Elementos básicos para la reforma del sistema de RMI

Why are we doing this?

“When I approach a child,

he inspires me in two

sentiments: tenderness for

what he is, and respect for

what he may become.”

Louis Pasteur

We will provide support to children

and young people at times of

change in their lives (known as

transitions), such as:

starting school

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changing school

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moving from primary to secondary school

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moving from secondary school to further

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education, training or employment when family arrangements change (e.g.

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when parents divorce or a parent dies).

A study in the USA found that effective support during the period when a child starts school makes a signifi cant difference on the child’s progress at school. The impact for children was greater for those from low- to middle-income families and less on upper- income children.

Other general research suggests that schools are effective at helping children deal with the social and emotional aspects of moving from primary to secondary school, but are less effective in maintaining learning progress over the same period.

Leaving school offers choices to young people, such as further study or work opportunities. The number of young people in Buckinghamshire who are not in employment, education or training is 4.0%, lower than the national average of 6.7%. However, this fi gure is rising due to the economic downturn across the UK. For some parents with a child with a disability, the period when a young person leaves school may be challenging, and effective planning is essential.

There were 279 children in the care system in Buckinghamshire. They need support as they enter care, and as they leave the care system. The outcomes for young people leaving the care system are likely to be poorer than other young people. They may have fewer educational qualifi cations and are less likely to be in education, employment or training. In Buckinghamshire 66% of care leavers achieved at least one GCSE, compared to a national average of 57%. Whilst Buckinghamshire’s results are better than national averages in this area, we want to focus on those children and young people who will benefi t from additional support and guidance at specifi c times in their lives.

Case Study of Good Practice

The young people presented a rap that they had written, recorded and produced. Here are some of the lyrics:

“We wanna progress not digress, we need support to achieve success”

“Some things in life seem a little complex, when we don’t understand it just makes us vexed, that’s what we call the transition process” “Transitions a mission, we wanna grow

up and become good citizens”

“So sit up yeah, we got dreams and they’re glistening, they’re gonna come true and that’s because of commissioning”

We have been working with staff in Adult Social Care to improve the experience of young people with additional needs and their families as they move towards the transition into adult life.

In January 2009, 120 young people told us what really mattered to them during this process of transition. This was followed by a conference in March, called Mission Transition. The conference was led by 30 young people from Amersham and Wycombe College and Furzedown School. The

conference was attended by over 100 people who support young people in transition. There were presentations on some of the good work that has happened so far and what other improvements need to happen in the future in areas such as:

Health

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Leisure and recreation

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Education and employment

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Being independent and transport needs.

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Case Study of Good Practice

Aylesbury College worked closely with young people and Connexions to design and deliver a 12-week full time course for young people who were not in education, employment or training. In listening to needs of the young people, the College was able to provide a practical work skills programme with an emphasis on developing personal, social and employability skills. The programme was delivered by teachers from the College and Connexions Personal Advisors. 12 young people attended the programme and half of these have now put in applications to study on full time programmes in September 2010.

What are we going to do?

1. Aiming High for Disabled Children, the government’s

transformation programme for disabled children’s services in England, says more work is needed to improve and co-ordinate services for disabled young people in transition to adult life. We will implement the Transition Support Programme40 _{in Buckinghamshire} coordinating change across Children’s Services and Adult Services:

Establish clear and effective arrangements across

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all of the organisations that are involved to ensure a single, shared approach for the management of transitions to adulthood

Provide young people with additional needs with

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access to advocacy services

Offer young people with additional needs the

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opportunity to make an active contribution at all levels of service planning and commissioning Develop a clear framework (by working with

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interested people including young people with additional needs and their families) to show how the actions have made a difference

2. Review, develop and improve the way transitions in school for vulnerable children are supported

3. Develop a support network for children and young people experiencing loss, such as when parents

We expect that this will mean:

Children and young people feel supported

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at specifi c times in their lives

Young people with additional needs and

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their families experience an integrated transition service which meets their needs Young people with additional needs are

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able to make a positive contribution to their community, be physically and emotionally healthy and able to engage in positive activities including leisure, education and employment

Young people with additional needs are

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supported to have a voice of their own, participating in their review process in a way which is meaningful to them and their families

The experience of young people with

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additional needs in transition and their family experience is a positive one Pupils will maintain their educational

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progress at times of change

Young people will make an effective

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transition from school to further study or employment

Vulnerable children will receive specifi c

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help at key times of transition in school Support and guidance will be available to

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children and young people to help them deal with the emotional impact of a loss or bereavement