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4. WORKING IN PARTNERSHIP

4.1 GENERAL

4.1.1 Everyone should have the chance to learn regardless of their background or current personal circumstances. Our aim is to ensure that people can access learning opportunities that provide the best match to the needs and aspirations of the individual. For some people this may mean accessing provision in a college or university; for others it might mean attending educational provision delivered in a community or other setting.

4.2 PRINCIPLES

4.2.1 These are that:

• The learner must be fully involved in discussions and decisions about an appropriate education placement and the decision making process.
• Schools must liaise with colleges/universities and other agencies when a pupil has indicated an intention to go on to college/university.
• The needs and aspirations of the individual must be at the centre of any decision taken regarding an appropriate education placement.
• Statutory agencies - colleges, universities, local authorities (both education and social work departments) and NHS boards must work together to ensure the most effective and appropriate learning opportunities are offered to students.
• Colleges and universities are primarily responsible for the provision of education making adjustments where these are necessary to meet the learning needs of the individual.
• Local authorities, social work services and health boards are responsible for the provision of personal and health care where an assessment has identified a need for such support.
• Providers of post-16 education should demonstrate a commitment to inclusiveness recognising the diversity of the student population. Where colleges and universities identify a need for support by other agencies, for example, social work and the health board, they will agree with the student and liaise with the appropriate agency to discuss how best support can be provided and will liaise with the student and the appropriate agency to discuss how best support can be provided.
• The learner's needs will only be discussed between agencies with the learner's explicit consent.

4.2.2 In relation to the transitional arrangements of a child or young person from school to college placement, the Education (Additional Support for Learning) (Scotland) Act 2004 provides for children and young people who may lack the capacity to give their views; for example, where they are incapable by reason of mental illness, developmental disorder, learning disability, or are unable to communicate because of a physical disability. The Act allows for parents to speak for their child, or young person, where the child or young person lacks the capacity to express a view. However, the Act makes clear that children and young people should not be treated as lacking in capacity by reason only of a lack or deficiency of communication where an alternative means of communication or interpretation would assist the child or young person to make their views known. Further information can be found in chapter 6 of the supporting children's learning code of practice which can be viewed at http://www.scotland.gov.uk/Publications/2005/08/15105817/58187

It is also worth noting the arrangements for decision making under the Adults with Incapacity (Scotland) Act 2000. An adult under this legislation is someone aged 16 and over.

The Act can be viewed at http://www.opsi.gov.uk/legislation/scotland/acts2000/asp_20000004_en_1

4.3 SUCCESSFUL PARTNERSHIPS

4.3.1. We expect all agencies to sign up to partnership principles and give a commitment to develop a local partnership agreement. Colleges, universities, local authorities and NHS Boards have distinct roles to play in ensuring that students with additional needs are supported while studying in a college or university. Each has statutory duties which are outlined in earlier sections of this document. It is important that each of the agencies involved work together to ensure that appropriate support is put in place for the student and that its success is monitored regularly.

4.3.2 Successful partnership working requires the commitment of all parties to deliver effective and efficient services. It also requires each of the agencies involved to have a clear understanding of the roles and responsibilities of all partners and to work closely together in assessment, planning, implementation, monitoring and reviewing support arrangements.

4.3.3 Local partnership agreements between colleges, universities, local authorities and NHS Boards should be established to ensure that there is:

• ongoing discussion about the provision of support;

• commitment to the provision of that support; and
• understanding of roles and responsibilities

4.3.4 Where other local partnerships exist whose remit already partly covers the issues discussed in this document or whose remit could be extended then this could be considered. However care must be taken to ensure that this has the agreement of all partners involved in that partnership and that all relevant agencies which need to be involved in delivering Partnership Matters are engaged.

4.3.5 Local partnerships should consider opportunities for joint training sessions and job shadowing.

4.4 SETTING UP A PARTNERSHIP

4.4.1 Partnerships are about sharing responsibilities and ensuring that tasks or support services are carried out by those best suited to do so. If partnerships are established well, the productivity is higher than if each partner worked separately.

