Moving towards Adulthood

The transition into adulthood from 14 to 18 years of age is an important time in the lives of young people.

It is important to consider the following throughout the transitions process (and beyond):

• the young person’s own strengths and capabilities and goal’s
• the support the young person will need to meet their aspirations and goal’s
• the support already available from the young persons’ family, wider support network and within the community

A strength-based approach will protect the individual’s independence and ability to make choices. This will be the ‘golden thread’ that runs through the interactions between the health and social care teams and the people that they support.

In Torbay, when young people move from childhood to adulthood, this is known as a ‘Transition’. We recognise this can be a daunting time for young people and their carers.

Our aims are:

• To ensure a smooth and seamless transition
• To engage in person-centred and restorative planning
• To empower young people to develop their own independence and to meet their aspirations for the future.
• To work jointly with partners from education, health and social care
• Ensure that young people, their parents and their carers are not left without support as the young person approaches their eighteenth birthday.
• Ensure that young people, their parents and their carers have access to appropriate and relevant information, support and guidance to help plan adulthood.
• Be a process in which young people and their families or carers feel listened to and respected.
• Reflect the learning from feedback of young people, their parents and carers.

Please see Post 16 Educational Opportunities which is a related topic on Moving towards Adulthood and can also be found at Post 16 Educational Opportunities.

Local supported internships for young people aged between 17 and 20 have taken place in various emploment settings and in various job roles – these have included working as a Cleaner, Sales Assistant, Hospital Porter, Ward Clerk, Ward Buddy, Tyre Mechanic, Waiter, Chef.

Young people told us:

• School helped me create a CV and have talked a lot about getting a paid job
• I’m trying all the time to be as independent as I can be
• My school helped me to get a paid job at a café and I’m also learning to drive, I feel very independent

3 out of 9 young people already have part-time paid jobs and feel this has helped them become more independent.

Young people involved in supported internships told us:

• The help I’m getting to find a paid job in the future
• I like the team I work with and the role, it makes me want a job
• We have a laugh, I’m now used to using the machines and talking to customers
• I like to organise the products and clean the shelves; I make everything look neater
• It has helped my social skills, after COVID I found it difficult to get out
• I make cakes, prepare food, cook and learn about all the different spices
• All the opportunities available to me
• The people are the best thing, I like talking to the customers, I even have a regular who always comes to me
• I wanted a job that makes a difference, which the NHS does, regardless of what I do there
• The team are very supportive, they understand the different needs of everyone. I even get help with interviews
• I’m enjoying being able to do the extra curricular work of L1 maths in between the programme
• The support getting to and from the placement
• I am nervous to move out of my home but I want to live and work in Exeter. The supported internship is giving me the work experience I need to get a paid job
• The programme is getting me ready, I’m no longer worried about life

Young people involved when asked what could be better, told us:

• Nothing, it’s all good
• I’d like to be able to do more of the mechanical work and not just tyres
• I want to go on the till but you need to be on their system, in a paid job, for that
• My options have been limited because of my physical disability. I need an admin job but it’s hard to find a setting with the right facilities for me
• The environment isn’t busy enough for me, I preferred it in my last placement, I like the stress
• I would like a paid job there now

Young people involved when why a bussiness should employ a young person who has Special Educational Needs and or Disabilities (SEND), told us:

• We find it harder to get a job, giving us more opportunities would be good. I’m good at organising!
• I work really hard and put my mind to it, I keep working at it and I think straight, not much affects me.
• Depends on their needs. I bring pros and cons to a workplace, I talk a lot which is good for customer interaction but could be bad for business if you’re not getting anything done, I’m working on that.
• I bring humour 🙂
• A child with SEND can learn a lot from the workplace so give them the opportunity.
• People shouldn’t be treated differently, we should all have the same opportunities.
• Giving the same opportunities to all even if some young people have issues/needs.
• Give them a chance, we need to give back to society too.

This video has been created by local Children and Young People.

This is one of a series of 3 videos to help children, young people and their families understand more about Education, Health and Care plans (EHCPs). The other 2 videos in this series are:

• What is an Education, Health and Care Plan? (video for Children & Young People) – Family Hub (torbayfamilyhub.org.uk)
• What Happens In My Annual Review (video for Children & Young People) – Family Hub (torbayfamilyhub.org.uk)

High goals are important to success.

