DfEE Green Paper (22/10/1997) - Transition from school to further and higher education, training or employment

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7 Working together

Transition from school to further and higher education, training or employment

13. LEAs, social services departments, health authorities and careers services need to work together in transition planning as pupils with SEN come to the end of their compulsory schooling. We will encourage these agencies to co-operate to give priority to this work, and see that transition planning starts early. The review of the Code of Practice proposed in Chapter 3 will consider whether aspects of the existing arrangements can be improved.

Case study Oxfordshire Integrated Assessment Project
The Oxfordshire Joint Commissioning Reference Group for Children with Disabilities has commissioned a two-year project to provide an integrated assessment for young people who will probably have support needs in adulthood. The project is now in its main pilot phase, with 26 young people and their families participating.

At 14+, the integrated assessment incorporates a number of features to assist planning by adult and further education services:

the first annual review of a statement after the young person's 14th birthday, and the subsequent transition plan;
an assessment by social services under the Disabled Persons Act 1996; and
an assessment by adult (health and social) services of the future needs of a young person with disabilities who may require support from medical or social services.

After the education transition plan has been completed, social services care managers work with the young person and their family to produce a future needs plan and action checklist. Together, these record what needs to be done, and who is responsible. The checklist is used by parents and professionals. The aim is for the different agencies to develop together a plan for the young person's transition to adulthood.

14. LEAs and schools also need to work with colleges to help pupils with SEN move on to further and higher education. Many successfully make the transition, often helped through school/college link courses. But improvements are needed so that more can do so. There are some gaps in post-school provision for students with the most severe and complex needs. The Further Education Funding Council's (FEFC) study Mapping Provision and statistical returns from schools show that the proportion of pupils with SEN in secondary schools is higher than the proportion of students with learning difficulties and/or disabilities in further education. A lack of reliable information on the routes pupils with SEN take when they leave school makes these figures difficult to interpret. It is also unclear how far young people's decisions are affected by the fact that statements may remain in force for 16-19-year-olds in school, but not in FE. We propose to study ways of evaluating the post-school experiences of young people who have been identified at school as having SEN.

15. Opportunities for students with learning difficulties and/or disabilities in further education will be improved through implementation of the recommendations of the FEFC's report Inclusive Le arning (the "Tomlinson report"). The National Committee of Inquiry into Higher Education looked at increasing participation and widening access to higher education. We are currently considering our response to its recommendations.

16. Support from business can have a major impact in preparing young people, including those with SEN, for adult and working life. Excellence in schools set out our proposals for adding a new drive to school-business links. Such links can motivate and develop the skills of young people with SEN, encouraging them to see themselves as future employees.

17. Employment opportunities for young people with special needs will be improved through our Welfare to Work programme. Through this programme and our planned Millennium Volunteers programme we will explore options for disabled young adults to help in schools, and so assist in creating a positive approach to disability.

18. A forthcoming White Paper will set out our policies and plans for all post-16 lifelong learning issues. Our vision is of a learning society; one where all people have access to lifelong learning.

QUESTION: How can we help more young people with SEN make a successful transition to further or higher education, training and employment?

31/08/2000