Management Group
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





Provide a forum for barriers to be considered and solutions
identified at a multi agency level and where appropriate make
recommendations to the CYP / ACS Management Group on a
county wide approach.
Monitor and evaluate service outcomes and performance
measures around transition
To ensure professionals working in children and adult services
see the family as a whole
To ensure that there are robust and effective links between
adult and children's services in order to safeguard children and
ensure that all transition between services are a positive
experience for young people
To resolve any disputes that has been escalated to the group
relating to departmental / interagency working, and
professional or resource issues.
To consider any appeal in relation to Independent Specialist
Provision
Authority:
To agree and make the changes to local practices across the county to
deliver improvements within their services.
Outputs:
Quarterly report on the effective delivery of transition highlighting
outcomes, potential demands and any issues, making
recommendations for improvements to the CYP / ACS Management
Group
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APPENDIX 3 – TERMS OF REFERENCE LOCALITY TRANSITION GROUP
Group:
Locality Transition Group
Frequency:
Quarterly
Day /Times:
To be organised locally – during November, January April and July (in
line with the procedures)
Venue:
To be determined locally
Chair:
Transition Co-ordinator
Deputy Chair:
Team Manager – IDSS SEND IA
Core Membership:
Operational Manager – YPS
Advanced Practitioner – Active Intervention and Safeguarding
Team manager – IDSS SEND Special Education Needs Assessment
Community Nurse – Children with Learning Disability
Team manager – IDSS SEND Child and Family Support
Health (roles at Team Leader level)
CAMHS (roles at Team Leader level)
Transition Worker
Invited Membership:
Team Manager – Leaving Care Team and Children Looked After
Team Manager – Child protection
Team manager – Youth Offending Team
Head teacher – Special Schools
Student Support Manager – FE colleges
Adult Mental Health
Other Appropriate Professional
Quorum
All core members or appropriate representation for each core member
Vision:
To work together to provide a seamless pathway through transition that
is tailored to the young person enabling them to receive commissioned
services that meet their individual needs and improve their outcomes.
Purpose:
The group will:






Discuss individual young people at least once a year from age
13 -25 years identified as requiring additional support through
transition.
Review the individual Transition Plans to ensure that the views
of the young person remain at the centre of an integrated
approach to support them to achieve their aspirations
Work together to ensure the young person achieves a smooth
transition from children's services to adult services across all
agencies
Identify barriers that prevent a smooth pathway and make
recommendations to the County Transition Group on how
these could be removed.
Promote multi-agency working by maintaining effective
communication with all organisational representatives on the
group
Ensure that services and approaches are joined up wherever
possible to minimise duplication and align as a single
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





Accountability:
Members of the group will:


Outputs:
assessment process
To monitor the delivery of the transition plans
Ensure that young people will have their needs met through
universal services where ever possible
To achieve positive outcomes and the safeguarding of young
people
Inform Commissioning of future needs to enable informed
forward planning
To work together to develop multi agency solutions that will
reduce the need to send young people to Independent Non
Maintained Special Schools or out of county specialist
providers
The group will provide a forum for resolving at a local level any
departmental /interagency professional or resource issues.
Where this cannot be achieved or where issues of practice
need to be resolved the matter should be recorded and placed
on the agenda for discussion and resolution at the County
Transition Group or where funding is involved, through the
Complex Needs Boards.


Have the authority to determine the level of support required
on an individual case basis
Be able to agree a support package principle before taking
back to panel for ratification
Quality assure individual Transition Plans, Section 139a
Assessments and ISP applications
Quarterly report including identified gaps in provision,
procedural issues, feedback from customers, recommended
improvements and forecast trends / needs to go to the County
Transition Group.
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