L
4
L &W
Learning for Living & Work
How to complete the
Preparing for Adulthood
Young Person’s Transition Plan
(PfA)
Hertfordshire
Version 28.10.13
1. Introduction
1.1. What is the Preparing for Adulthood Young Person’s Transition Plan (PfA)?
This is a complete plan to support young people with special educational needs and
disabilities (SEND 1 ) from Year 9 at school, in their transition onto their next step.
The basis is a person centred plan that informs the assessment of options and
provision carried out during the transition planning process. This all combines to
inform a robust Learning Difficulty Assessment (S139A) 2 that identifies the Further
Education, Training or Higher Education provision that can be made to meet the
young person’s identified educational and training needs when he/she leaves
school.
It provides a structure for Hertfordshire Local Authority to record the Learning
Difficulty Assessments (S139A), that are a legal requirement under the Learning and
Skills Act 2008. However, these will be replaced by the single Education, Health
and Care Plan from September 2014.
This approach is designed:
•
•
•
To collate robust evidence to inform decisions about the most appropriate post
school option for a young person.
On the principles of person centred planning and gathers information to enable
providers to support young people with additional needs to work towards their
aspirations.
To emphasise that education is one part of a young person’s life and allows
scope for multi agency planning to take account of, and plan for, all aspects (for
example Social and Health Care) and create a holistic package.
The PfA:
•
•
Is particularly relevant when young people plan to move on to a Further
Education College or training placement but it does not assume that this will be
the outcome for any young person. Completion of the PfA Plan may identify that
there are other destinations which would suit the young person better. This is a
completely valid outcome.
Can be developed to support the young person beyond the immediate postschool placement into adult life.
The structure of the PfA Plan is made up of separate sections and appendices that
facilitate a single, consistent, multi agency process of pre and post-16 transition
planning. Currently the Learning Disability Assessment (LDA) (S139A) is an integral
part of this process. It is important to recognise that, while the process in the PfA
Plan is recorded in a linear fashion, the young person will be exploring options
through a process of impartial information, advice, guidance and transition planning
from Year 9 until they leave school. Section A will be developed over this time.
1
SEND includes young people with special educational needs and young people with disabilities
Section 80 of the Learning and Skills Act 2008 inserted Sections 139A-C into the Learning and Skills Act
2000
2
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Section
Purpose
Section A
The young
person’s person
centred plan
This is used as the Transition Plan. It is a report on the young
person’s views followed by parent(s)’/carer(s)’ views, and
identifies:
•
•
•
Key outcomes for the future based on what is important to
the young person and what is considered important for
them.
Essential features of support that may be required in future
placements.
Guidance on how to progress with planning, including
options to explore.
Section B
Background
This is a record of professionals and individuals involved in the
support and transition of the young person, together with a
summary of additional reports to support the PfA Plan.
Appendix 1
Education
This is a school report on education, support needs, goals and
targets
Appendix 2
Health
This includes Medical support and intervention
Appendix 3
Care
Accommodation, lifestyle, independence and personal care
needs.
Appendix 4
Future Provision
Provider assessments of how they can meet the needs of the
young person
Appendix 5
Learning Difficulty
Assessment
(Section 139A)
A summary and analysis of the evidence provided in the
previous sections, it names a provider and gives details about
the provision that can be provided to meet the learner’s needs,
thus completing the Learning Disability Assessment (LDA)
(S139A)
Learning Difficulty Assessment (LDA) (Section 139A):
•
The Department for Education guidance makes it clear that the LDA assessment
should be carried out independently of providers. In this context, the guidance states
that there are real advantages in young people attending a prospective institution or
institutions to receive tasters and to explore the kind of support that may be needed.
This process should be seen as evidence for refining how a provider might meet the
needs of a learner using an assessment that is already in place, but this should not be
used to influence the outcome.
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•
Sharing the PfA with possible future providers enables this process to be followed. This
will provide the evidence required to enable a decision to be made about the provision
that can realistically be offered to meet the learner’s needs. Where views have been
sought (Appendix 5) by different providers, these will contribute to making a judgement
about the most appropriate provision and the goals identified by the young person in
Section A.