Setting the right goals should make sure that your young person will have a happy and fulfilling life.

This is the time to start thinking about:

• further education
• future jobs
• where they will live
• ongoing health needs
• any other welfare issues

If your young person has an Education, Health and Care plan (EHCP), the Year 9 Annual Review of their EHCP is very important and begins the preparation for adulthood.

Starting this in Year 9 allows time to research options for:

• future education, training or careers,
• the most suitable path for employment
• other longer-term support that may be required

This will ensure that the final years of school will focus on supporting your young person’s successful development in the future.

This flowchart should help you understand the moving towards adulthood pathway.

In Torbay, when young people move from childhood to adulthood, this is known as a ‘Transition’. We recognise this can be a daunting time for young people and their carers.

Our aims are:

• To ensure a smooth and seamless transition
• To engage in person-centred and restorative planning
• To empower young people to develop their own independence and to meet their aspirations for the future.
• To work jointly with partners from education, health and social care
• Ensure that young people, their parents and their carers are not left without support as the young person approaches their eighteenth birthday.
• Ensure that young people, their parents and their carers have access to appropriate and relevant information, support and guidance to help plan adulthood.
• Be a process in which young people and their families or carers feel listened to and respected.
• Reflect the learning from feedback of young people, their parents and carers.

The Year 9 annual review of your young person’s Education, Health and Care plan (EHCP) is very important and begins the preparation for adulthood. This is the time to start thinking about:

• further education
• future jobs
• where they will live
• ongoing health needs 
• any other welfare issues

It will be important for the following people to be invited to and attend, or provide a report for, the Year 9 annual review:

• Your young person
• You (parents/carers)
• A social worker (if social care are involved in providing support)
• Health professionals (all relevant health professionals involved)
• A Careers South West advisor
• A member of staff from school
• Anyone else you or the head teacher feels is appropriate

These people will make sure that your young person remains involved in planning for their future.

Information, about children who are classed as having complex needs by the Children with Disabilities Service, will start to be shared with Adult Services to help with future planning.

Great reviews start with great preparation – to find out what is needed watch this animate for more information.

CSW Group provides free information, advice, guidance and support to people of all ages to help them to enter work and learning.

The service for 13-19 year olds also provides support up to the age of 25 for young people who have learning difficulties or disabilities.

Also offer free information in learning and work to anyone aged 19 and over, helping improve career prospects by learning new skills, retraining or gaining new qualifications.

They also support vulnerable groups during this time of transition.

CSW Advice and Guidance Service

CSW Group offer a free transition advice and guidance to all Y11 students who have Education, Health and Care plans (EHCP) or are electively home educated (EHE)

The Transitions service aims to:

• Encourage achievement and raise aspirations
• Remove barriers to education
• Ensure understanding of future options and provide practical support in applying to and accessing these options
• Support transitions for Young People in line with Peninsula Local Authorities transition protocols
• Ensure a smooth, successful and sustained transition to post-16 learning whether remaining in a sixth form or moving on

Please see Post 16 Educational Opportunities which is a related topic on Moving towards Adulthood and can also be found at Post 16 Educational Opportunities.

Extra help or adjustments to exams are called ‘Access Arrangements’.

‘Access Arrangements’ allow students with special educational needs, disabilities or temporary injuries to access exams and show what they know and can do.

However, ‘Access Arrangements’ are not allowed to give the student an unfair advantage or compromise the integrity of the exam. This means that there will have to be evidence that any additional support provided in the tests is also the same as or similar to the additional support regularly provided to the student as part of normal classroom practice (except in the case of injuries). For example, a student would only be allowed to use a laptop in exams if they normally use one in class. Access arrangements must also be appropriate to the exam and the student. For example, a student with dyslexia may need extra time for a written exam, but not for a practical one. 

