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First published August 2023. Updated August 2024.
All information provided in this guide is correct at the time of publishing and was produced in collaboration with Dorset Council, NHS Dorset and Dorset Parent Carer Council (DPCC).
Birth to Settled Adulthood is a system-wide partnership and service that is providing dedicated support services for children and young people with complex special educational needs and or a disability (SEND) who are preparing for adulthood. The service launched in April 2024. For more information about the service visit our birth to settled adulthood pages.
Please note: The Preparing for Adulthood guide uses the word ‘transition’ to describe the phase of a young person’s life where they are becoming an adult, normally between the ages of 14 and 25.
We have reviewed how we use this word and have agreed to continue to use it in relation to ‘preparing for adulthood’.
We want to know if this guide is helpful and easy to use. Have we included everything you need to know and if not, how could we make it better? We will ensure that your views will be considered as we develop the next version of this guide. Complete our feedback form.
This guide is provided in paper/print (which you can download on this page) and online here. If you require additional support to understand the information detailed here, or you need support using the QR codes on the paper/print version. Contact your Locality team or Birth to Settled Adulthood team. Their details are at the end of this guide.
All children and young people deserve a bright future - to:
The teenage years are a time of change and exploration as they begin their journey towards greater independence and adulthood. For children and young people with special educational needs and disabilities starting the journey to adulthood early will build their confidence and help make this period in their lives a positive experience.
This guide is for parents/carers of young people on Special Educational Needs (SEN) Support or who have an Education, Health and Care Plan (EHCP). DPCC has produced this guide in collaboration with Dorset Council, parents, carers, and providers of education and health services including NHS Dorset.
We have also talked to families who have been through the process of moving from children's services to adult services with their young people to ensure that the advice is as useful as possible. As parents and carers, you know the needs and aspirations of your children will play a large part in shaping their future. We hope that this information will help to guide you, as together you make some of the most important decisions of their lives
During year 9 many young people will be making choices about their future learning. This is an ideal time to start thinking and talking about your young person’s adult life. If they have an EHCP they will have an annual review in year 9 (when they are age 13 or 14). This is the first ‘official’ conversation to determine what options are available for them when it comes to planning ahead and preparing them for adult life.
The Lead Professional becomes the person within the network of practitioners supporting the child and family who will make sure that the different agencies act as a team and the help they are all offering fits together seamlessly to provide appropriate support for the child and family.
It is the role of the Lead Professional to ensure that the views of the young person and their family are considered fully in all decision-making.
If your young person does not have an EHCP and you feel they need additional support, please speak to the school in the first instance, to identify needs and possible support strategies.
Schools are expected to and have a duty to identify special educational needs and provide support to meet these. Consider how the annual review can be joined up with any other reviews the young person has, for example Child in Need (CIN) or Child in Care Review or Personal Education Plan.
The following things should be happening.
For young people whose needs are being met by SEN support, You should expect these things to happen,
The following things should be happening.
The following things should be happening:
The following things should be happening.
Your young person’s Year 10 review is the beginning of the process for choosing their post-16 options. Ideally a preference will be identified in Year 10 and if a move from school is planned, sixth forms, colleges and training providers can be consulted, and provision/support can start to be discussed.
If your young person does not have an EHCP and you feel they need additional support, please speak to the school in the first instance, to identify needs and possible support strategies. Schools are expected to and have a duty to identify special educational needs and provide support to meet these.
Consider how the annual review can be joined up with any other reviews your young person has, for example Child in Need (CIN) or Child in Care Review or Personal Education Plan.
The following things should be happening.
The following things should be happening:
The following things should be happening:
The following things should be happening:
The following things should be happening:
A young person may leave school after year 11, but by law they should participate in learning until the age of 18. Learning can include:
The Mental Capacity Act (MCA) applies from age 16 and means that your young person has the right to make their own decisions unless they are assessed as lacking the capacity to do so.
Consider how the annual review can be joined up with any other reviews the young person has, for example Child in Need (CIN) or Child in Care Review or Personal Education Plan.
If your young person does not have an EHCP and you feel they need additional support, please speak to the school in the first instance, to identify needs and possible support strategies. Schools are expected to and have a duty to identify special educational needs and provide support to meet these.
The following things should be happening.
The following things should be happening:
The following things should be happening:
The following things should be happening:
Note: If your young person is educated out of area, we will start thinking about how they will access health services on their return.