1.2. Creating a single transition planning process: the role of the Local Authority
The PfA Plan takes into account the new SEND draft legislation and funding reforms for
young people with higher support needs. Many young people with LDD require significant
levels of support and resource because of the complexity of their needs. The PfA Plan
provides a helpful tool in this context. It offers one single, simple and consistent recording
mechanism that supports progression and positive outcomes. Use of the Plan clarifies
roles and reduces duplication of information gathering across agencies. Overall, it
ensures that resources are used most effectively.
The PfA Plan provides valuable information to local authorities who of course, also have a
key role in ensuring it’s most efficient and effective use as a recording format for a single
process of transition planning.
Use of PfA Plan approaches ensures:
•
•
•
•
•
•
•
•
•
•
•
That person centred approaches underpin transition planning
That all relevant agencies are familiar with transition planning and LDA processes and
their statutory status
That schools identify sources of information that contribute to the Plan and ensure that
it is used in a way that draws together existing recording processes and does not
duplicate
That the process maps Social Care and Health assessments against the Plan to further
avoid duplication
Promotion of it’s use as a single Transition Plan
That Youth Connexions Personal Advisers (PAs) to whom the responsibility for the
LDA (S139A) is delegated, will explain their role in the LDA process and ensure
schools and partner agencies provide the necessary support.
That a process is in place for identifying those who would benefit from an LDA
(S139A). This should be in the wider context of processes for sharing information about
support needs for all young people with additional needs.
That Quality Assurance is in place for LDAs (S139As)
That training and supervision is in place for Personal Advisers and others with
responsibility for the Plan and that quality monitoring processes have been developed
That structures are in place to fully engage colleges and other post school providers in
transition planning and in planning provision to meet learners’ aspirations and needs.
They also need to understand the Plan and how to use it, to support both individual
learners and the development of provision
That processes are in place to use the Plan to inform strategic planning
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2. Completing the Preparing for Adulthood Young Person’s Transition Plan (PfA)
2.1 Roles and responsibilities
•
The PfA Plan requires one overall co-ordinator. The co-ordinator’s responsibilities are
to ensure that all parts are completed and collated. He/she is not responsible for
completing all sections. In Hertfordshire, the responsibility is devolved to the Learning
Provider or Lead Professional.
•
Each part of the PfA Plan identifies the role or organisation that is responsible for
completing it and gives a space for their signature. The person responsible will usually
need to consult with a range of professionals and can do this through existing
processes; for example the transition review.
•
There are core parts of the PfA Plan that are completed for all young people and others
that are only completed where relevant to individuals. Responsibilities for completion
are as follows:
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Section A is completed by the young person supported by a person of their choice
and involves parent(s)/carer(s)
Section B is completed by the person co-ordinating the Plan
Appendix 1 is completed by the School
Appendix 2 is completed by the School Nurse
Appendix 3 is completed by the Social Worker, where there is one. Where there is
not, the school takes responsibility and may need support from the Local Authority
to ensure that processes are in place to obtain the necessary information where a
young person has a care package but no designated Social Worker
Appendix 4 is completed by the potential future provider. More than one provider
may contribute to this section where the exploration of options suggests that indepth assessments from different providers would inform robust decision making.
This can inform the decision on the most appropriate provision. However, often the
most likely provider will have been identified through processes of information,
advice, guidance (IAG) and transition planning
Appendix 5 is completed by the Personal Adviser in Youth Connexions to whom the
Local Authority has delegated responsibility for completing the LDA (S139A).
Completion of an LDA places significant responsibilities on the Local Authority and
they will wish to ensure that the person signing the LDA is fully conversant with their
policies on placements for young people with LDD and that all those involved in IAG
and transition planning ensure that young people and their parents/carers
understand the policies and the rationale behind them. In Hertfordshire this duty is
performed by senior managers/practitioners within Services for Young People,
Youth Connexions
In completing the PfA Plan it is important to remember that questions are phrased
to support progression and other reports do not always provide the same
information. Where a professional wishes to attach a report, it is important to
ensure that it includes the information required in the PfA Plan and that a specific
reference to where this can be found is made on the Plan itself.
