PowerPoint Presentation

Working effectively to personalise transition to adulthood for young people and their families where learning disability and/or autism is a factor

Zandrea Stewart and Helen Wheatley

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Agenda10.00Introductions, aims and objectives10.30Young peoples views and local planning11.30Break11.50Families views and local planning13.00Lunch13.45Policy into practice15.00Break15.15Planning in your local areaReflection and action planning16.15Close

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A copy of the agenda is on page 3 of the delegate workbook. 2

ObjectivesTo develop practitioners understanding of person centred approaches and planning

To explore the potential models of transition and lifelong planning with a focus on early intervention

To explore the legal and statutory guidance with regards to transition to adulthood and disability

To provide practitioners with tools they can use to promote conversations regarding local delivery

Promoting opportunities and improving life outcomes in a more cost effective way

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A copy of the objectives is on page 2 of the delegate workbook.

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Learning outcomesPractitioners will develop their understanding in supporting better life outcomes for young people and adults with learning difficulties, autism and behaviours that challenge

Practitioners will have enhanced their skills and knowledge in person centered approaches, reducing the use of restrictive practices

Practitioners will have developed their knowledge of the legal and statutory frameworks in preparing young people for adulthood with learning disabilities, autism and behaviours that challenge

Practitioners will have developed their skills, knowledge and understanding of person centred approaches and planning

To improve outcomes and inform local commissioning

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A copy of the learning outcomes is on page 2 of the delegate workbook.

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IcebreakerIn pairs agree a sentence long definition of: What is transition?What is personalisation?

You can record your ideas on page four of your delegate workbook

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A template to record ideas is on page 4 of the delegate workbook. 5

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Evidence informed practice

Session one: Young peoples views and local planning

Young peoples account of their experiences:

What is most important to young people?

What are their fears and the main challenges they face?

What are their hopes and the opportunities they have?

What small things make a big impact to them?

What makes an ordinary life Or: What helps most in achieving goals?

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Explain areas covered by the session.7

Video clip: Young peoples views on personal budgets and personal assistanceWhat is this video about?Young people and families in Coventry refresh the concept of Personal Budgets and Personal Assistants. They also look at getting support agencies to pool budgets between them so that friends can still meet up(Grapevine 2015)

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Introduce the video.8

Future guides9

Video clip: What about the future?What is this video about?Three young people set out their aspirations for the next few years. The video will underline how ordinary - and in theory achievable - ambitions as we grow up can be

(Early Support programme)Open access video (on YouTube) https://www.youtube.com/watch?v=MKd7jDMvP1o

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What about the future?11

Early Support programme - open access video(on youtube) what about the future?https://www.youtube.com/watch?v=MKd7jDMvP1oI would like to use this as the second clip and only show the first 39 seconds.

This has 3 young people setting out their aspirations for the next few years and will underline how ordinary - and in theory achievable ambitions as we grow up can be.

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Group discussion oneWhere are the gaps/successes?How could you achieve the young peoples vision, who is involved?How could you work with young people to develop this and other ideas?Does what you have seen reflect current practice in your area?

You can record your ideas on pages five - six of the delegate workbook12

A template to record ideas and notes is on pages 5 6 of the delegate workbook. 12

Learning from young people(We need) to be made more aware of what will happen step by step, who will be involved and why they are involved.(Viper 2015 ) http://viper.councilfordisabledchildren.org.uk/media/7834/hear-us-out.pdf

Plan jointly for meetings - including agendasProfessionals - dont speak in jargonMake space for young peoples views in and out of meetingsSupport young people to learn about making choices and informed decisions - eg in different situations and about small and more significant thingsAnd then let them make them!Taken from: http://www.allfie.org.uk/docs/Viper/Guide/HearUsOut.pdf

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Explain key findings. 13

Break

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Session two: Families views and local planning Families accounts of their experiences:

What makes a positive difference?

What are the main challenges?

What small things could make a big impact for families?

What makes an ordinary life for my son/daughter for me Or: What helps me most to support my son/daughter?