The following things should be happening:
Reminder: Mental Capacity Act (MCA)
The Mental Capacity Act (MCA) applies from age 16 and means that your young person has the right to make their own decisions unless they are assessed as lacking the capacity to do so. Ensure that your young person has support to make informed decisions. See Appendix 1 for more information on this.
The following things should be happening:
The following things should be happening:
Is your young person able to:
if not, how can they be helped to increase their opportunities?
The following things should be happening:
The following things should be happening:
The following things should be happening:
Reminder: Mental Capacity Act (MCA)
Mental Capacity Act: Ensure your young person has support to make informed decisions. See Appendix 1 for more information on this.
The following things should be happening:
The following things should be happening:
The following things should be happening:
The following things should be happening:
The following things should be happening:
The following things should be happening:
The following things should be happening:
Is your young adult able to:
The following things should be happening:
The following things should be happening:
Note. If young adult is educated out of area, think about accessing Dorset health services on their return
The following things should be happening:
The following things should be happening:
The following things should be happening:
The following things should be happening.
The following things should be happening:
Note. If your young adult is educated out of area, think about accessing Dorset health services on their return.
The following things should be happening:
The following things should be happening:
Helping your young person to start thinking about their future should be an exciting process, but it can also seem confusing and worrying. Whatever you and your young person are feeling, the most important thing to remember is that your young person should be at the centre of all discussions; person centred planning!
It might be helpful to involve the people who know your young person well, such as teachers, family, friends, leisure activity leaders, etc. You can also ask for an interview to be arranged with the school’s careers adviser.
These are some questions you might like to discuss with your young person:
If your young person has an EHCP or receives Special Educational Needs (SEN) support, their school may use a process called ‘person centred planning’. Using a person centred planning approach will ensure that their individual views are considered and listened to, and that their plan is based on what they like to do, their strengths and what is important to them, now and in the future.
The review of the EHCP in year 9 is called a transition review which is a person-centred document to be used to record your young person’s wishes, values, family situations, social circumstances, and lifestyle as they move into adulthood. There is a focus on supporting independent living, maintaining good health in adult life, and participation in society.
A good moving into adulthood plan will reflect the needs of your young person and help local services to plan in an appropriate way. It aims to give them choice and control over their goals and aspirations, help them access opportunities and provide the support they will need in order to achieve their hopes and dreams for the future.
Overall, the moving into adulthood plan is about working together over time to ensure your young person’s individual needs are met. This results in a transition plan that better reflects the needs of your young person and supports them to move from childhood to adulthood.
Please remember that if you feel your transition reviews are not person centred, you have the right to speak up and ensure your child/young person is at the centre of all discussions. Dorset Special Educational Needs and Disability Information Advice and Support Service (SENDIASS) can help you and your young person with this.
The Special Educational Needs and Disabilities Information, Advice and Support Service (SENDIASS) provides impartial, confidential information, advice and support to young people with SEND aged 0-25 and their parents/carers, about education, health and social care. They can help you understand your rights around SEND law and practices, providing local knowledge and signposting, so you can make sure your voice is heard.
You can:
Transition means change and it is important to be aware of this. All young people need to make plans for their future. If your young person is on SEN Support their school or current setting will provide support with transition. Speak to your SENCO if you feel your young person will need a longer period to prepare. If your young person has an EHCP, their planning for the future should start no later than age 13 (year 9), as part of the annual review of the plan.
This allows sufficient time to start thinking and planning for their future options. The needs of the young person are central to the whole process. The review meeting is crucial, and you have the right to invite anyone you feel is important in shaping your young person’s life. This can range from:
Your school will support you and will organise the meetings on your behalf.
Search the website below to find a wide range of useful guides, toolkits and case studies to support young people with SEND achieve:
as they move into adulthood.
To ensure you get the most out of the moving into adulthood plan and transition planning, it is important to help your young person to think about what they like and their hopes for the future. Some young people will need more support to do this, therefore it may be helpful to ask others who know them well what they think.
Colleges and post 16 providers have introduced new codes for their courses to help clarify who a course would be suitable for. Below you can find a description and a code for each level:
L4 Level 4 higher education degree and postgraduate programmes
L3 Level 3 working at A Level and BTEC Diploma standard
L2 Level 2 working at Higher level GCSE Standard – grades 4/5 - 9
L1 Level 1 working at Foundation level GCSE – grades 1 – 3/4
E3 Entry 3 learner has a basic level of independence skills, functional English and Maths skills
E2 Entry 2 developing basic independence skills, functional English and Maths skills
E1 Entry 1 help with developing some basic independence including English and Maths
PE Pre Entry focus on learner’s experiences and awareness of basic independence skills including English and Maths skills.