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2.2. Timeline and activities for completing the Plan
End of Year 8
Who
What
Schools and
Personal Adviser
(PA)
•
•
•
School
•
School
1)
(Appendix •
•
•
Identify young people who will have transition reviews in the
next school year (Year 9) and clarify how these will be
timetabled
Identify any other young people in this year group likely to
need more support than is usually provided in their post school
placement and agree how the transition planning process will
be developed for them
Agree how parents and young people will be told about the
transition planning process and the role of the Plan
Can begin to complete Section A of the Plan
Works with partner agencies to identify those involved with the
young person and ensure their engagement in contributing to
the PfA Plan. This section will be developed throughout the
transition planning process
Identify a Plan Co-ordinator
Should ensure that the young person is fully prepared and
begin to develop a person centred plan
Year 9
Who
Plan co-ordinator
What
• Ensures that all relevant professionals are engaged in the
process and understand the sections of the Plan it is their
responsibility to complete
Schools, supported
by the PA
•
Ensure that curriculum activities and information, advice and
guidance (IAG) support the young person in developing a
person centred plan (recorded or attached at Section A) and
contributing to their Year 9 Review or other planning
processes for those needing additional support who do not
have statements
School
•
Completes Appendix 1 drawn from existing evidence. The
person/people completing this will need to be familiar with the
young person’s goals and aspirations as they express them
and, while maximum benefit is gained from the review if as
much as possible is competed in advance of it, it may be
helpful to complete some sections after hearing the young
person’s and others’ views at the annual review
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Year 9
Who
PA or person
chosen by the
young person
What
• Works with the young person, over time, to develop their
person centred plan recording it in Section A or attaching a
separate format to the Plan if preferred
• Ensures that their views are included in relevant parts of the
Plan alongside the views of professionals
• Ensures their (or where the young person is deemed not to be
competent under the terms of the Mental Capacity Act, the
parent/carer’s) permission is obtained to share information
School, PA or
advocate
•
•
School
•
•
•
•
Liaise with parent(s)/carer(s) to establish how they wish to
record their contribution in, Section A and support them to do
this
Ensure their permission is obtained to share their information
Ensures that the review is structured to enable information to
be gathered to complete relevant sections of Section A
A person centred review process should help ensure that the
views of the young person, and what is important to them, are
included as well as the views of others who support them
Remember that only the parts of the PfA Plan that are
relevant to the individual young person should be
completed
The same information need not be repeated. For example, if
support needs are the same in school and in a leisure activity,
refer back to the relevant section
PA and school
•
Ensure that arrangements are in place to gather information
and to support planning and completion of the Plan for young
people with SEND, but no Statement of SEN, who are likely to
need significant additional support beyond school
School nurse
•
Should liaise with family and relevant health professionals to
complete Appendix 2
Children’s social
care
•
Where children’s social care is involved with the young person,
they should complete Appendix 3. There will be instances
where young people have a care plan or package but not an
allocated Social Worker. It will therefore be essential that
children’s social care is involved in arrangements for
completing the Plan so that they can develop a clear process
for sharing the relevant information. If they are not involved,
but there are concerns relating to this part of the PfA Plan, with
family agreement, use appropriate procedures. For example,
the Common Assessment Framework (CAF)
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Year 9
Who
Plan Co-ordinator
What
• Should ensure that actions agreed as part of the PfA Plan are
implemented
Dependent on
Local Authority
arrangements
•
Information from the PfA Plans completed across the Local
Authority area should be collated and shared to inform
strategic planning.
Year 10 and up to penultimate year at school
Who
All those involved
in the transition
planning process
What
• Update the Plan as part of the annual review process,
completing additional sections, e.g. relating to work
experience, as they become relevant
• It is suggested that updated comments are dated and added to
the previous year’s plan, where there have been changes
• Ensure that the Plan is updated where the process has been
started for young people who do not have a Statement of SEN
School and PA
•
Ensure that the young person has access to information,
advice and guidance and the opportunity to explore options.