4.4.2 Partnerships must recognise the statutory obligations of each partner. Partnerships should also be clear about what is to be achieved.

4.4.3 This is why partnership working will need to be flexible to meet the different needs of the student population.

4.4.4 The setting up of a partnership forum or the joining of an existing forum can involve a number of different options, these include:

• setting up of a formal local partnership group such as

1. Banff and Buchan Partnership Forum which involves partners from Banff and Buchan College, including representatives from the school/college partnerships department, learner support department, student voice representative (a member of staff who works closely with the student association), Aberdeenshire Council (education department and social services), Skills Development Scotland, LEAD, and Job Centre Plus.

2. Glasgow College of Nautical Studies Partnership Advisory Group which involves the college, Glasgow Caledonian University, Glasgow City Council (Educational Psychologist and Additional Support for Learning Quality Improvement Officer), National Autistic Society, Careers Scotland and NHS greater Glasgow and Clyde (Occupational Therapists).

• setting up of a regional partnership group such as the Lanarkshire Forum which involves six colleges, representatives from different departments from across two local authority social work departments, Lanarkshire Health Board, Key Housing and EnAble. For further information see Annex B
• setting up thematic partnership groups (for example a Mental Health network).
• using an existing alternative groups such as a Community Planning Partnership (CPP) Group or Community Health Partnerships (CHP).
• joint working with existing local partnerships such as CHPs and Community Health and Care Partnerships (CHCP).

4.4.5 Institutions should consider which type of partnership forum arrangements best suits their student's needs. For example if a university attracts students from their local area they may wish to consider joining an existing local or regional partnership matters forum.

4.4.6 It is useful if partnership agreements, for example see Annex G, include the following:

• a statement of the purpose of the partnership;
• a commitment by all partners to delivering quality services to meet needs of individuals;
• an understanding and agreement of roles and responsibilities of key partners - may vary locally but must work towards the same aims and principles;
• general statements of obligations, covering attendance at meetings, communication, information sharing, acceptance of shared values and joint decision making; and
• a delivery plan that is clearly understood by all parties with clear milestones and monitoring mechanisms.

4.4.7 In developing these partnerships it may be helpful to:

• Undertake an audit of services - mapping resources, establishing current levels of and standards of service provision and identifying gaps in provision.

• Establish local targets that are specific, measurable and time bound.
• Consider opportunities for sharing training resources.
• Publicise the partnership agreement.
• Review annually and revise where needed.

COMMUNITY PLANNING PARTNERSHIPS

4.4.8 The Local Government in Scotland Act, 2003, places a duty on each Local Authority to initiate, facilitate and maintain a Community Planning (CP) process for its area. The aim of the process is twofold, to make sure that people and communities are genuinely engaged in decisions about services which affect them, and for organisations to work together to provide better public services. Key public service delivery organisations (NHS Boards, Joint Police Boards, Joint Fire Boards, Scottish Enterprise and Highlands and Islands Enterprise and Regional Transport Partnerships) are also under a duty to participate in the process. Other partners are involved according to local need, for example, voluntary and private sector organisations. Colleges are often involved, as well as universities in some instances.

4.4.9 Many of the organisations involved in partnerships will ensure that people can access learning opportunities. Local structures vary but it may be possible to undertake this work as part of, or make links with, a wider CP forum looking at, for example, issues for young people or lifelong learning. This allows for a two way communication, drawing in relevant information and contacts from the wider Community Planning Partnership (CPP) but also allowing issues identified to be fed in to groups working on wider service delivery.

4.4.10 CPPs use a variety of forms of community engagement to build up a picture of the views and concerns of the communities they work with. They may find it useful to be able to access the views of young people with additional support needs via work being carried out by colleges and universities, and their partners. Or, it may be useful for groups working to support students with additional needs to make links to demonstrate to partners the wider context and value of being involved.

4.4.11 CPPs also form the "corporate extended family" for Looked After children, young people and care leavers. The members of the family should all work together to meet the needs of the young people in their care, in a child-centred way.

4.4.12 More information on Community Planning including an advice note on partnership working and on engaging children and young people in CP can be found on the Community Planning Website at www.communityplanning.org.uk.

