Scottish Transitions Forum presentation nov 1st

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A short presentation exploring some of the recent work of the Scottish Transitions Forum and who we need to imbed personalisation into the process of Transitions for children and Young People with Additional Support Needs. Also mentions Self Direct Support and the Joint (Public Bodies) Bill or integration bill as it is known

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  • Caveats: Transitions definition is one of the movement between child and adult services between 14 – 25. We understand that this is a lifelong process but to address them across the lifespan is difficult and feared the work would be too unfocussed.
  • Also mention SDS consultations and CYP Bill consultations that arent on the diagram.
  • Mention Case studies for Principles 2 doc and on-going engagement with universal services… mention evaluation …
  • A reminder why we are here, personlisation is the lynchpin behind our current thinking
  • SDS is not a “thing” SDS is the process by which outcomes , choice independence and control can be achieved but is something that will effect all services as we move toward a focus on outcomes. Allie to speak more about this.Rubiks cube… each face moves to accommodate changes by the other sides of the rubiks cube …. Services that don’t operate in synergy will not focus on the overall picture but solely on their side of the cube …
  • Scottish Statistics epub 2012, (only social work on two occasions and Other on one occasion)
  • Health Have involvement most primarily with the Blue segments of the pie.
  • Some may live in families; others may live with foster carers, kin ship carers or in residential or community settings. No matter the circumstances, all young people with additional support needs have a right to individualised support, to express their views and be part of deciding their own future and the support and care they will need.
  • Numbers of CSP’s do actually increase per Authority but when the ratio of CSP’s is looked at rather than an increase in numbers you can see a direct decrease. If we look at engagement from an external agency at 44.51% and CSp’sarent above 10% we have to start to look at the explanations behind this and the reasons why to get a clearer picture.
  • The range of the spectrum of different ideas around employment. How do we best support those at the “Life skills” end of this spectrum? Is it really a consideration for employment policy ?
  • These percentages include people in activity agreements, unemployed and looking and unemployed and not looking.
  • I have looked for data around health transitions and its impact but I haven't been able to lay my hands on anything specific. It is hoped with the work of NCMNCEN and the Health policy teams we might start to see the overall extent of this situation.
  • Get folk to line up by their birthday month. (then day If there are lots of them)
  • Scottish Transitions Forum presentation nov 1st