They should also have the opportunity to update their person
centred plan, recognising that aims and goals change over
time
PA with young
person and/or
parent’s permission
•
Should share information with potential future providers to
enable them to understand the support they would need to
offer to the young person
Young person
•
Undertakes taster visits to potential providers. It is especially
important that visits to local providers are undertaken at this
stage for young people with particularly complex needs to
assess if the provider can support them
Providers
•
Complete Appendix 4, building on information included in
Section 1. This should provide an in-depth picture of the young
person, their goals, aspirations and support needs. Appendix
4 will provide detailed evidence of how the provider could meet
the young person’s needs and contribute to the decision about
meeting their needs in the future
Dependent on
Local Authority
arrangements
•
Information from the Plan completed across the Local
Authority area should be collated and shared to inform
strategic planning.
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Final year at school
Who
All involved in the
transition planning
process
Plan Co-ordinator
What
• Continue to update the Section A of the Plan as part of the
transition review process
•
Ensure that the Plan is fully completed and forwarded to
the PA for submission to the post school provider
Young person
•
Undertakes a visit to local provider(s)
Potential future
provider(s)
•
Completes Appendix 4, where this has not been done in
the penultimate year, to timescales that inform completion
of Appendix 5 of the Plan and decisions about future
placements
PA with responsibility
for LDAs (S 139As)
(will be replaced by
the 0-25 Education,
Health and Care Plan
2014/15)
•
Completes Appendix 5 of the Plan and thus the LDA
(S139A), wherever possible in the autumn term and
informed by the last review whether in the penultimate or
final school year
As Appendix 5 of the Plan is developed through the
transition planning process, there should be no surprises
relating to plans for future placements. Any changes in
planned placements should be taken in the context of Local
Authority policies
•
PA
•
Ensures that the young person’s and/or parent/carer’s
consent remains in place to share the Plan
Senior Manager/
Practitioner in Youth
Connexions
•
•
•
Signs off the LDA (S139A)
Shares with future provider(s)
Submits to Local Authority panel/decision making body with
recommendation for funding for support that cannot be met
within agreed financial thresholds.
* It is recognised that some young people will be identified after Years 8 and 9 and the
above activities may need to take place over a shorter period of time.
1.3. Updating the PfA Plan
Where a young person has an LDA (S139A), this can remain in place, and the Local
Authority maintain responsibility for meeting their assessed needs, until the young person
is 25. It is therefore important that the Local Authority satisfy themselves that processes
are in place to review the LDA (S139A), ensuring that the young person is supported to
progress to positive outcomes beyond their post-school placement.
NB this will be replaced by the 0-25 Education, Health and Care Plan 2014/15
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By continuing to update the Plan, information will be gathered that can support the learner
in their subsequent placements.
3.
Hints and tips for completing the PfA Plan:
Section A of the Plan
Young person
and parent(s)’/
carer(s)’
permission
The young person, if deemed competent under the terms of the
Mental Capacity Act, should always give their permission to share the
information in their Plan. The person obtaining the permission should
ensure they are compliant with legislation including the Mental
Capacity Act and with their own organisations’ procedures.
If it is deemed that the young person is not competent to give
permission, then their parent/carer should sign on their behalf.
Section A: The
young person’s
person centred
plan
The person centred plan is fundamental and should be completed. An
alternative format may be attached as appropriate in whatever format
the young person prefers. A second plan should not be written.
The Plan should be developed over time and take account of the
young person’s changing goals and aspirations, whatever these may
be.
Signatures should be recorded at the end of this section.
Section A: The
parent(s)’ and/or
carer(s)’
perspective
There are spaces for two sets of views in case family circumstances
dictate this, or where views are different. One or two responses can
be recorded in accordance with the wishes of the parent(s) and or
carer(s). Ideally, the parent(s) and/or carer(s) should complete this
section themselves but the school, an advocate or the PA may help
them, if they wish.