There are a wide range of possible Access Arrangements that can be made, including:

• extra time to read, understand, and produce answers, for example, if you have difficulties with memory and processing information.  (The typical amount of extra time awarded to students with special educational needs (SENs) is 25 per cent.)
• assistance from another person or assistive software:
  • a reader (this can either be a person or assistive software such as a screen reader, read aloud or a reading pen)
  • a scribe (amanuensis) a person who writes down exactly what you say or assistive software such as a voice recognition programme
• assistive technology e.g. a word processor, computer equipment, specialist software, assistive software. (It’s important that technical support on hand in case there are any problems with equipment) Word processing facilities if motor control is impaired;
• a separate room with an invigilator, or alternative site arrangement – so that you’re not disturbed by other candidates (if there are sensory issues), and they are not disturbed by you.
• opportunities to take supervised rest breaks
• modified exam papers in your preferred format, plain coloured paper, braille, large print, audio format, signs or symbols etc. printed on coloured paper or printed in ink other than blue or black, dyslexia-friendly font, coloured/enlarged papers, papers with modified language
• assistance from another person
  • a prompter (to keep you focused)
  • a practical assistant
• coloured overlays
• Medical support and emergency arrangements, Provision of snacks during exams
• Exam officers to be aware that problems may arise during exam periods

Whilst some ‘Access Arrangements’ can be made by School without prior approval (delegated arrangements), many others will require advance application (before the February deadline) for approval or notification.  

Every year the Joint Council for Qualifications (JCQ) produce Access Arrangements, Reasonable Adjustments and Special Consideration documents that contains the rules, regulations and guidance on what a student may, or may not receive when sitting formal examinations and lists the types of arrangements that may apply.

Most education providers and examining bodies will have made exam arrangements for individual students before. But they may not have come across all possible arrangements as support needs vary from person to person. If you think access arrangements may be required it is best to discuss this as early as possible, preferably at the start of the relevant course.

For young people with an EHCP, your young person’s Year 10 annual review will revisit the ideas first made in the Year 9 Preparing for Adulthood plan.

This is the time to start exploring the options open to your young person to help them reach their goals. This can be done by:

• visiting colleges
• researching apprenticeships
• going to open days
• looking on college websites
• obtaining copies of prospectuses or brochures

The school may also have open evenings with a focus on post 16 options. Be aware that courses can change and new courses may be introduced in the future.

Having an Education, Health and Care plan (EHCP) does not mean having an indefinite Post 16 education. However, it may be possible for any pupil with special educational needs to stay on in education beyond their 19th birthday in certain circumstances if this is the most suitable plan. As with any other planning, this should be discussed through the annual review.

If it has been agreed that your young person’s further educational needs cannot be met at a local college, different providers may be considered. The local authority will review each application on a case by case basis.

This flowchart should help you understand the moving towards adulthood pathway.

In Torbay, when young people move from childhood to adulthood, this is known as a ‘Transition’. We recognise this can be a daunting time for young people and their carers.

Our aims are:

• To ensure a smooth and seamless transition
• To engage in person-centred and restorative planning
• To empower young people to develop their own independence and to meet their aspirations for the future.
• To work jointly with partners from education, health and social care
• Ensure that young people, their parents and their carers are not left without support as the young person approaches their eighteenth birthday.
• Ensure that young people, their parents and their carers have access to appropriate and relevant information, support and guidance to help plan adulthood.
• Be a process in which young people and their families or carers feel listened to and respected.
• Reflect the learning from feedback of young people, their parents and carers.

CSW Group provides free information, advice, guidance and support to people of all ages to help them to enter work and learning.

The service for 13-19 year olds also provides support up to the age of 25 for young people who have learning difficulties or disabilities.

Also offer free information in learning and work to anyone aged 19 and over, helping improve career prospects by learning new skills, retraining or gaining new qualifications.

They also support vulnerable groups during this time of transition.

CSW Advice and Guidance Service

CSW Group offer a free transition advice and guidance to all Y11 students who have Education, Health and Care plans (EHCP) or are electively home educated (EHE)

The Transitions service aims to:

• Encourage achievement and raise aspirations
• Remove barriers to education
• Ensure understanding of future options and provide practical support in applying to and accessing these options
• Support transitions for Young People in line with Peninsula Local Authorities transition protocols
• Ensure a smooth, successful and sustained transition to post-16 learning whether remaining in a sixth form or moving on

Please see Post 16 Educational Opportunities which is a related topic on Moving towards Adulthood and can also be found at Post 16 Educational Opportunities.

Extra help or adjustments to exams are called ‘Access Arrangements’.

‘Access Arrangements’ allow students with special educational needs, disabilities or temporary injuries to access exams and show what they know and can do.