Support for young people is available on all levels according to their needs and can be discussed with you when starting the transition process.
The following terms may also be used to describe a course:
Foundation courses, transition programmes and supported internships
Level 1 courses, traineeships, transition programmes supported internships
Level 2 courses, apprenticeships, traineeships, supported internships
Level 3 Courses, AS/A Level courses, BTEC National Tech level, and other vocational apprenticeships
Most colleges offer a 3 day programme, some offer 5 days. If your young person attends a 3 day programme, try and use the other 2 days to explore lots of different activities, do taster sessions etc, to find out what your young person enjoys or what they are good at. This will help prepare them for life after college and with choosing further pathways, as well as getting to know other young people.
The following sections give a brief description for each of the listed routes.
Some schools have sixth forms where young people can continue their learning until year 14 when they turn 19. You should start thinking about this option when your young person is still at school. They don’t have to stay at the same school but can apply to move to another school sixth form. You and your young person’s decision should be based on what courses are on offer and whether the courses will enable them to progress further towards their planned goal, whether this is work, training, or further or higher education.
All young people in England are now required to continue in education or training between the end of year 11 and the age of 18. This means they must either stay in full-time education, start an apprenticeship, or spend 20 hours or more a week working or volunteering, while in part-time education or training. Find out more on our website about education and employment options.
These post 16 providers typically offer a wide range of vocational and academic courses to meet the needs of students at all levels. They all provide support for students with additional needs. You can start talking about your young person’s goals and needs as early as year 10 with your preferred post 16 provider. They will be able to confirm what additional support is already available and can discuss your young person’s needs individually.
Many students will attend mainstream courses, and some may require extra support. Mainstream courses will be offered at Level 1 through to Level 3 and beyond, in a range of subjects. Specialist courses are often called ‘Foundation Courses’ and are specifically designed for young people with SEND. Courses will aim to increase independence and confidence and develop practical and work-related skills. Some courses will focus on developing independent living skills.
Whatever your young person’s goal is, there should be a learning pathway for them. Other courses will be focused on developing skills that will lead to employment, often focusing on a specific area of interest that the student has shown an interest in.
If your young person’s goal is to move into work they could join a supported internship, pre apprenticeship programme, or traineeship. Supported internships are specifically for young people aged 16 to 24 who have an EHCP. They are classified as ‘study programmes’ and are tailored to meet the needs of the young person and employer.
The post 16 setting will:
Your young person may need to attend college one day a week and go to work for 2 to 3 days a week. Supported internships are a study programme, so your young person won’t get paid, unlike an apprenticeship, which is a job.
Traineeships and pre-apprenticeships are very similar. They are study programmes that include education and on the job training. These options are good for people who are looking to develop basic employability skills to help them on their journey to paid employment.
Supported internship programmes are available for those aged 16 to 24 who have additional needs and hold an EHCP, and who wish to take their next steps towards employment. They are personalised study programmes, designed to better enable young people with learning difficulties and/or disabilities to achieve sustainable paid employment, by equipping them with the skills they require for the workplace.
They are available through several post 16 FE and training providers and normally consist of a minimum of two days a week in a work placement and one day a week at college. Students will have access to a job coach who will support them in the workplace and work alongside the tutor whilst students are in college. Supported internships bridge the gap between education and employment and help to improve independence and self esteem.
'Earn as you learn’ – apprenticeships are an excellent way to combine on the job learning with a working environment. They allow a young person to grow and thrive in the workplace by giving them all the skills that an employer would want. Apprentices will receive on and off the job training, and will work towards apprenticeship standards for their relevant job role. Apprenticeships are offered at intermediate level (Level 2), advanced level (Level 3), higher (Level 4) and degree level.
An apprenticeship is a job not a course, so your young person will need to pass a job interview and be appointed by the employer to be successful. The on the job training is provided by a manager or mentor. The off the job training will be provided by a training organisation who will visit your young person in the workplace to check their learning, and they may also need to attend college or training provider premises once a week. Your young person earns a salary as an apprentice, and is classed as employed rather than as a student.
Even with effective support, some young people with the most complex needs may find it difficult to progress straight into a post 16 learning environment. For these young people a personalised programme may be available as a stepping stone to post-16 education. Eligible students will have an EHCP that clearly evidences their need for a highly individualised education and social development programme due to the level of complexity of their needs and their previous inability to access learning in a group environment.
