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Sharing practice: transitions to post-school
The Act requires education authorities to take specific action to help young people with additional support needs make the transition from school to post-school life successfully. The following examples demonstrate how time and dedication from individuals, as well as effective systems and structures, can ease transition for pupils. It also highlights the valuable expertise that can be provided by the voluntary sector.
Personal Communication Passports facilitate information-sharing during transition
Scottish Borders Council is developing the use of Personal Communication Passports to support vulnerable children with communication difficulties during a variety of transitions. The passports are personalised books, which belong to the child rather than staff or family. They are developed with input from education staff, speech and language therapists, parents and the child and present information about the child in a format that is accessible for them as well as the adults working with them. For example, they might include pictures or symbols. The passport scheme is being rolled out across age groups following a successful pilot study in which they were used for pre-school children to assist with their transition to primary school. For further information, visit: www.callcentrescotland.org.uk/Resources/Passports_REA/passports_rea.htm
Investing time and resources to support pupil transition
The following example shows steps taken to ensure as smooth transition as possible from school to further education for a pupil with an autistic spectrum disorder, who has significant communication difficulties and who can become very distressed about anything new.
- A teacher at the pupil's school was identified by the pupil as being the facilitator
- The teacher spent additional time in school with the pupil at breaks to consolidate their relationship
- The teacher took photos of his car for the pupil as they would be using this transport initially for college visits and he planned a series of dates which were recorded in the pupil's homework diary for visits to the college
- On the first visit, the pupil's parents took him to the college and met the teacher there. They had a walk round the campus and arranged a second visit for just the teacher and the pupil. The pupil travelled back to school with the teacher in his car. On the second visit the pupil and the teacher met the college lecturer who would be teaching the pupil
- The visits were repeated on a weekly basis, building up the number of areas visited each time
- Photos were taken around the campus and of the college staff who would be working with the pupil, which were compiled into a photo book to be looked at regularly at school and home
- A representative from the Scottish Autistic Society is funded to work with the boy outside school and he also took the pupil to visit the college in the evening. It is hoped that the society will take on a support role in the college when the pupil leaves school
- A friend outside school who attends the college has been asked to be his 'buddy'
- The pupil spent one hour in what will be his new class
The outcome has been very positive. The pupil is becoming more relaxed and confident about the college he will soon attend. The teacher from school has withdrawn his support and a pupil support assistant from school has been identified to support the pupil in college. His time in college will be gradually built up until his school leaving date next year. The parents said they would have liked more funding from social work and regular meetings attended by representatives from all services involved.
Voluntary sector expertise supports young people with learning difficulties into work
Options Angus introduces young people with learning disabilities, who are approaching school leaving age, to real work situations through work experience placements of their choice. The programme, run by Enable Scotland in partnership with Angus Council (Education) and funded by the Big Lottery, helps the pupils develop their decision making ability and become better able to make realistic, informed choices when planning their future. Strong links with the businesses in the community are essential. One pupil, who was struggling with the school curriculum and "in danger of becoming a Neet statistic", was referred with the following objectives:
- To help him make the link between school and his future
- To give him and his family the same opportunities as other young people to make choices about a career
- To resist the expectation that he would move to a non-vocational college course and have no further plan.
Within a peer group, he produced his own plan using person-centred planning tools. Weekly work experience throughout the year helped him choose what kind of job he would like to do. Enable's project worker supported him into a relevant work placement with a local business and provided mentor training to the employer to improve his ability to support. A representative from Careers Scotland met with the pupil to discuss his future career options. With support from the Enable project, teachers, careers guidance staff and the employer who guided him through his placement, the pupil succeeded in getting an apprenticeship in his chosen career. Staff at Enable Scotland said that no-one has since taken on the co-ordination of this pupil's plan post-school, which highlights a gap in services. For more detailed information on this initiative visit:
www.ltscotland.org.uk/enterpriseineducation/sharingpractice/workexperience/optionsangus/introduction.asp
Local authority 'transition worker' is single point of contact for young people during post-school transition
The following example demonstrates how a dedicated 'transition worker', employed by the local authority, can support young people during post-school transition by making sure the child and their parents' views are listened to and acted on, offering practical help and coordinating the relevant services and professionals to ensure they get the support they need.