However, ‘Access Arrangements’ are not allowed to give the student an unfair advantage or compromise the integrity of the exam. This means that there will have to be evidence that any additional support provided in the tests is also the same as or similar to the additional support regularly provided to the student as part of normal classroom practice (except in the case of injuries). For example, a student would only be allowed to use a laptop in exams if they normally use one in class. Access arrangements must also be appropriate to the exam and the student. For example, a student with dyslexia may need extra time for a written exam, but not for a practical one. 

There are a wide range of possible Access Arrangements that can be made, including:

• extra time to read, understand, and produce answers, for example, if you have difficulties with memory and processing information.  (The typical amount of extra time awarded to students with special educational needs (SENs) is 25 per cent.)
• assistance from another person or assistive software:
  • a reader (this can either be a person or assistive software such as a screen reader, read aloud or a reading pen)
  • a scribe (amanuensis) a person who writes down exactly what you say or assistive software such as a voice recognition programme
• assistive technology e.g. a word processor, computer equipment, specialist software, assistive software. (It’s important that technical support on hand in case there are any problems with equipment) Word processing facilities if motor control is impaired;
• a separate room with an invigilator, or alternative site arrangement – so that you’re not disturbed by other candidates (if there are sensory issues), and they are not disturbed by you.
• opportunities to take supervised rest breaks
• modified exam papers in your preferred format, plain coloured paper, braille, large print, audio format, signs or symbols etc. printed on coloured paper or printed in ink other than blue or black, dyslexia-friendly font, coloured/enlarged papers, papers with modified language
• assistance from another person
  • a prompter (to keep you focused)
  • a practical assistant
• coloured overlays
• Medical support and emergency arrangements, Provision of snacks during exams
• Exam officers to be aware that problems may arise during exam periods

Whilst some ‘Access Arrangements’ can be made by School without prior approval (delegated arrangements), many others will require advance application (before the February deadline) for approval or notification.  

Every year the Joint Council for Qualifications (JCQ) produce Access Arrangements, Reasonable Adjustments and Special Consideration documents that contains the rules, regulations and guidance on what a student may, or may not receive when sitting formal examinations and lists the types of arrangements that may apply.

Most education providers and examining bodies will have made exam arrangements for individual students before. But they may not have come across all possible arrangements as support needs vary from person to person. If you think access arrangements may be required it is best to discuss this as early as possible, preferably at the start of the relevant course.

This is a very important year for your young person. Decisions, building on the research started in Year 10, will need to be made. Your young person will now need to think about the type of course they want to do and how that links to their future career path.

The school may have a choice of prospectuses or brochures which list course information and open evenings for colleges and 6th Forms to help with this.

If the young person has a learning difficulty and/or disability and will be leaving school to enter college or a work based learning programme, the school’s careers advisor will complete a My Future, which records the young person’s goals for after 16 options. Your young person will need to consider giving permission to share some information with certain colleges or 6th Forms. If they decide not to give permission then the college or 6th form may not be in able to understand their needs and offer the right level of support.

The Annual Review for Year 11 will need to be held in the Autumn term before the young person leaves compulsory education. From the age of 16 your young person can start to make the decisions about their future as they become the main decision maker for themselves. Now is the time for your young person to give information about the difficulties they experience, which they may need help to overcome. Using the information in the young person’s Education, Health and Care Plans from Year 9 and Year 10, will help the young person move towards their goals.

This flowchart should help you understand the moving towards adulthood pathway.

Children and young people with special educational needs may get help with transport to school or college. Once a young person reaches 16 they may be asked to pay towards some of the cost of the transport. For further information please contact the Transport Team on 01803 207688 or email cstransport@torbay.gov.uk. Independent Travel training may be available from some colleges and 6th Forms

The Mental Capacity Act 2005 provides a legal framework for acting and making decisions on behalf of individuals who lack the mental capacity to make particular decisions for themselves. Everyone caring for, or working with, an adult who may lack capacity to make specific decisions must comply with the Act when making decisions or acting for that person, when the person lacks the capacity to make a particular decision for themselves. The same rules apply whether the decisions are life changing or everyday matters.

The Act’s starting point is to confirm in legislation that it should be assumed that an adult (aged 16 or over) has full legal capacity to make decisions for themselves (the right to autonomy) unless it can be proven that they lack capacity to make a specific decision at the time the decision needs to be made. This is known as the presumption of capacity.

The Act also states that people must be given all appropriate help and support to enable them to make their own decisions or to maximise their participation in any decision-making process.