The personalised programme will only be offered for a limited period of time, usually no more than a year, with the twin aims of supporting the young person to move into group learning and to make educational progress. The need for such a programme will be identified during the planning for adulthood discussions that take place as part of the annual review of a pupil’s EHCP and will need to be relevant to the pupil’s long-term aims for adulthood and support their personal development so they can progress into a group learning environment.
With or without an EHCP it should be possible for all young adults to access a learning offer. At 19 all young adults, with or without SEND, have access to education and training fully or part-funded through the adult education budget. Your young adult can access courses that develop their basic skills and prepare them for work.
Depending on your personal circumstances, you may need to make a financial contribution towards your young person’s course fees once they are over the age of 19. These courses tend to be part time and short; they are available through independent training providers and colleges. If your young adult has an EHCP this means it has been recognised that your young adult needs to stay in learning longer and would typically have access to longer, full time courses within an FE college.
If your young adult feels confident enough to start work, it would be sensible to look for a job that has training or job coaching to help them adjust to the world of work. In addition, you can also contact the disability employment advisers at Jobcentre Plus to find out whether your young person can receive any other employment related support.
This is a successful model for supporting people with significant disabilities to secure and retain real employment. If you have already had your care needs looked at and qualify for care (a care assessment), the service is likely to be free. Even if your young adult is not eligible for free support, they can use their Personal Budget or EHCP to pay for it, or they may be eligible for an Access to Work grant
For young adults with a level 3 qualification (For example, A-levels, BTEC L3 etc.) and the desire and capability to study further, there is a wide range of courses to study at higher education institutions, either locally or further afield. Students with SEND can access a range of financial and personal support to help them study. Make sure you let the education provider know if your young person needs any adjustments to make the course accessible to them. The earlier they know, the sooner they can plan changes or support. You can discuss the particular adjustments needed and how to arrange them with the officer responsible for supporting disabled students at the place where your young person plans to study. Search for the contact details of disability advisers at colleges and universities throughout the UK at Disability Officer Search – The DSA Hub.
Apprenticeships are available for people of all ages up to level 6 and 7 (equivalent to a full Bachelor’s or Master’s degree). This pathway provides substantial training and the development of transferrable skills, as well as a qualification. Individuals will spend most of the week at work, learning from colleagues across all levels of the business and typically working closely with a senior member of staff who will review progress and have a coaching role.
It is important to keep all certificates and documents for your young adult, so they can take copies with them to interviews as additional information to demonstrate their achievements.
Most young adults with learning difficulties or disabilities are capable of working and want to work. Employment helps people to be independent and be part of the life of their community.
For young people with SEND, getting work experience and developing employability skills is very important. Work experience can also help an employer to recognise the skills that the young person can bring to their organisation.
Schools and colleges have a duty to ensure all young people have opportunities to meet with employers during their time in education, a role which is inspected by Ofsted. This could be an employer coming to the school or college to talk to students about their job, help with a project, give students opportunities for a mock interview or mentor a student. Many schools hold careers fairs where students get the chance to talk to lots of employers in one day.
Your young adult should also be offered the chance to do some work experience during their time in education. This could be for a fixed period of time, such as one full week or spread over a number of weeks during a term. Schools and colleges have a responsibility to help students prepare for these kinds of experiences.
Volunteering can also help students develop skills that will assist them in future employment. There are formal programmes such as the Duke of Edinburgh Award or National Citizenship Service that schools and colleges will be involved in. You could also help your young adult to do some voluntary work outside school or college in an area that they are interested in. However, your young adult may need to be over 16 to take part in external voluntary work.
For your young person making decisions about where they may want to live is an important part of growing up and becoming an adult. Thinking about this early will help them to understand their choices and what is important to them, even if sometimes the options might be limited. It’s also important to remember that they can change their mind. What might be right for them now doesn’t have to be a life long decision. Staying at home with parents and making a plan to move out in the future to live with friends or on their own is what a lot of young adults do.
Living on their own can give them a lot of control over their life and their home, but people can find it lonely. On the other hand, living with other people in a shared house can be a much more fun, social experience and can give the chance to share costs and activities, but can also mean they have to compromise more on how they want to live. Living in their own flat that is part of a bigger block of flats where friends could be neighbours might be something that gives your young person a bit of both options.
What people want and need from their home is different for everyone. What is important to them?