Signatures should be recorded at the end of the section.
Schools have highlighted the importance of recording parents’/carers’
views and the difficulties that are sometimes encountered in doing
this. They have suggested a number of approaches including:
•
•
Developing a culture where parents/carers are encouraged to think
positively about all elements of their child’s progression from an
early stage
Thinking creatively about how to obtain their contributions, e.g.
developing questionnaires with headings covering all aspects of a
young person’s life or holding coffee mornings where parents can
be invited to complete them
There are instances where the young person may make an informed
decision that they do not wish their parents/carers to be involved. The
implications should be fully discussed with them, and their wishes
should be respected.
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Conflicting views Parents/carers may not always share the same views as the young
people about their future. Planning for the future will always focus on
the goals of the young person but in most cases it is very important
that the views of parents and carers are appropriately represented and
taken into account. For many young people, particularly those with
the most complex needs, parent/carer support is likely to be crucial in
enabling the young person to work towards their goals, and their views
will usually be based on the best knowledge and understanding of the
young person. In working towards a shared goal it will usually be
helpful to ensure that:
•
•
The young person’s goals and aspirations are identified through a
rigorous process of information, advice and guidance involving the
school, the parents/carers, Personal Advisers and other
appropriate professionals. You should also include experiences at
a level appropriate to their mode of communication and ability so
that parents/carers understand how their goals have been reached.
Working with the young person and their parents/carers to ensure
an understanding of the other’s perspective.
Appendix 1
Information about ethnicity is not requested in the personal details
section but this section asks whether the young person has any faith,
ethnicity or cultural needs that should be taken into account when
planning the next placement.
SEND
Please ensure that only evidenced SEND are included and quote the
source.
As this information is recorded to support planning for the future, give
a brief description of the impact of the SEND on learning, but detail of
the support needs and how to meet them will be covered in
subsequent sections.
Other reports that give relevant information may be attached but
please ensure that this section includes information about the impact
on learning as this is the crucial information for planning for the next
step.
Throughout the
form
Please ensure that comments are based on concrete evidence, giving
examples where possible, and that skill and support needs are
specifically described.
Avoid descriptions such as “good at”.
Remember that the purpose of the Plan is to help future providers plan
to build on skills and provide the programme and support needed to
help the young person achieve their aspirations and specific examples
provide real help in this.
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Please involve the young person, over time, in contributing to the Plan.
In some cases, you may wish to refer to another document, If you do
this, please refer to the specific section of the document and ensure
that the questions asked in the Plan are answered – they have been
designed specifically to support the young person in transition and
other documents may not have this same focus.
Support needs
and how they
are being met
In completing each section, please describe:
•
•
•
•
•
•
Appendix 2
Medical needs
The support the young person needs
Why it is needed
How it is delivered
Please include any strategies used to meet support needs and
comment on reasonable adjustments that could be made
The school may consult with the PA when considering what
support needs and reasonable adjustments may be appropriate in
future placements and different learning environments
Please ensure the young person’s views of their support needs are
included as well as the views of the professionals
It is important to consider carefully whether therapies and other
services detailed in Appendix 2 will still be required in the future
placement, whether there are any that can be delivered in other ways,
and whether there are any different therapies or support that may be
required as a result of changes in the young person’s condition.
It is vitally important to give full information about behaviour if support
needs are to be met in future placements. Please ensure any risk
assessments and behaviour management reports are attached.
It would be helpful to note any specific skills staff may need to have to
effectively support behavioural issues in future settings. They may
also need to be aware of key triggers and strategies.
N.B. For many young people, behaviour will have improved over time
in their current placement. Leaving the placement and/or making a
change to a new learning environment may impact on behaviour.
Please comment on this possibility and suggest any strategies to deal
with it. Such strategies may include a planned transition programme.
Appendix 3
Care
You will need to consult with colleagues in health and social care to
complete this section. If you do not have direct contacts, please liaise
(accommodation, with the PA/Lead Worker or Plan Co-ordinator to seek help to engage
lifestyle,
these partner agencies.
independence
and personal
care)
The information about support to achieve non-educational goals will
help inform the development of the young person’s holistic goals and
create a full picture of the support that they are receiving.