The underlying philosophy of the Act is to ensure that any decision made or action taken on behalf of someone who lacks capacity to make the decision or act for themselves is made in their best interest. It is intended to assist and support people who may lack capacity and to discourage anyone who is involved in caring for someone who lacks capacity from being overly restrictive or controlling.

The Act also aims to balance an individual’s right to make decisions themselves with their right to be protected from harm if they lack capacity to make decisions to protect themselves. It sets out a legal framework of how to act and make decisions on behalf of people who lack capacity covering such areas as personal welfare, healthcare and financial matters.

You can find out more about the Mental Capacity Act 2005 via the following links:

• Torbay and South Dev on NHS Foundation Trust www.torbayandsouthdevon.nhs.uk/ services/mental-capacity-act/
• Social Care Institute of Excellence national
• Our dedicated Mental Capacity advice and information page 

• MCA directory: www.scie.org.uk/mca-directory/
• Or alternatively you can speak to the Social Worker allocated to support you.

CSW Group provides free information, advice, guidance and support to people of all ages to help them to enter work and learning.

The service for 13-19 year olds also provides support up to the age of 25 for young people who have learning difficulties or disabilities.

Also offer free information in learning and work to anyone aged 19 and over, helping improve career prospects by learning new skills, retraining or gaining new qualifications.

They also support vulnerable groups during this time of transition.

CSW Advice and Guidance Service

CSW Group offer a free transition advice and guidance to all Y11 students who have Education, Health and Care plans (EHCP) or are electively home educated (EHE)

The Transitions service aims to:

• Encourage achievement and raise aspirations
• Remove barriers to education
• Ensure understanding of future options and provide practical support in applying to and accessing these options
• Support transitions for Young People in line with Peninsula Local Authorities transition protocols
• Ensure a smooth, successful and sustained transition to post-16 learning whether remaining in a sixth form or moving on

As young people with special educational needs and/or a disability turn 16, 17, 18 or 19 they become entitled to benefits and support in their own right. What they are entitled to may or may not depend on whether they are still in education, are job seeking or claiming benefits.

Parents’ and carers’ benefits and tax credits can depend not only on the student or employment status of their young person with a disability and their other children, but also on what their children with a disability are claiming. Benefits and tax credits are complex.

You may wish to take specialist advice about your own situation. You will also need to take further advice if the young person with a disability in the family is a parent themselves.

Please see Post 16 Educational Opportunities which is a related topic on Moving towards Adulthood and can also be found at Post 16 Educational Opportunities.

This video has been created by local Children and Young People.

This is one of a series of 3 videos to help children, young people and their families understand more about Education, Health and Care plans (EHCPs). The other 2 videos in this series are:

• What is an Education, Health and Care Plan? (video for Children & Young People) – Family Hub (torbayfamilyhub.org.uk)
• What Happens In My Annual Review (video for Children & Young People) – Family Hub (torbayfamilyhub.org.uk)

Since September 2015 all young people must participate in some form of education or training until they are 18. However, unlike the requirement to attend school up to the age of 16, it is the young person’s responsibility to arrange this and not the Local Authorities duty.

 This could be participation in:

• A full-time educational study programme at a college, school, with a training provider or an independent specialist provision
• A traineeship or supported internship which are also considered to be educational study programmes
• An apprenticeship with an employer which is a position of employment
• A job or voluntary position with training provided e.g accredited part-time education or training.

Study programmes are further education courses that can help you gain the skills you need to go on in to further education, get a job or become more independent.

A study programme is a full time programme, on average, 16 hours per week. This is usually 3 days per week and works out at approximately 540+ hours across the academic year. It will usually include the following:

• A substantial qualification (academic or vocational)
• Continuing to improve English and maths, working towards GCSE grade C / grade 4 where appropriate
• Work experience
• Study programmes can last for anywhere between 1-3 years, depending on the young person’s starting point.
• Disabled young people and those with special educational needs might need more support to complete a course.

The 3 main types of study programme usually followed by young people:

Work based

This is learning that takes place in a work environment. It is a practical way of learning that offers real life work experience whilst working towards relevant qualifications in the industry.

E.g. Supported Internship, Traineeship, Apprenticeship

Vocational

This is learning involving more practical activities and is commonly used to prepare a person for a particular trade or industry. These qualifications enable you to develop industry skills which can be applied to real life situations to prepare for employment. They also support the development of independence and like skills. Some courses may require learners to take exams as well as produce evidence of their new skills and knowledge throughout the year.