COMMUNITY LEARNING AND DEVELOPMENT PARTNERSHIPS

4.4.13 Community learning and development (CLD) is learning and social development work with individuals and groups in their communities using a range of formal and informal methods. A common defining feature is that programmes and activities are developed in dialogue with communities and participants. The CLD's main aim is to help individuals and communities tackle real issues in their lives through community action and community-based learning

4.4.14 In order to maximise the contribution these approaches can make, local partners need to continue to build a clear identity for community learning and development and stronger cohesion between the various actors involved. The various networks and professional associations that represent the broad range of managers and staff in this area, across a wide range of disciplines and sectors have an important role to play in spreading this message.

4.4.15 Each of the 32 Community Planning Partnerships in Scotland has responsibility for developing a partnership approach to CLD (often through the formation of Community Learning and Development Partnerships, or equivalent structures). Membership includes the local authority alongside a range of other partners, often including third sector organisations, the NHS, the local colleges and universities. Partners should consider how local CLD partnership structures can contribute to delivering the aims and objectives of Partnership Matters.

4.5 PROVISION OF EDUCATIONAL SUPPORT, PERSONAL CARE AND HEALTH CARE

EDUCATIONAL SUPPORT

4.5.1 Colleges and universities offer comprehensive educational support to assist students to participate in and benefit fully from their further and higher education.

4.5.2 Further Education students who have extra costs arising from their disability whilst studying a further education course at college can apply for an Additional Support Needs for Learning Allowance. This allowance is not income assessed, and the college decides the amount that a student can receive. Students can apply to their college for this allowance to meet disability-related study costs. For example, to buy additional software for a computer, Braille paper, or if they have extra photocopying charges.

4.5.3 Students undertaking a higher education course at college or university may be able to receive extra funding from the Disabled Students' Allowance (DSA). This allowance is intended to cover any extra costs or expenses a student will have while they are studying, which arise because of their disability. The DSA is not income assessed, and the amount that a student can get depends on what their needs are. The DSA is not intended to pay for:

• disability-related costs that the student would have whether they were a student or not;
• study costs that every student might have.

4.5.4 DSA is made up of three parts:

• Large items of equipment allowance is for items of specialist equipment a student needs to participate in their course and to benefit fully from it. For example, adaptive technology or specialist furniture etc. Any equipment bought with the allowance belongs to the student and they do not have to return it when they finish their programme of study. The allowance can be paid at any time during the studies, as long as the total payments do not go over the maximum.
• Non-medical helpers allowance is for any course-related personal assistance a student needs in order to benefit fully from their course. For example, they can apply for the costs of sign language interpreters, readers or a mobility enabler. The DSA does not pay for help that a student would need whether they were a student or not, such as assistance to meet their daily living needs. For more information, please see the Scottish Government/Skill Scotland information booklet 'Employing Support Workers in Higher Education: a guide for students and advisors', available from SAAS or on line at www.scotland.gov.uk/fundingforlearners
• Basic allowance is intended to cover any costs related to disability and study that are not covered by the other specific allowances. For example, this allowance can pay for extra books or photocopying if the student is unable to study for long periods in the library.

• 4.5.5 The Scottish Government and SAAS are currently undertaking a review of the DSA, further details of this review can be found at http://www.scotland.gov.uk/Topics/Education/Funding-Support-Grants/FFL/PMB/current

4.5.6 A short guide to funding available for further and higher education disabled students is available at Annex J. Information leaflets which provide more detailed information on this funding can be viewed at: http://www.scotland.gov.uk/Topics/Education/Funding-Support-Grants/FFL/Publications

PERSONAL AND HEALTH CARE

4.5.7 Local authorities arrange provision of personal care when they have assessed the individual as being in need of that service. Personal care may include assisting with personal hygiene, eating requirements, medical treatment or medication and also assistance with regard to the general well-being. Examples of this support include helping the person to go to the toilet, assistance with the preparation of food, assistance with taking medication at required times, the provision of memory and safety devices and behaviour management and psychological support. This support will be care managed by an appropriate person in light of the need assessed through the single shared assessment process. Where a student receives self-directed support (a direct payment), it may be used to secure the provision of that support from a support or care worker.