The following organisations and resources can help to answer any questions about the types of housing that are available, how they are paid for, and any benefits that may be available to help your young person.
Visit Dorset Citizens Advice
The Dorset Council website can help with housing in a number of ways - please search for the following pages:
Once you or your young person has started to think about all these things, it can be helpful to start making a plan, or writing down the things you still need to know before you can make a plan. It is important to share your plans too, particularly if you need help from other people or from the council to make them happen. A good place to start is your young person’s social worker or allocated key worker, they can make sure that what you want and what you need is recorded.
Travel training is designed to help people get more from life by giving them the confidence to travel independently. Travel training can help overcome barriers to:
This section has a particular focus on preparing students for travel to college or sixth form, but for many students independent travel could be a reality long before this. Travel Training teaches young people and adults with special educational needs or disabilities a safe way of travelling independently that will build self esteem and confidence. Being able to travel on public transport is a key life skill which lets young people and adults make choices about how they live, go about their daily life and fulfil their potential.
Dorset Council have developed a toolkit on how to support individuals to become an independent traveller. The aim of this toolkit is to provide help and ideas on how to support young people with Special Educational Needs to travel independently.
Access this toolkit and find types of SEND travel assistance on our website.
Dorset Council provides free transport for eligible children or young people of compulsory school age (from 5 to 16) to qualifying schools. However, some young people may be entitled to free travel regardless of how far they live from the school if they have an EHCP and cannot walk because of their need, a disability or a mobility problem.
The post 16 travel policy applies, but a student aged 16 to 25 who has an EHCP or statement of Special Educational Needs (SEN) and cannot walk because of their needs, disability or mobility problem may be entitled to transport irrespective of the minimum distance. All students of sixth form age with SEND will be charged a financial contribution towards the cost of their transport. You must apply for transport every year by 31 May.
You can find out more on the Dorset Council Local Offer and Dorset Council School transport
Dorset Council provides free travel assistance to a young person aged between 19 and 25 if it is necessary for them to attend an educational institution or training under Section 508F of the Education Act 1996. You must reapply for free travel assistance every year, by 31 May.
Apply for a disabled person’s bus pass
The National Rail Disabled Persons Railcard is for people with a disability that makes travelling by train difficult
Motability Driving Lessons - driving lessons with a disability
If your young person has a disability and/or additional needs, they may already have a social worker before they have reached the age of 16. If this is the case, then their social worker should be involved in helping with planning during year 11.
DLA may help with the extra costs of looking after a child who:
PIP can help with extra living costs if you have both:
You can get PIP even if you’re working, have savings or are getting most other benefits. You can get Personal Independence Payment (PIP) if all of the following apply to you:
At 16, young people can either claim benefits in their own right, or you will be able to claim on their behalf. It is important that you get free independent advice around what benefits can be claimed and how they could affect the payments you already receive before you decide which is the best option for your young person and your family.
Parents of disabled children can receive benefits via a Department of Work and Pensions (DWP) Appointeeship. At age 16 there should be a conversation about the child’s capacity to manage their own finances and where the child does not have capacity, parents can continue to manage benefits. Appointeeship gives authority to receive benefits, pay their bills and/or meet their needs. Appointeeship does not give authority to make decisions around care, and specifically not around paying for care services. Benefits for the young person should be separated from the Appointee’s own capital and income. Where there is a dispute around care costs, a mental capacity assessment around finance may be required. If the person is found not to have capacity, it may be necessary for someone like a relative or solicitor to apply for formal authority to make decisions around care and/or finance. Also known as Lasting Power of Attorney or Deputyship.
Dorset Council has 3 Welfare Benefit officers, who provide advice & guidance about welfare benefits. They can signpost you to the right benefit and help you to claim it. You can contact them at: welfarebenefitsteam@dorsetcouncil.gov.uk
If your young person is eligible for a service from Adult Social Care they may be offered a personal budget. Personal budgets are designed to help people take control of their own social care budgets and choose the services that suit them best. The amount will be calculated on an individual basis and is available to use to pay for a support worker, a care agency or individual activities that meet the agreed outcomes in their care plan.
A mental capacity assessment may take place to ensure your young person has the capacity to make safe decisions about their finances. If they lack capacity, there will need to be a best interests decision identifying the most appropriate person to manage their money. A financial assessment will be carried out for any young person over the age of 18 in receipt of services or funding from Adult Social Care to establish whether they must make a financial contribution to the cost of their care package from their own funds.
