STARTING EARLY: PREPARING CHILDREN AND YOUNG PEOPLE WITH SEND FOR ADULTHOOD

1. STARTING EARLY: PREPARING CHILDREN AND YOUNG PEOPLE WITH SEND FOR ADULTHOOD Developing a shared vision

2. Why are we here? • SEND OFSTED • Code of Practice • Person Centred Planning • Voice of the child and young person • EHCP Outcomes • Preparing for Adulthood • Collaboration • Mojo magic

4. Personalising your approach • Person Centred Planning updates • Person centred reviews • Resources and approaches • https://www.sthelens.gov.uk/send/policies-and-guidance/good-practice/person-centred-approaches-in-st-helens/ • Training for schools and other professionals – Sept 19 • http://s4s.sthelens.gov.uk/

5. Children’s Needs Statements

6. Code of Practice Avoiding the cliff edge

7. Starting early - 8.5 • When a child is very young, or SEN is first identified, families need to know that the great majority of children and young people with SEN or disabilities, with the right support, can find work, be supported to live independently,andparticipate in their community. • Health workers, social workers, early years providers and schools should encourage these ambitions right from the start. • They should seek to understand the interests, strengths and motivationsof children and young people and use this as a basis for planning support around them.

8. Starting Early - 8.6 • Early years providers and schools should support children and young people so that they are included in social groups and develop friendships. • This is particularly important when children and young people are transferring from one phase of education to another (for example, from nursery to primary school). • Maintained nurseries and schools must ensure that, subject to certain conditions, pupils with SEN engage in the activities of the nursery or school together with those who do not have SEN, and are encouraged to participate fully in the life of the nursery or school and in any wider community activity.

9. Support from Year 9 onwards – 8.7 • High aspirations about employment, independent living and community participation should be developed through the curriculum and extra-curricular provision. • Schools should seek partnerships with employment services, businesses, housing agencies, disability organisations and arts and sports groups, to help children understand what is available to them as they get older, and what it is possible for them to achieve.

10. Support from Year 9 onwards – 8.7 • It can be particularly powerful to meet disabled adults who are successful in their work or who have made a significant contribution to their community. • For children with EHC plans, Personal Budgets can be used to help children and young people with SEN to access activities that promotegreater independence and learn important life skills. • Local authorities must ensure that the relevant services they provide co-operate in helping children and young people to prepare for adulthood. This may include, for example, housing services, adult social care and economic regeneration.

11. Support from Year 9 onwards – 8.8 • For teenagers, preparation for adult life needs to be a more explicit element of their planning and support. • Discussions about their future should focus on what they want to achieve and the best way to support them to achieve. • Considering the right post-16 option is part of this planning.

12. A glorious ordinary life

13. Relationship Education/RSE • Statutory guidance Feb 19 • Friendships • Respectful relationships • Personal safety • Sex education • Physical health • Mental wellbeing

14. Resources to help

15. Preparing for Adulthood www.preparingforadulthood.org.uk

16. Workshop task What does an aspirational outcome look like?

18. Together • Hold effective person centred reviews • Write aspirational outcomes • Create a vision for their future together • Know what is on offer locally

19. Make it happen Use your mojo magic

20. Post 16 Education, Employment Training options • College • Specialist College • Training Providers • Employment • Apprenticeships • Volunteering • Supported Internships

21. St Helens Supported Internship

22. Peter Street

23. Matthew Byrne NHS Hollins Park - Catering

24. Ryan HoosonSuperfast Autoglassing - Fitter

25. Sophie DowdleSt Helens Music Service - Admin

26. Jason Liggett NHS Hollins Park - Portering

27. Alex Steen Grounds Maintenance

28. Anthony Stanley Blackburn’s Autocare

29. Tanya GerrardRed’s Café

30. Employer Feedback “The team enjoys having an intern around and definitely appreciate the extra support he brings.” “ He has gained more confidence in all areas, he is much more interactive with all members of staff. His knife skills have really improved and he is more comfortable working independently.” “Our department has benefitted greatly from having an intern.” “ Our intern has become part of our business, the staff love her because she adds her own personality to the workplace.” “ The team have worked really well with our intern and it has been great having someone to pass on our knowledge too. We really appreciate the extra pair of hands.”

31. Parental Feedback " My son has enjoyed the inclusivity and friendliness of the staff around him. ”　 “ It’s been great to hear such positive feedback from his placement. ”　 “ My son is loving his programme and I think it’s the best thing he has done, he’s loving every minute.”　 “ My daughter is really enjoying the internship, the support has been brilliant. It’s great that she is being treated as a grown up rather than a pupil. ”