STUDENTS WITH HEALTHCARE NEEDS

4.5.8 The type and range of health care needs faced by individuals is wide and varied. It could include issues with regard mental health and well-being, physiotherapy, speech therapy. Because of the diverse needs engagement with different parts of the NHS may be required.

4.5.9 In some cases, students will need to take, or be given, medication while attending college or university. Needs for medication will vary but may include asthma, diabetes, mental health problems, epilepsy or severe allergic conditions (anaphylaxis). A student's need for medication will be outlined in their care plan.

4.5.10 Care plans can be held by different people in different situations including the individual student themselves, social workers, health workers or family members. However if an individual is in receipt of supported living services, then it would be expected that their service provider should have a copy of their care plan. Care plans should be part of the transition discussions and if necessary, then be discussed by the Partnership Forums

4.5.11 Under the requirements of the Disability Discrimination Act, colleges and universities must make reasonable adjustments to ensure that students with a disability are not placed at a substantial disadvantage. In the case of students with health care needs, this is likely to include a reasonable adjustment by the college or university to allow medication to be administered.

4.5.12 Colleges and universities will wish to ensure that they are clear at an early stage of the arrangements for a student's health care needs, in particular, the administration of medication. Colleges and universities may wish the student to provide written confirmation of their medication requirements and details of the procedures to be followed in an emergency. A sample form for this purpose is included at Annex D of this document.

4.6 TRANSPORT

4.6.1 As part of the single shared assessment it is good practice for mobility and arrangements for a student's access to college/university to be considered. Where an assessment identifies transport as an issue then specialist transport should be provided to and from the college/university unless the student has a vehicle provided under the Motability scheme (see below). However there is no duty on local authorities to provide transport simply because a student lives far from the college or university.

4.6.2 Neither is there a specific duty on colleges and universities to provide transport to and from the institution. Where lack of transport is the barrier to a disabled student attending an institution and the student has not been assessed by the local authority as having a need for assistance with transport, under the Disability Discrimination Act 1995 (as amended), colleges and universities must consider whether a reasonable adjustment can be made to overcome that barrier.

4.6.3 In some cases there will be a clear responsibility on social work services to provide transport for a student. In many other cases, there will be no assessed need and therefore it will be for individual local partnerships, keeping in mind the principles outlined in section 4.2.1, to reach agreement on how transport for students can best be provided and funded.

4.6.4 Students undertaking a full-time higher education course may also be eligible to apply to SAAS for help with the cost of daily travel to their college or university. The amount a student might get is dependent on their income. If a student is living away from home, they may claim one return journey for each term or semester to and from their term-time residence, in addition to term-time travel to and from their institution. Students are required to pay a certain amount of the yearly total. Further information about this cost is available on the SAAS website and can be viewed at http://www.saas.gov.uk/student_support/travel_expenses.htm

4.6.5 Students may also have extra travel costs because of their disability, for example, they may need to travel by taxi rather than bus, or they cannot walk a short distance. If this is the case, the student can apply to SAAS for their travel costs to be paid under DSA. Students are required to provide SAAS with evidence that they cannot use public transport for disability-related reasons, and give details of any reasonable additional costs with competitive estimates where possible. There may be some instances when it would be more appropriate for the student to stay in halls of residence or in accommodation near to their institution rather than travelling by taxi for several hours to and from their institution. If students with a disability are unable to get funding from SAAS towards travel costs, then they may be able to get funding from their local social work department.

4.6.6 Part-time higher education students are not eligible for funding towards travel costs from SAAS. However they may be able to get funding from their local social work department or by applying to their college or university's Discretionary Funds.

4.6.7 Part-time further education students can apply to their college for help with travel costs for the days they travel to college, depending on college criteria. This allowance is income assessed unless the student is under 18. Additional travel expenses may be available for students with extra travel costs because of their disability. If part-time further education students are unable to get funding from their college for travel costs, then they may be able to get funding from their local social work department.