If you think you may need help, support or information contact Adult Social Care who will offer you information and advice:
Email: adultaccess@dorsetcouncil.gov.uk Tel: 01305 221016
The 16 to 19 bursary fund is money the government has given to local authorities, schools, colleges and other education and training providers (education institutions) to support students who need financial help to stay in education.
There are two types of 16 to 19 bursaries:
Adult Social Care and Community Site
Personal budgets - Mental Capacity Act 2005 Legislation
Appointeeship - become an appointee for someone, find out more at gov.uk
Deputies: make decisions for someone who lacks capacity, find out more at gov.uk
Universal Credit may be available to your young person. If a young person is 18 or over and in training or studying full-time they can make a new Universal Credit claim if any of the following apply:
Becoming an adult is a very exciting time, and for most young people it’s the time they gain their independence and enjoy a more active social life. This gives us all a greater sense of wellbeing, helps us become part of the community and enables us to make new friends. Across Dorset there are a range of leisure pursuits available, from music, dance, art and drama to an array of sporting activities. When preparing for your young person’s transition reviews, discuss with them their hobbies, activities and interests; you can then build this into the transition plan.
Helping people to thrive and flourish in Dorset by making and supporting connections between people and all kinds of services and support across the county and beyond; linking people to things that can make a positive difference to them and those around them.
Find local support and help for you, your family and your friends, discover people and local projects and learn more about the good things that are happening in your community. Find out more on the Help and Kindness website.
The Dorset Max card is for children and young people up to 18 years old who are disabled, in care, or care for someone else. It entitles the card holder and one other person (such as a parent, carer, or a friend) to free or discounted access or benefits at a range of:
The card is available through the Xchange scheme. Once you register with The Xchange, the Dorset Max card will be sent out in the post. Find out more on our website about the Dorset Max Card.
Find details about activities, schools, childcare, and services available in Dorset for all families. You can tailor the search results by age, location, and/or disability arrangements, to meet your family's needs.
Search for key words on the Dorset Family Information Directory
Short breaks give parents and carers of children who are disabled a break and means your child can try something new.
There are usually many activities taking place every week across Dorset. Some of these are open to all children and young people, some offer extra support for those who might need it and others are more specialist for those with more complex needs.
Activities where you and your child have some time apart and your child is supported are often called short breaks (also known as respite).
Find out more about respite short breaks for your child where additional support is provided for groups of children with a disability.
Find out how to get cash back in numerous high street stores as well as discounted rates on energy bills, insurance renewals and lifestyle activities, such as the gym, the cinema, days out, travel and free legal advice.
The CEA Card is a national card scheme developed for UK cinemas by the UK Cinema Association (UKCA)
The card enables a disabled cinema guest to receive a complimentary ticket for someone to go with them when they visit a participating cinema. The card is also one way for cinemas to make sure they look after their disabled guests. If you require an adjustment to visit a cinema because of your disability, cinema staff should make this for you whether you have a CEA card or not.
People First Dorset for people with a learning disability was set up in 2004, and is as a user led organisation, supporting people with learning disabilities to develop their self advocacy skills.
For young people with continuing health conditions, ‘transition’ in health services means the change from children’s to an adult healthcare services. This is a gradual process where choices can be made around which hospital and services will suit your young person best. Start discussions when accessing health appointments. This will encourage planning for transition to adult health services from an early age.
Most young people move on to adult health services between 16 and 18 years of age. Sometimes, young people move from a children’s health service to an adolescent or young person’s service at 13 or 14 years of age, instead of moving straight to an adult health service. You can ask your young person’s health practitioner about when they will be making the move. Transition from child health services to adult health services will mean your child may start seeing a different team at your local health services. They will be given a lot more independence, where they have capacity, and will be encouraged to learn about their own health, so that they can be more involved in their healthcare and decision-making.
Your young person’s health team will be able to give you information and support about moving on to adult services. There may also be other health professionals involved, such as a Paediatrician, Community Care Nurse or Clinical Nurse Specialist. For some young people Annual Health Checks will be available from age 14. Annual health checks are for adults and young people aged 14 years or over with a learning disability. This check helps you to stay well by talking about your health with your doctor and finding any problems early on and get the right care. If you are not sure if you have joined the Learning Disability register at your GP surgery, please do contact your GP surgery to discuss.