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Funding
responsibilities
In Appendix 4, and some other sections of the Plan, questions are
asked about who provides and who funds particular aspects of
provision both in and out of school. This is to ensure that:
•
•
•
The contributions of all partners to a young person’s holistic
package are recognised. This may not otherwise happen
To identify where the same level of service may not be available to
young adults so that plans can be made and universal services
involved where appropriate
To support the development of aligned or personal budgets on a
multi-agency basis
Appendices 4
and 5
The Plan is designed to be developmental and the provider’s in-depth
assessment should build on the information provided in Section A.
This information should provide a clear picture of the young person’s
aspirations, goals and support needs. Appendix 4 should explain how
the provider could meet these aspirations, goals and support needs
and inform the decision making about the placement.
Appendix 5
Mobility, travel
and transport
Transport and mobility are covered in Appendix 5. This may highlight
the need for independent travel training if the young person is to be
able to access their preferred option in continued education and/or
employment. Please say how the family and/or carer(s) are involved
in travel training.
Please give full information about travel needs, noting, for example if
the young person needs an escort in a taxi, whether they need
supervision on public transport, whether they can travel independently
on learned routes only.
The Local Authority has specific responsibilities relating to transport
policies and learners with LDD and it is essential to highlight travel and
transport needs in the Plan. It is important that account is taken of
Hertfordshire Local Authority’s policy on transport when completing
the Plan and planning for the future.
Potential future providers are also asked about information relating to
transport. If they are not clear about the arrangements, they should
liaise with the Personal Adviser/Lead Worker.
Aims and
Aspirations
Not all young people will wish to progress into education post school,
but the information collected can be valuably used to support
progression into alternative destinations such as employment, and
should be used to inform the ongoing action plan.
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Some definitions
Acronym
Definition
LLDD
Learners with Learning Difficulties and/or Disabilities
SEN
Special Educational Needs
SEND
HNPF
Element 1
HNPF
Element 2
HNPF
Element 3
SEN and Disabilities
High Needs Pupil Funding (element 1 core programme funding under ~£4.977)
Element 2 ~£6000
Individual educational top up funding agreed by Local Authority (element 3 - over
and above the providers allocation, without which the learner will not be able to
access education)
Statement
Statement of Special Educational Needs (may be maintained up to the age of 19 if
a young person remains at school but ceases if they leave school before that age).
This is issued following a statutory assessment and sets out the child’s needs in
detail and the special educational provision to be made for them.
NB This will be replaced when the 0-25 Education, Health and Care Plan is
introduced (2014/15)
S139A
LDA
Section 139A of the ASCL Bill
Learning Difficulty Assessment. An LDA relates to sections 139A to 139C of the
Learning and Skills Act 2000 (“the 2000 Act”), which were inserted into that Act by
section 80 of the Education and Skills Act 2008. It places a statutory responsibility
on Local Authorities in relation to assessments relating to learning difficulties.
N.B. This will be replaced when the 0-25 Education, Health and Care Plan is
introduced (2014/15)
ASCL
SA
Apprenticeships, Skills, Children and Learners Bill 2009
School Action – school based support for pupils who do not respond to
differentiation and do not make adequate progress
SA+
School Action Plus – support including advice from outside agencies
ULN
Unique Learner Number assigned to every pupil over the age of 13 and to remain
with the individual through their lifetime
ISP
Independent Specialist Provider.
For further information see the current
Placement Information for Learners with Learning Difficulties and/or Disabilities at
ISPs
PAs
Personal Advisers support all young people aged 13-19 and up to 25 if they have
a learning difficulty and/or disability. Some are still known as Youth Connexions
Personal Advisers, but it is now the responsibility of the Local Authority to provide
this service
CAF
Common Assessment Framework is a standardised approach to conducting
holistic assessments of children’s additional needs, which promotes multi agency
working. Where a young person has had a CAF, it may inform a decision about
whether an LDA (S139A) is required
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