What is most helpful to me? 15

Explain key areas covered by the session.15

Supporting carers: The social workerWhat is the video about?Nicola works with disabled young people and their carers. She introduces us to Caroline who cares for her son, who is autistic and has severe learning disabilities. Nicolas work with the Hunter family demonstrates how considering the needs of the young person and the carer can have a positive impact on the whole family (SCIE 2015) www.scie.co.uk/videos

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Introduce the video clip.16

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Show video clip. 17

A parent viewpointRespect the thoughts and feelings of me as a parent, I really want my sons to move on and have a great life as independent as possible, but I have spent all their life so far caring for them and protecting them and that next step is a huge step!

Remember in your eyes and the law according to the Care Act 2014 and the Children and Families Act 2014 when my son reached 18 he was an adult, but nothing has changed on a day to day basis, he still wakes me up at 5am demanding to know what the day will bring!

Plan with us as a family ensure we are part of all the conversations, we are pretty resilient we will have good ideas of our own.

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A parent viewpointPlease think outside the box and help us find activities and experiences for our sons that to other young people without additional support needs are pretty ordinary. Our sons should be able to access all activities that other young people do, they just may need a little support to enable this to happen, this is where we need your help.

Its not rocket science! we want for our sons what everyone else would want for their sons and daughters we want them to be happy and to lead a fulfilled life we dont want extraordinary we just want ordinary!

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Working with Family: The social workerMessages for practice:Social workers should consider both the needs of the service user and the carer when devising a care plan. In developing and delivering preventative approaches LAs should ensure that individuals are not passive recipients.

Co-production with individuals, family, carers, friends will contribute to independence and personal outcomes(Transition, Carers and Assessment)www.gov.uk/government/publications/care-act-2014-part-1-factsheets

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Explain key findings.20

Group discussion twoWhere are the gaps/successes?How could you achieve the families visions?How could you work with families to develop this and other ideas?Does this differ from the young peoples ideas we saw earlier?Does this experience reflect current practice in your area?

You can record your ideas on pages seven - eight of the delegate workbook

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Research tells us, example best practice point back to policy session one and two.

A template to record ideas and notes is on pages 7 8 of the delegate workbook.21

Learning from familiesParents have a place in strategic planning as well as personal planningEngage with parents from the startBe honest - even when difficult decisions are neededMake sure staff are supported to spend time building a good working relationship - change the culture

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Explain key findings.22

23The approach should be all about listening to the person and what they want for their life and the future, with family, friends, supporters and professionals working together with them to make this happen.(Department of Health 2015 P6) www.gov.uk/government/uploads/system/uploads/attachment_data/file/422338/autism-guidance.pdf

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Lunch

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Create an online account You can access all of our learning resources by creating an online account at:www.rip.org.uk/login/create-account/https://www.ripfa.org.uk/login/create-account/

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www.rip.org.uk25

Session three: Policy into practice: The framework quiz!

CACFANHSETCASWRAHSCACCGJSNAPBALOMPSCoPEHCPPB

CQC and Ofsted

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Background information on each of these areas and web links is in section 6 of the delegate workbook. Pages 9 15. 26

National Framework: Key pointsCare Act 2014Children and Families Act 2014NHS England - Transforming Care/Building the right supportAutism StrategyWelfare Reform Act 2012Welfare Reform and Work Bill 2015/16 passage

CQC and Ofsted - new inspection framework27

Explain key areas.27

Local Framework: Key pointsClinical Commissioning Groups (HSCA)Joint Strategic Needs Assessment (HWBB)Pooled Budget ArrangementsThe Local OfferMarket Position StatementCode of Practice - revisedEducation, Health and Care PlansLearning Disability Assessment (Sept 16)Personal Budgets/Direct Payments/Notional BudgetsNew inspection framework - local requirements

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Explain key points.28

Policy into practiceEarly Intervention - where do we startChildren Act 1989/2004Children and Families Act 2014 on involvementLife Long Planning - expectation settingSpecial Educational Needs and Disability Code of Practice: 0-25 years (2015)Education, Health and Care PlansLearning Disability Assessment (Sept 16)Personal BudgetsValuing Employment Now Autism Strategy 2010 / Think Autism 2014

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Explain key points.29

Policy into practiceService demand and local planningJoint Strategic Needs Assessment (HWBB)The Local Offer - Children and Families Act 2014Market Position Statement - Care Act 2014

Equality and opportunityEquality Act 2010The United Nations Convention on the Rights of the Child - 1989The United Nations Convention on the Rights of Persons with Disabilities - 2008

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Explain key points.

