Early planning which involves supportive, personalised discussions about a young person's future can have a profound effect on future life opportunities. These discussions can take place at school, at home or with a trusted professional.
To avoid rushed or abrupt transitions, the planning process should provide reassurance to children and young people that professionals understand their roles and responsibilities and systems are in place.
Unfortunately, transitions planning in some cases starts too late. Many carers, professionals and young people report this as being a significant contributing factor to unsatisfactory and ineffective transitions.
Getting this right means:
Putting this into practice means:
1. Planning must be available from age 14 and be proportionate to need
2. Children's plans and assessments should be adopted by adult services
3. Transition planning and support should continue until 25
Planning begins when a young person is at school and can involve discussions with relevant people as early as S2. These can be with guidance teachers, support for learning staff or an appropriate agency such as Skills Development Scotland as stated in the Education (Additional Support for Learning) (Scotland) Act 2014. These discussions will explore a young person's strengths, areas for development and ambitions for the future, which are likely to evolve over the transitions period. Plans begun at an early date should be regularly reviewed and updated by those involved in the planning process, their carers and their support team.
Children with exceptional healthcare needs will have involvement of multiple agencies and health professionals. Consideration should be given to the amount of times parents, carers and young people tell their story and planning needs to be coherent and joined-up.
Everyone needs to be made aware of what supports are available early on to help inform the planning process. To help with effective planning, social work should provide an indicative budget for young people who meet eligibility criteria no later than one year before they are due to leave school.
Planning begins when a young person is at school and can involve discussions with relevant people as early as S2. These can be with guidance teachers, support for learning staff or an appropriate agency such as Skills Development Scotland as stated in the Education (Additional Support for Learning) (Scotland) Act 2014. These discussions will explore a young person's strengths, areas for development and ambitions for the future, which are likely to evolve over the transitions period. Plans begun at an early date should be regularly reviewed and updated by those involved in the planning process, their carers and their support team.
Children with exceptional healthcare needs will have involvement of multiple agencies and health professionals. Consideration should be given to the amount of times parents, carers and young people tell their story and planning needs to be coherent and joined-up.
Everyone needs to be made aware of what supports are available early on to help inform the planning process. To help with effective planning, social work should provide an indicative budget for young people who meet eligibility criteria no later than one year before they are due to leave school.
Planning begins when a young person is at school and can involve discussions with relevant people as early as S2. These can be with guidance teachers, support for learning staff or an appropriate agency such as Skills Development Scotland as stated in the Education (Additional Support for Learning) (Scotland) Act 2014. These discussions will explore a young person's strengths, areas for development and ambitions for the future, which are likely to evolve over the transitions period. Plans begun at an early date should be regularly reviewed and updated by those involved in the planning process, their carers and their support team.
Children with exceptional healthcare needs will have involvement of multiple agencies and health professionals. Consideration should be given to the amount of times parents, carers and young people tell their story and planning needs to be coherent and joined-up.
Everyone needs to be made aware of what supports are available early on to help inform the planning process. To help with effective planning, social work should provide an indicative budget for young people who meet eligibility criteria no later than one year before they are due to leave school.
Planning begins when a young person is at school and can involve discussions with relevant people as early as S2. These can be with guidance teachers, support for learning staff or an appropriate agency such as Skills Development Scotland as stated in the Education (Additional Support for Learning) (Scotland) Act 2014. These discussions will explore a young person's strengths, areas for development and ambitions for the future, which are likely to evolve over the transitions period. Plans begun at an early date should be regularly reviewed and updated by those involved in the planning process, their carers and their support team.
Children with exceptional healthcare needs will have involvement of multiple agencies and health professionals. Consideration should be given to the amount of times parents, carers and young people tell their story and planning needs to be coherent and joined-up.
Everyone needs to be made aware of what supports are available early on to help inform the planning process. To help with effective planning, social work should provide an indicative budget for young people who meet eligibility criteria no later than one year before they are due to leave school.
Long-term and sustainable improvements are most likely to be achieved with a joint commitment to improvement between agencies at a local authority level.
Principles into Practice (for Principle 3) was written to help those with strategic responsibility for transitions to design and oversee approaches that improve coordination across services. It has been widely adopted by local authorities in Scotland.
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