The 17-year-old, a wheelchair user following a car accident, was in his final year in a special unit at his local high school. His parents felt he was not receiving the support he needed and he was referred to the transition worker by social work. During their first visit, the transition worker listened to the young person's worries and concerns, his hopes for the future and apologised for the lack of support. She explained that she would carry out a Single Shared Assessment ( SSA) of his needs, which would include his own aspirations and wishes, to help professionals plan appropriate support. She supported him by making sure he was aware of the choices and opportunities available to him, eg further education courses, employment opportunities, day care facilities and social opportunities. She also made sure he was aware of and understood what resources were available such as direct payments, travel and companion cards, advocacy and the transition booklet 'It's my choice'. A series of multi-agency meetings were held at his school attended by the young person, his parents, a college tutor and day care staff. As a result of these, a series of taster activities were organised.
The young person is now attending college twice a week and following completion of his SSA, now has a care manager to co-ordinate his support needs. He attends activities offered by the day care centre, has support through a care agency to go to social events and activities with people in his age range and without his parents and there is ongoing assessment of his abilities and interests by the Supported Employment Agency.
Multi-agency group produces transition guidelines for secondary school staff
Guidelines for secondary school staff in South Lanarkshire to assist in the process of transition from school into employment, further education college or training are being devised by a multi-agency group comprising social workers, careers advisor, health trust worker, children's rights officer, secondary school teacher, transition co-ordinator, educational psychologist, integrated children's service worker, social, emotional and behavioural difficulties school headteacher, representative from the housing department and enterprise representative and others. The guidelines replace the very successful Future Needs Assessment process. As at February 2007, the guidelines were incomplete.
Person centred planning techniques facilitate smooth transition
North Lanarkshire Council has, over the past five years, worked to introduce individualised support arrangements for young people when they leave school. The focus is on young people living the life they want, to be included and to participate in community life as a full and active citizen. Support is planned and introduced on a multi-agency basis placing the young person and their family centrally in the process. School staff are trained in person-centred planning and before a young person leaves school, a meeting is held involving the young person, their family, friends of the family, and key people which may include their social worker, the school nurse, a representative from the community learning disability team and a speech and language therapist and physiotherapist where appropriate. A person-centred plan is drawn up and agreed which focuses on helping the young person achieve what is important to them, with support where necessary. Some people need a lot of support and will continue to need support whilst others need some support initially to try new things.
Voluntary sector prepares 13 to15-year-olds for post-school transition
Fairbridge, a voluntary organisation that helps develop personal and social skills in young people at risk of social exclusion, receives a number of referrals for 13 to 15 year-olds from schools. Outreach and development workers and development tutors help develop work skills, independent living skills and community and recreation skills to bridge the transition from school to work or further education. Their aim is to re-engage these young people with education. The outreach and development worker who attended the seminar said funding is an ongoing challenge. For further information visit: www.fairbridge.org.uk/.
Vocational development for S3/4 pupils
A number of S3/4 pupils in South Lanarkshire, some of whom may have additional support needs, are taking part in a vocational development programme involving weekly release to further education college. An active break worker (part of Education Resources South Lanarkshire Council and funded by South Lanarkshire Council and the Scottish Executive Education Department) accompanies the pupils from school to college, spends the morning at college with them, and returns with them. Their role is to help ensure the time travelling and time spent at college is a safe, positive and meaningful experience.
Careers Scotland project targets at risk pupils
Activate is a project run by Careers Scotland designed to provide extra support those young people in S4 and S5 who are likely to face most difficulties in moving into a job, college or training place. An independent evaluation carried out by Smart Associates has revealed that more than 87 per cent of the young participants had stayed at school or moved into work, training or education, compared to the projected 40 per cent normally associated with this group. More significantly, three months later, more than 88 per cent of the Activate participants were still in that positive outcome. Activate is delivered in schools, by Careers Scotland advisers, through a series of motivational group work sessions that concentrate on employability skills, enterprise activities as well as addressing low self-esteem, lack of confidence and poor communication skills.
Click here for further information on the project. www.careers-scotland.org.uk/Initiatives/Activate/Activate.asp
Multi-agency 'transition toolkit'
A 'transition toolkit' has been developed for multi-agency use by Edinburgh Pathfinder Psychological Services, using Moray Council's guidelines. Mentoring by Pathfinders psychologists is offered to schools using the toolkit. To download the toolkit, visit the Edinburgh Grid for Learning website: http://egfl.net/ASL/ASLedwrite_folder/ASLTransition.html.
Strategy checklist facilitates smooth transition for pupils with Autistic Spectrum Disorder
Highland Council Autism Outreach Education Service has drawn up a checklist of strategies to help pupils with autistic spectrum disorder at stages of transition in secondary school. The checklist is used by a dedicated transition worker employed by Highland Council. For further information email: Myna Dowds, co-ordinator Autism Outreach Education Service Highland Council at myna.dowds@highland.gov.uk.
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