E.g. BTEC, NVQ, Laser, ASDAN

Academic

This is a more formal style of learning that is usually based on theory rather than practical activities. These qualifications are recognised by employers and universities. They also support the development of independence and life skills. Assessments usually include an exam towards the end of the course and the learning style provides good foundations for progression to higher education.

E.g. GCSE, AS Level, A Level

There are lots of courses of different levels available.  The aim of every course, no matter what level, should be about making progress in developing new skills. Every course is designed to help you get a qualification or reach an outcome at the end of it.  There is a starting point for everyone. At the start of any course you should be aware of what the qualification or outcomes you hope to achieve by the end of the course.  Achieving your qualification may be a combination of coursework, module assessment or end of year exam. Your tutor will be able to guide you through this process.

The different level of courses is explained below:

Pre entry level

Students on these courses will often have high support needs. Most students on these courses will previously have been in special schools. The courses usually look at developing independence.

Entry level courses

On these courses there is a high level of support and students are usually developing life skills and possibly with some vocational skills. Most students will have been working on P-Levels.

Level 1 courses

These courses are for young people who have developed functional skills and are looking to gain qualifications like GCSE’s, Level 1 NVQ’s and Level 1 Diplomas. 

Level 2 courses

Young people on these courses will be ready to gain qualifications like BTEC Diplomas, more GCSE’s and intermediate level Apprenticeships.

Level 3 courses

On these courses young people will be working towards qualifications like A-levels and Apprenticeships.

Higher education

After a level 3 course you might want to go on to a higher education course, which are University level courses or employment. Please note Education. Health and Care (EHC plans do not continue if students progress into Higher Education. Support for students with Special Educational Needs and/or Disabilities in Higher Education is accessed through Disabled Students’ Allowances (DSAs). 

Young people aged 16-19 may be able to claim money (a bursary) for you or your college/training provider to use to meet the cost of clothing, equipment or lunch on study days.

Young people who have additional needs should be able to get support to help them achieve and make progress. You should discuss your needs at your interview.

Young people with an Education, Health and Care plan (EHCP) will have an individual support plan in place which will be reviewed annually. It is helpful for you to inform the provider that you have a plan when you attend interview.

If you think you will need an Education, Health and Care plan, please contact SENDIASS Torbay who will be able to offer you information advice and support.

There are several different types of work-based learning that give you the opportunity to train and get qualifications while working.  For some young people going into a work environment suits them better than staying just in the classroom.

Study programmes include:

Traineeship

These courses allow you to develop your skills and gain qualifications (including English and Maths for those who need it) whilst benefiting from high quality work experience. They can help you prepare for a supported internship or apprenticeship. Usually, they last for 6 months and give you an opportunity to develop the skills you need to progress on to a supported internship (for those with an EHC plan), an apprenticeship or paid employment. The work experience is not paid, but the costs of travel and meals might be supported by the training provider or employer. Traineeships are suitable for those working at around Level 1 and who might benefit from additional support to prepare them for work.

Supported internship

Supported internships are for disabled young people and those with significant special educational needs. To get a supported internship you will need an Education, Health and Care (EHC) plan. As a supported intern a young person will work for an employer for a fixed time, usually for up to 1 year. You do not usually get paid for your work, but some employers may cover travel and lunch expenses. As an intern you won’t gain qualifications, but you will get the opportunity to experience what working is like and gain the skills towards getting a job. If you are on a supported internship, you will get support from a job coach. A job coach will make sure a young person is prepared for and supported through their supported internship. They provide extra support that you would not normally get on an internship.

Employment includes:

Apprenticeship

As an apprentice you can earn whilst studying for a nationally recognised qualification and getting ‘on the job’ training. It’s a way to gain experience, strengthen your CV and build your career. There is a wide range of apprenticeships available to suit every skill and passion and the training provider will offer support for your additional needs.

Paid work (job) or Volunteering with training provided

Although young people must be doing some form of recognised accredited education or training until their 18th birthday, this does not mean they have to attend college or school. For those that would rather work (whether paid or voluntary) this is still an option, as long as it involves at least 20 hours of work per week in addition to working towards a nationally recognised qualification. You can become self-employed and still count as participating, as long as you are doing part-time accredited education or training as well.