4.6.8 Looked after young people and care leavers may be financially supported by Local Authorities through Section 29 and Section 30 of the Children (Scotland) Act 1995. These sections enable Authorities to consider financial needs in respect of support in a range of areas up to age 21 years and beyond if a young person meets specific criteria. Further information can be found in the Supporting Young People Leaving Care in Scotland Regulations and Guidance http://www.scotland.gov.uk/Publications/2004/03/19113/34719

DISABILITY LIVING ALLOWANCE AND MOTABILITY

4 .6.9 Motability, an independent charity, was created to help disabled people in receipt of the higher rate mobility component of Disability Living Allowance (DLA) or the War Pensioners' Mobility Supplement (WPMS), and their families become more mobile by allowing them to use these benefits to buy or lease a new or used car, powered wheelchair or pavement scooter. Qualification for the highest rate of mobility component of DLA is on the basis that someone is over the age of three and is unable, or virtually unable to walk

4.6.10 Under the current scheme rules a contract agreement can only be entered into by or on behalf of someone who has been awarded the higher rate mobility component of DLA (or WPMS) for 12 months or more. Awards of DLA can only be made in accordance with the legislative requirements. Under the care scheme, vehicles can be driven either by the disabled person or on their behalf as a passenger with up to two nominated drivers.

4.6.11 While there is no obligation for anyone to spend their award of mobility component of DLA on costs relating to mobility it is expected, however, that if a student receives either the lower or higher rate mobility component of DLA then they will be expected to use this to provide them with their transport to and from the college or university. There may, however, be some exceptional cases when a student is unable to use their DLA and this should be taken into account during their needs assessment process.

4.7 REASONABLE ADJUSTMENTS

4.7.1 As per the Disability Discrimination Act 1995 (see section 2.1.9), in order for a college or university to make a reasonable adjustment for a student, it must first be aware of the needs of an individual. When a student is making the transition from school, the relevant local authority should liaise with the college or university about the requirements of the actual course, including possible work placements or studying abroad, and support arrangements well in advance of the transition. The college or university's own literature should also seek to obtain early information from all students about their support needs. This will allow the college or university to:

• Consider what reasonable adjustments can be made to meet the learning needs of the individual and ensure it is in place prior to the beginning of the course.
• Make contact with the local authority or NHS Board regarding the provision of personal or health care and transport to and from the college or university.
• Where appropriate, ensure that a room is available for the student to receive personal or health care from a local authority, health agency, carer, support worker or parent.
• Discuss support arrangements with the student, parent or carer at an early stage.
• Where appropriate, discuss the setting up of a needs assessment for the purpose of applying for the DSA.

4.7.2 Colleges and universities should consider developing pre-enrolment questionnaires seeking relevant information. As a result of this information, colleges and universities will want to ensure that there is a co-ordinated response by relevant agencies to ensure support is put in place. It is important that the learner is at the centre of these discussions and that all partners get together to discuss how the support for the student will be put in place. In some cases, this will lead to care or support workers attending college or university with a student.

4.7. 3 Stevenson College have developed a student support plan and an educational support sheet which allow the college to plan and arrange personal support needs. Copies of these documents are attached in Annex E.

4.7.4. It is recognised that support staff may not be employed by the college or university and may therefore be unfamiliar with the institution's environment and its procedures. Every effort should be taken by the institution to ensure that support staff are provided with clear information about how it operates and advice on how they can respect the college or university's procedures whilst they are working there. This may be done through an induction day prior to the course beginning and through provision of documentation for example, a Code of Conduct. Institutions will wish to ensure, for example, that the care worker can be identified at all times, that there is clarity on their role regarding the support of a student and that the health and safety of staff and other students is considered at all times. Motherwell College have produced a code of conduct for support workers, a copy of which in attached in Annex C.

4.7.5 Aberdeen College have developed a standard agreement with the local authority on information that needs to be provided in advance of the care worker attending the college and a Code of Conduct. This is attached at Annex F for information. Local partnerships will wish to consider developing similar documentation.

4.7.6 When institutions are planning provision they need to think about the needs of all people who might enter a course. This will mean offering inclusive, flexible courses which respond to the needs of learners while continuing to offer high quality, relevant learning experiences rather than relying on tagging reasonable adjustments on to the end of the planning process.