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Planning in practiceLocal offer - parents and young people involvement - who co ordinates this? When it it reviewed and who is responsible for making changes?Preparing for plans - who, when, how/how many?Are staff supported - across services - to make this work?Who knows what local support is available (evidence/expertise) how do they share knowledge - does this work for young people and families?31

Explain key points. These are the questions I have compiled to ask the group they are based on what I think the local priorities are likely to be with reference to changes brought in by the Children and Families Act 2014 so set us up for the afternoon look at policy. 31

Planning in your local areaIn groups discuss how you can plan for change in the following areas:

Early interventionLife long planning expectation settingService demand and local planningEquality and opportunity

You can record your ideas on page 16 of the delegate workbook

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A template to record ideas is on page 16 of the delegate workbook.32

Break

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Action planning

34What tangible action will you take back?How can you use these changes locally to plan support?Any further questions or reflections on the day?Key points that has changed your thinking over the day for you?

A reflection point and action plan template are on pages 17 18 of the delegate workbook. Checking against objectives in discussion34

Further reading

Resource list from today also provides further reading on the national and local frameworkSections 11 and 12 of the delegate workbook

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Evaluation Thank you for your participation today

Please complete and return the evaluation forms which are in your pack

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Ask delegates to complete their evaluation forms. Show the next slide with the workshop learning objectives. 36

Contact details37

www.rip.org.uk www.ripfa.org.uk

ask@ripfa.org.uk help@ripfa.org.uk

@researchIP @ripfa

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38ReferencesAutism Statutory Guidancehttps://www.gov.uk/government/publications/adult-autism-strategy-statutory-guidance

Council for Disabled Children (2015) How to engage young people in the local offer. Available online at: http://www.councilfordisabledchildren.org.uk/media/1063572/epic.pdf

Council for Disabled Children (2015) The Children and Families Act 2014. Part 3: Children and young people with special educational needs and disabilities. Available online at: http://www.councilfordisabledchildren.org.uk/media/554523/ChildrenAndFamiliesActBrief.pdf

Introduce the video clip.38

39Council for Disabled Children (2015) The role of social care in implementing the Children and Families Act 2014. http://www.councilfordisabledchildren.org.uk/resources/the-role-of-social-care-in-implementing-the-children-and-families-act

Department for Education (2015) Special education needs and disability code of practice: 0 to 25 years. Statutory guidance. Available online at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

Franklin A, Sloper P (2009) Supporting participation of disabled children and young people in decision making. White Rose Research online University of York/SPRU http://eprints.whiterose.ac.uk/5228/

40HM Government (2014) Think Autism Fulfilling and Rewarding Lives, the strategy for adults with autism in England: an update. Available online at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/299866/Autism_Strategy.pdf

In Control (2015) Promoting peoples right to choice and control under the Care Act 2014. Available online at: http://www.in-control.org.uk/media/177327/promoting%20choice%20and%20control%20(final).pdf

La Valle I (2015) Services for children with learning disabilities whose behaviours challenge. A survey of families and professionals experiences. University of East London. Available online at: http://www.challengingbehaviour.org.uk/learning-disability-files/EIP-Survey-Report-Year-2.pdf

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41La Valle I (2015) An independent evaluation of the Early Intervention Project (EIP): End of year 2. Available online at: http://www.challengingbehaviour.org.uk/learning-disability-files/EIP-Evaluation-Report-Year-2.pdf

LGA (2012) Get in on the Act Health and Social Care Act 2012. Available online at: http://www.local.gov.uk/c/document_library/get_file?uuid=e0e0321b-49f1-4ec2-9e73-5ba379e0787b&groupId=10180

The Challenging Behaviour Foundation (2015) Paving the way. Available online at: http://www.challengingbehaviour.org.uk/learning-disability-files/Paving-the-Way.pdf

42Transforming Care - National Implementation Planhttps://www.england.nhs.uk/wp-content/uploads/2015/10/ld-nat-imp-plan-oct15.pdfTransforming Care Service Modelhttps://www.england.nhs.uk/wp-content/uploads/2015/10/service-model-291015.pdf

No Voice Unheard no Rights Ignored, response to the National consultationhttps://www.gov.uk/government/consultations/strengthening-rights-for-people-with-learning-disabilities