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Empowering Youth: Achieving Meaningful Life Outcomes in Southend-on-Sea

This session aims to explore the Reform agenda under the Children and Families Act 2014, focusing on extending the SEN framework to age 25 and emphasizing a person-centered approach for preparing young people for adulthood. Learn how to raise aspirations, improve transitions, and enhance support for children and young people with SEND. Gain insights on developing tailored post-16 options, supporting internships, and embedding work experiences to lead to paid employment. Discover how colleges and providers can collaborate, inform commissioning priorities, capture data, and drive positive outcomes through multi-agency approaches. Join us to make a difference in the lives of young people with SEND.

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Empowering Youth: Achieving Meaningful Life Outcomes in Southend-on-Sea

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  1. Achieving outcomes Ellen Atkinson (NDTi) Southend-on-Sea March 2016

  2. Purpose of the session • Understand what’s needed in Southend to ensure young people can achieve meaningful lives • Southend Transition Protocol • What works • What’s your role? • Next steps? 2 2

  3. The Reform agenda created by the Children and Families Act 2014 • Extension of the SEN framework to 25 • Includes further education as well as schools Key principles: • Person centred approach • Emphasis on outcomes and preparing young people for adulthood • Code of Practice Chapter 8 - Preparation for Adulthood from the earliest years

  4. Thinking about outcomes, why does it matter? • Young people with SEND do less well than their peers at school and college and are more likely to be out of education, training and employment at 18. • Schools and colleges can focus too much on the SEND label rather than meeting the child’s or young person’s needs, and do not focus on achieving meaningful life outcomes. • Families should know what support is available from education, health and social care services • Staff need knowledge, understanding and skills to provide the right support for children and young people who have SEND • Aspirations, for children and young people are raised through an increased focus on life outcomes.

  5. What should providers be doing? All young people with SEND and their parents should be aware of the reforms and what they mean for them. Colleges should be using flexibility offered by 16-19 study programmes to tailor packages for YP with SEND. Sessions should be held to ensure all staff are aware of the new SEND Code of Practice and how it affects them. Colleges should be considering workforce development needs– e.g. developing person-centred planning. Colleges should be working with local authorities on the EHC assessment and planning process. Colleges should be developing links to support the employment and independent living pathways. A lead should be overseeing implementation of the reforms. The college should be working closely with local authorities and be reflected in the Local Offer. The college should be developing partnerships with schools to support transition planning.

  6. Aspirations Pathway Health visitors GPs Midwives Family Portage Children’s Centres Nurseries Play groups Health visitor Therapists Paediatricians Counsellors Social Worker School SEN support EHCp Reviews Pastoral care Vocational profile Supported Work experience Independence training Supported internship Paid work Secondary transfer Review planning Pastoral care School change? Early introduction regarding work -09 Birth 4 years 7 years 11-14 years 14 plus….

  7. Involvement of children, young people and parents in decision making and the development of the local offer.

  8. To do this well we need to: Get to know the young person and understand what is and for

  9. How does the young person (and their family) want/expect to live and spend their time in the future? Useful to think in terms of the 4 PfA outcomes to help frame your thinking about the implications for the study programme Understand his or her aspirations

  10. To do it well we need to • Focus on the young person’s strengths and capabilities • Understand the curriculum implications of supporting better outcomes

  11. Develop post 16 provision and support that lead to good life outcomes 15 12

  12. Develop post 16 options that lead to paid employment • Work closely with schools to support transition (paras 8.22 - 8.28) • Based on young people’s aspirations (para 8.9) • Start early (Para 8.8) • Create flexible packages • Linked to all aspects of life and five day packages • Build on the best of mainstream provision and discrete provision – learn from each other • Study Programmes (Paras 8.32-8.40) • Supported Internships www.preparingforadulthood.org.uk/what-we-do/supported-internships • Embedding work experience 17 13

  13. Things to consider…. • What’s working for young people? • Does the local offer meet demand? • How do we inform commissioning priorities and provider development? • How do we capture data? • Do we need to make changes? e.g the curriculum • Who do you need to work with? • Are there gaps? • Workforce development? • How will we know things are working? 14

  14. So what does this mean for outcomes? • Person centred - describe the person • Focus on improving life outcomes – life span approach • Raising aspirations and sharing expectations • Multi agency - overarching but clear who does what • Will change over time and develop • Workforce will need to know how to write outcomes and deliver evidence based practice • Young people and families – MCA and supported decision making

  15. Preparing for Adulthood Contact us: • Email: info@prepforadulthood.org.uk • Web: www.preparingforadulthood.org.uk • FB: www.facebook.com/preparingforadulthood • Twitter: @PfA_tweets • Phone: 0207 843 6348 • Contact: Ellen Atkinson • Email:ejatkinson@me.com • Mobile: 07875 145931 38 17

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