4.7.7 As part of the Review of the Disabled Students Allowance the Scottish Government produced a paper which sought not to replace any existing guidance regarding the Disability Discrimination Act but to:

• provide some clarification about the relationship between institutional support to disabled students through the DDA (anticipatory duties, reasonable adjustment duties and disability equality duty) and the DSA;
• examine what support is currently provided to disabled students by institutions and compare this to the support which is provided through the DSA;
• examine issues which have been raised during the review of DSA with regard to reasonable adjustments, including issues for students wishing to study abroad, and the DSA; and
• provide case studies to highlight examples of where institutions are making linkage between reasonable adjustments and the DSA and the effectiveness of that.

A copy of this paper can be accessed via -

http://www.scotland.gov.uk/Topics/Education/Funding-Support-Grants/FFL/PMB/current

4.7.8 Scottish Disability Team has also produced guidance on international courses and disability issues. Further information on this guidance be found at

http://www.sdt.ac.uk/resources/InternationalCoursesGuidanceApril07.pdf

4.8 TRANSITIONS

FROM SCHOOL/COLLEGE TO COLLEGE/UNIVERSITY

4.8.1 The transition from school to college or university is an important point in a young person's life. For many young people with additional support needs, extra help will need to be available to ensure a smooth and successful transition.

4.8.2 One of the major barriers to be experienced by young people and their parents or carers in the transition from school to college or university is the lack of effective communications between agencies but robust transition arrangements involving all relevant partners will improve this. Access to high quality guidance and support is essential for young people, and their parents or carers, to enable them to make the transition from school.

4.8.3 Where young people are looked after or are care leavers, Local Authorities have specific responsibilities in respect of Care Plans and/or Pathway assessment and planning. As part of this the Corporate Parent should consider the young persons needs in respect of transitions and plan accordingly.

4.8.4 The Education (Additional Support for Learning) (Scotland) Act 2004 requires education authorities to plan well in advance when a young person with additional support needs is preparing to leave school. Education authorities should ensure that the arrangements required for transition to post-school are clear so that the child or young person, and all those involved, know exactly what is happening, when it is happening, and who is responsible.

4.8.5 There is a duty on appropriate agencies, including NHS Boards, other social work (Children and Families and Adult Services), colleges, universities and Skills Development Scotland to assist education authorities with preparation, planning and support for transitions from school for those pupils with additional support needs who would benefit from this extra help.

4.8.6 Education authorities must seek and take account of relevant advice and information (including assessments) from such appropriate agencies and any other persons they think appropriate i.e. voluntary agencies such as Barnardo's. When an education authority asks an appropriate agency for help then the appropriate agency must do so within 10 weeks from the date the request is made by the education authority, subject to certain exceptions.

4.8.7 Where appropriate, no later than 12 months before the young person is expected to leave school, education authorities are required to have asked any appropriate agency for information about the provision that agency is likely to make for the young person after they leave school. No later than 6 months before the child/young person leaves school the education authority must pass on information to appropriate agencies.

4.8.8 As a matter of good practice consideration should be given to starting these transition discussions earlier than the 12 months specified in the Act for children/young people with more complex needs. It is likely that the transition arrangements for these children/young people will be more complex due to the nature of their support needs and will require significant liaison and planning with multiple agencies.

4.8.9 All parties involved in transition planning should be considering the long term pathway for the child/young person and that college or university is just one possible, although important, stage in the person's journey towards adulthood and independent living. Particular care should be given by all parties to discussing with the child/young person and their parents/carers about the college or university environment.