Around this time of transition, health staff will begin to spend more time talking directly to your young person rather than with you as their parent or carer, although you will still be encouraged to attend appointments with them if necessary. If your young person is unable to make their own decisions after the age of 16, their health practitioner may talk to you about undertaking a mental capacity assessment. If your young person lacks the capacity to make their own health decisions, you will need to agree with their health practitioners how this can best be done. NHS information on making decisions for another person may help you here.
From year 9 (age 13 to 14) onwards, consider involving all relevant health professionals for example dietitians, therapists, nursing, medical. Also, representatives from both children and adult teams. Where possible your young person should be encouraged to prepare for adulthood by:
The young person’s doctor or GP needs to be involved in the transition planning process, as they will sometimes become the first point of contact for them on leaving school for any therapies which may have been provided via the school. Where your young person has continued needs and an adult service exists, your health practitioner can refer them on directly. However, they will need to keep your GP informed as the ongoing medical link.
Where your young person has complex health issues, one or more of the following health resources may be helpful for them:
Your health practitioners will be able to tell you more about each of these resources.
Learning Disability Annual Health Checks
Learning disabilities - NHS The health check is a great preventative health opportunity. You do not have to be unwell to get your check. Having the check at your GP surgery helps young people get used to accessing the surgery for other health appointments and needs into adulthood.
Continuing Care (CC) Funding Some children or young people with long-term complex health needs may require a package of continuing healthcare funded by the NHS.
A personal health budget is an amount of NHS money that is allocated to support health and wellbeing needs. If your young person is eligible for it, you can work with your local NHS team to plan how the funds are spent to get the care that your young person requires. A personal health budget gives the ability to manage healthcare and support such as treatments, equipment and personal care, in a way that suits your young person.
The right to have a personal health budget applies to people who are:
• adults receiving NHS continuing healthcare (NHS-funded long-term health and personal care provided outside hospital)
• children receiving NHS continuing healthcare
• people who are referred and meet the eligibility criteria of their local wheelchair service and people who are already registered with the wheelchair service when they need a new wheelchair or specialist buggy, either because of a change in clinical needs or the condition of the current chair. These people will be eligible for a personal wheelchair budget
• people with a mental health condition who are eligible for section 117 after-care as a result of being detained under certain sections of the Mental Health Act (this does not include detention under section 2 of the Act)
More information about personal health budgets is available on the NHS website.
Information about support services and local opportunities for children and young people with special educational needs and/or disabilities (SEND). Find what you need all in one place in our Local Offer.
This support includes:
A local authority can end an EHCP if it determines that it is no longer necessary for the plan to be maintained because:
The local authority can do this by issuing a ‘cease to maintain’ notice to the parents or young person stating the reasons why, after consulting with the young person/parents and the headteacher of their school/college. The young person can appeal if they disagree with the decision.
An advocate can support a child or young person to share their views and help to make sure that their rights are respected. For information on independent advocacy for children and young people, situations where you can use an advocate and how to refer visit our independent advocacy pages.
We all need information or support from time to time, but sometimes it can be difficult to know where to go or who to ask. Family Hubs bring together workers from:
into one place. This means you get the right support when you need it, find a family hub near you.
Family Hubs are for all families living in Dorset Council area. They are a welcoming place that you and your family can go to if you need information, advice or help. They provide services for families with children from conception to age 18. This is up to age 25 for children and young people with SEND. They also offer activities and social opportunities where you can meet other families.
SEN Code of Practice 0 to 25 years Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities (Jan 2015).
The Care Act (Easy Read) The Care Act 2014 sets out in one place, local authorities’ duties regarding assessing people’s needs and their eligibility for funded care and support. The Easy Read version has been created by the Council for Disabled Children.
The Equality Act The Equality Act 2010 legally protects people from discrimination in the workplace and in wider society if they have one or more ‘protected characteristics’. Disability is a protected characteristic, and it is therefore illegal to discriminate unfairly against disabled people
The Mental Capacity Act (MCA) legislation came into force in 2007 to promote and protect the rights of vulnerable people who are unable to make decisions for themselves. It applies from the age of 16 which means that from the age of 16 it should be applied to all decisions being made about people in terms of their Care, Support, Medical Treatment, Education, and all other significant decisions that need to be made about them and for them.
For parents, this means that when your son or daughter reaches the age of 16 this law applies to them regardless of any disability they may have, and it will change how decisions are made. You are no longer the decision maker on their behalf, you do, however, continue to have a vital role in supporting them to make decisions where they can, or by providing essential information for best interests decisions made on their behalf if they lack capacity.
The MCA is underpinned by 5 Principles which must always be applied to all assessments and decisions made.