    1. 1. Scottish Transitions Forum Association for Real Change - Scotland
    2. 2. What Have We Been up To? www.scottishtransitions.org.uk
    3. 3. Gathering your thoughts … AGASL recommendations: http://scottishtransitions.org.uk/?p=11762 SDS Consultatons: http://scottishtransitions.org.uk/?p=11462 CYP Consultatons: http://scottishtransitions.org.uk/?p=693 SDS, Health and MDT transitions: http://scottishtransitions.org.uk/?p=11744 Available as a free PDF download from www.scottishtransitions.org.uk
    4. 4. Transitions and Integration  “Personalisation enables the individual … to find the right solutions for them and to participate in the delivery of a service. From being a recipient, citizens can become actively involved in selecting and shaping the services they receive.” (Changing Lives, service development change programme. 2007 from Equally well policy 2008)  “Personalisation – self-directed support, individual budgets call it what you will – offers the promise of something ground breaking. Instead of people being fitted into services – the old pattern of residential and daytime segregation – the vision is one of choice and control.” (Paul Beresford – Professor of Social Policy, 2008)  “All children and young people should experience personalisation and choice within their curriculum, including identifying and planning for opportunities for personal achievement in a range of different contexts. This implies taking an interest in learners as individuals, with their own talents and interests.” (Curriculum for Excellence, 2008) www.scottishtransitions.org.uk
    5. 5. Transitions and Integration  Transitions is a time where all the services around the young person should come together (GIRFEC, CYP bill, ASL Act etc) to provide the best support they can and to provide a young person with the best possible outcomes (SDS) across all services they have in their life.  Transitions can be conceptualised as a Rubik’s cube.  Transitions represent a time where synergy between services should already be happening i.e. where integration might be viewed as already existing. www.scottishtransitions.org.uk
    6. 6. Transitions and Integration  Young people moving through transitions are not a homogenous group and come from a wide range of different circumstances.  Scottish Government Statistics suggest that 15% of the school population have ASN which is approx. 98 600 school pupils.  An average of 44.51% of these pupils have engagement from an external agency. The highest percentage in engagement is primarily Health. www.scottishtransitions.org.uk
    7. 7. Spread of Additional Support Needs within ASN population More able pupil, 1.72% Interrupted learning, 1.66% Hearing impairment, 2.03% Deafblind, 0.05% Social, emotional and behavioural difficulty, 20.81% Visual impairment, 2.64% Mental health problem, 1.11% Looked after, 4.40% Physical health problem, 5.48% Physical or motor impairment, 6.11% Other moderate learning difficulty, 15.26% Autistic spectrum disorder, 7.94% Other specific learning difficulty (e.g. numeric), 9.28% Learning disability, 14.94% Language or speech disorder, 9.96% Dyslexia, 12.32% Other, 10.21% English as an additional language, 10.87%
    8. 8. Transitions and Integration  Transitions, though started by Education, via the Additional Support for Learning Act, is a multi disciplinary concern to “Get it Right”.  Figures show, even when driven by Legislation there appears to be a very mixed picture across Scotland. This is potentially demonstrated by the differing rates of application of CSP’s across Scotland. www.scottishtransitions.org.uk
    9. 9. 0.00% Dumfries &… Scottish Borders East Dunbartonshire East Renfrewshire Moray Clackmannanshire Dundee City Shetland Islands Argyll & Bute Orkney Islands Angus Midlothian West Lothian Fife Stirling Eilean Siar Inverclyde Aberdeen City Edinburgh City East Lothian Falkirk Highland South Lanarkshire Perth & Kinross Glasgow City North Ayrshire East Ayrshire Aberdeenshire South Ayrshire West… Percentage Percentage of ASN pupils by percentage pupil population against number with CSP's in school 40.00% 35.00% 30.00% 25.00% Percentage of ASN population against pupil numbers (2011) 20.00% Percentage of ASN Pupils with CSP's 15.00% 10.00% Linear (Percentage of ASN population against pupil numbers (2011)) 5.00% Linear (Percentage of ASN Pupils with CSP's)
    10. 10. Percentage of ASN Pupils against Percentage of CSP's per local authority 40.00% 35.00% Percentage of pupils with ASN 30.00% 25.00% R² = 0.28 20.00% 15.00% 10.00% 5.00% 0.00% 0.00% 2.00% 4.00% 6.00% Percentage with CSP's 8.00% 10.00%
    11. 11. Transitions and Integration  Not ALL young people will end in “positive destinations” as supported by employment Policy and Legislation (More choices More Chances, Opportunities for All,16+ Learning Choices etc)
    12. 12. % not currently in work or Education 40.0 35.0 Double the Avg For those with no ASN 30.0 25.0 20.0 15.0 10.0 5.0 0.0 Almost 4x the Avg
    13. 13. Transitions and Integration  Young people with ASN’s as they move from Child to adult services may be experiencing the move between Hospital based care such as between paediatrics and adult health care.  “Better Health, Better Care” mentions this in its policy document but there is room for improvement.  The NHS needs to work with partner agencies to ensure that this transition is managed sensitively and with attention to young people’s needs. (recommendation from ???)  Lack of Data evidence around transitions and Health effects ‘Leaving Child and Adolescent Mental Health Services (CAHMS) felt like I was falling off a cliff; I lost the support and fell through the gaps… Once you are 18 they treat you like you are responsible, but overnight that doesn’t change, we still need that support.’ – Young person from YoungMinds focus group
    14. 14. Transitions and Integration Some key Questions to consider What can we do as practitioners to help improve this situation? What do/should integrated services feel like? • For practitioners • For people that use them How can providers engage positively in this change? www.scottishtransitions.org.uk
    15. 15. Transitions and Integration Speakers today.. Speakers today include: • • • • Allie Cherry – SDS and Health Test Pilot (Scot Gov.) Alexandra Devoy – Joint (public Bodies) Bill (scot Gov.) Fraser Mitchell – Transitions and Integration Research Claire Stevens – Engagement Matrix Lunch should start around 12:30 Afternoon Workshops from 1:15 – close at 3pm www.scottishtransitions.org.uk
    16. 16. Scott Read Email: scott.read@arcuk.org.uk Website: www.scottishtransitions.org.uk
    17. 17. Workshop Aim What might a joined up social and health care pathway feel/look/be like in relation to transitions? 1 hour
    18. 18. Workshop - Questions “You go to sleep tonight and a miracle happens you wake up in the year 2020! (happy Halloween) things are very different in the world of transitions. All the new legislation is in place, Integration between health and social work is going really well …. but since you have been asleep for 7 years you need to find out what's changed” Questions • What's the first things you will notice about transitions? What will be different? • What does this ideal transition situation look/feel like? • How will you notice things have become better? • What else? Brief feedback before close from each group.

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