4.8.10 Colleges and universities are responsible for accepting students and for admitting them to a particular course; ideally they need to use sound judgement and transparent processes, this will include explaining the course requirements including work placements and study aboard to the student, the parent or carer and to other relevant agencies during the these transition discussions. The better the initial judgement, the greater the potential for positive outcomes for students (improved completion of course work, further gaining of qualifications / skills and increased retention). It will be important for other relevant agencies such as communication support workers and social workers to also be involved in these discussions about any course requirements so that there can be forward planning surrounding the whole package of support the student may require. Colleges, universities and other relevant agencies must have due regard to the supporting children's learning code of practice which can be accessed at: http://www.scotland.gov.uk/Publications/2005/08/15105817/58187

4.8.11 The Moving On: From School to College report by HM Inspectorate of Education (2002) will be particularly useful to colleges and others helping young people with the transition to college. It establishes the guiding principles and 10 characteristics of good practice (see below). Real examples of good practice are described and there is a section on how colleges can evaluate their transition arrangements and practices. A copy of the report is available on CD-Rom and can be accessed on line at www.hmie.gov.uk/documents/publication/more.htm The 10 Characteristics of Good Practice are:

1. Young people and their parents are involved in discussing post -school options with school staff and other appropriate professionals well in advance of leaving school.

2. Young people and their parents have good information about the range of options and have opportunities to visit the college and talk with staff and students.

3. Young people have opportunities to make a gradual transition to college.

4. Young people experience curriculum continuity between school and college building on current attainment.

5. Information on student attainment, interests and support needs, including the young people's own realistic assessments of their achievements and aptitudes, is used effectively and informs planning for a college experience to match individual aspirations.

6. The age appropriate curriculum during the transition period includes the development of skills, behaviours and attitudes appropriate for young adults at college and in work placements.

7. The learning and teaching strategies used during the transitional period motivate students and suit their individual preferred learning styles.

8. The human and technological support used by people while at school is considered carefully; and support is continued, discontinued or adapted appropriately for college life, linked to individual needs.

9. There is a named, available and approachable staff member to help advise young people and their parents on matters concerning school or college or the transition process.

10. There is mutual awareness, information sharing and communication among schools, the receiving colleges and other bodies in respect of both the overall management of the transition process and the individual young people.

4.8.12 While this report was specifically written for the transition from school to college the principles and good practice characteristics could equally apply to other transition destinations, for example from community learning into college or university or from post school education into employment.

In recognition of the importance of the transition planning process the Scottish Government is funding a new National Development Officer post for Additional Support for Learning/More Choice More Chances, who is based in Learning Teaching Scotland. The aim of this post will be to improve positive and sustained post-school destinations for young people with additional support needs by identifying and promoting best practice in transitions planning (learning and wider support services), thereby adding value to national and local implementation activity.

4.8.14HMIe are also undertaking an aspect report which will produce a toolkit for colleges to utilise to support effective planning and delivery of provision for learners with complex needs. This will include identifying the essential planning process and timelines which need to be agreed with relevant external agencies to ensure that "non educational" support needs are effectively met.

4.8.15 Transitions from school, college to university, training or employment are equally important as the transition from school into post school. Institutions will therefore wish to ensure that they have in place procedures for ensuring that the transition from college or university is managed successfully. This can be done by producing documents which explain qualifications and progression routes for each curriculum area, and ensuring that all students have the information and support they require.

4.8.16 Where a student has additional support needs, it is good practice for the institution to conduct a review mid-way through the session and also at the end. Tutors, disability advisors, the student, Skills Development Scotland advisors, parents and representatives of social work should attend the review meetings to discuss progress on the course and progression routes post-college or university.

4.8.17 Skills Development Scotland advisers also have a responsibility to support students to successfully manage transitions, on entry, at pre-exit and post course completion. Colleges should seek to ensure, therefore, that Skills Development Scotland Advisers are fully involved in appropriate reviews of student progress. This allows individuals to benefit from career guidance support, to aid their career planning and decision making skills, throughout their attendance at college and beyond.

4.8.18 There are a number of partners involved in a student's transition into employment. Sometimes students undertake work placements to help them prepare for entering into employment on a more permanent basis.

4.8.19 Workforce Plus: an Employability Framework for Scotland, launched in June 2006, is a national framework delivered locally by partnerships led by the Community Planning Partnerships. There is an emphasis in the Framework on building better employability partnerships at a local level involving the community planning partners and including Jobcentre Plus. For further information please visit www.scotland.gov.uk/employabilityframework. Local information on your area's employability services will normally be on the local authority website.

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