Every adult has the right to make his or her own decisions and must be assumed to have capacity to do so unless it is proved otherwise. This means that you cannot assume that someone cannot make a decision for themselves just because they have a particular medical condition or disability.
A person must be given all practicable help before anyone treats them as not being able to make their own decisions. This means you should make every effort to encourage and support people to make the decision for themselves. This would include the use of sign language, pictures, experiential learning, and/or communicating in any way that that person would usually communicate. If a lack of capacity is established, it is still important that you involve the person as far as possible in making decisions.
People have the right to make decisions that others might regard as unwise or unusual. You cannot treat someone as lacking capacity for this reason. Everyone has their own values, beliefs and preferences which may not be the same as those of other people.
Anything done for or on behalf of a person who lacks mental capacity must be done in their best interests. Acting in someone’s best interests is about following a process and finding out what it is important to them and not just what the decision maker thinks is best for them.
Someone making a decision or acting on behalf of a person who lacks capacity must consider whether it is possible to decide or act in a way that would interfere less with the person’s rights and freedoms of action, or whether there is a need to decide or act at all. Any intervention should be weighed up in the particular circumstances of the case.
Capacity is decision and time specific, so every time a significant decision needs to be made, capacity should be assessed. Young people especially are still learning about life and how to make decisions so it is very likely that their capacity will change. It is good practice to consider capacity for every decision being made. Capacity can fluctuate.
In order to assess capacity, there is essentially a simple two-part test or process which must be applied.
The MCA says that a person is unable to make their own decision if they cannot do one or more of the following four things:
Failure on any one of those points means that the person lacks capacity for that decision. It is important not to set the bar too high and the person only has to understand the salient points in order to make a decision. To state that someone lacks capacity to be able to make a decision the assessor has to displace that presumption of capacity and be sure that on the balance of probabilities they lack capacity. The responsibly sits with the assessor to prove the lack of capacity and it is not for the person themselves to evidence they have capacity. If the person is unable to make a decision and therefore lacks capacity for the decision, then it needs to be made in their Best Interests.
There has to be an impairment or disturbance to the mind or brain which prevents the person from being able to make the decision they are required to make. That impairment can be permanent or temporary such as a lifelong disability for example Autism or Downs Syndrome or it could be due to illness or drugs or alcohol. The important factor is the link between that impairment and the inability to make a decision. Traditionally this has been considered first before moving onto the next part of the assessment but recently it has become deemed better practice to look at the functional aspect of the assessment first.
The MCA provides a non-exhaustive checklist of factors that decision makers must work through in deciding what is in a person’s best interests. Some of the factors to take into consideration are:
All best interest decisions will need to be recorded. A best interest decision can only be made from the options that are available to the person (in the same way that if they had capacity)
The decision maker will vary depending on the decision that needs to be made for example if the decision is about medical treatment, then the ultimate decision maker would be the medical practitioner proposing the treatment. If it was about care which the local authority is being asked to fund, then it is likely that they would be the decision maker.
Liberty is important – it is a human right. Liberty is what allows us to live fulfilling lives. We all have a right to live a life that is free from abuse or harm, but we also have the right to live our lives autonomously. The challenge for providers and commissioners is to manage the tension between, on the one hand, promoting people’s rights, and on the other, the duty to protect them from risk. Too much emphasis on rights can lead to a lack of safety. Conversely, a risk-adverse approach can impose unnecessary restrictions on people’s freedom.
DoLS ensures people who cannot consent to their care arrangements in a care home or hospital are protected if those arrangements deprive them of their liberty. This can also apply to other arrangements for a person’s care and treatment such as a residential school or respite care and even in a person’s own home. The “Acid Test”, following a case heard by the Supreme Court in 2014 gave a definition about what is a deprivation of liberty.
If someone is unable to consent to arrangements for their care and treatment (so they have been assessed as lacking consent to be able to make that decision) and they are under continuous supervision and control and they are not free to leave, then they are deemed to be deprived of their liberty. If that is the case, then there should be a deprivation of liberty safeguard in place which ensures that that vulnerable person has a right of appeal against those arrangements should they so wish.
Due to the very high numbers of people that this applies to many local authorities have been unable to assess everyone who is deprived of their liberty and generally DoLS is recognised as needing reform. See the SCIE website for MCA/DoLS and LPS Information
Find contact details for your nearest locality.
Contact the Birth to Settled Adulthood team via the Family Support and Advice Line.