It is possible for parents/carers to claim child benefit for a young person after their 16th birthday if they continue in full-time approved education or training. This includes traineeships but not apprenticeships. The Child Benefit Office must be informed otherwise payments will stop on 31st August. For full details go to Claim Child Benefit – GOV.UK (www.gov.uk)

Post 16 Transport arrangements for students over Yr 11 are different from school transport arrangements for students under 16.

It becomes the young persons responsibility to attend education after Year 11. Parents/guardians will not be prosecuted if their young person does not participate in approved education or training after Year 11.

Young people with an Education, Health and Care plan (EHCP) will continue to have an annual review which will monitor progress towards their agreed outcomes.

If a young person has an Education, Health and Care plan (EHCP) and they progresses into Higher Education (University) their EHCP will be ceased and they will need to apply for a Disabled Student’s Allowance.

Local supported internships for young people aged between 17 and 20 have taken place in various emploment settings and in various job roles – these have included working as a Cleaner, Sales Assistant, Hospital Porter, Ward Clerk, Ward Buddy, Tyre Mechanic, Waiter, Chef.

Young people told us:

• School helped me create a CV and have talked a lot about getting a paid job
• I’m trying all the time to be as independent as I can be
• My school helped me to get a paid job at a café and I’m also learning to drive, I feel very independent

3 out of 9 young people already have part-time paid jobs and feel this has helped them become more independent.

Young people involved in supported internships told us:

• The help I’m getting to find a paid job in the future
• I like the team I work with and the role, it makes me want a job
• We have a laugh, I’m now used to using the machines and talking to customers
• I like to organise the products and clean the shelves; I make everything look neater
• It has helped my social skills, after COVID I found it difficult to get out
• I make cakes, prepare food, cook and learn about all the different spices
• All the opportunities available to me
• The people are the best thing, I like talking to the customers, I even have a regular who always comes to me
• I wanted a job that makes a difference, which the NHS does, regardless of what I do there
• The team are very supportive, they understand the different needs of everyone. I even get help with interviews
• I’m enjoying being able to do the extra curricular work of L1 maths in between the programme
• The support getting to and from the placement
• I am nervous to move out of my home but I want to live and work in Exeter. The supported internship is giving me the work experience I need to get a paid job
• The programme is getting me ready, I’m no longer worried about life

Young people involved when asked what could be better, told us:

• Nothing, it’s all good
• I’d like to be able to do more of the mechanical work and not just tyres
• I want to go on the till but you need to be on their system, in a paid job, for that
• My options have been limited because of my physical disability. I need an admin job but it’s hard to find a setting with the right facilities for me
• The environment isn’t busy enough for me, I preferred it in my last placement, I like the stress
• I would like a paid job there now

Young people involved when why a bussiness should employ a young person who has Special Educational Needs and or Disabilities (SEND), told us:

• We find it harder to get a job, giving us more opportunities would be good. I’m good at organising!
• I work really hard and put my mind to it, I keep working at it and I think straight, not much affects me.
• Depends on their needs. I bring pros and cons to a workplace, I talk a lot which is good for customer interaction but could be bad for business if you’re not getting anything done, I’m working on that.
• I bring humour 🙂
• A child with SEND can learn a lot from the workplace so give them the opportunity.
• People shouldn’t be treated differently, we should all have the same opportunities.
• Giving the same opportunities to all even if some young people have issues/needs.
• Give them a chance, we need to give back to society too.

Torbay’s Guide to the Graduated Response for Inclusion

This toolkit has been developed to acknowledge that at Post16 education some tools are applied differently and the setting in which young people learn is also different.

Although we anticipate that many of the tools in the five main toolkits for Torbay will still be relevant for all children and young people this toolkit particularly describes the ordinarily available provision which all our young people should experience post16.

This toolkit has been combined into one easy-checklist guide for Post16 parents and practitioners, with acknowledgement that they will still also use the main toolkits.

Torbay Young Carers Service are a friendly team based within Torbay Council’s Children’s Services. We provide a range of support and opportunities to young people who are in, or likely to take on a caring role.

What do we mean by Young Carer?

Torbay Young Carers Service works with young people aged up to 18, whose lives are affected by caring.  The person being cared for may have a disability, a serious or long-term illness, mental ill-health or be affected by addiction issues.

The person being cared for is usually a parent, sibling or other family member.

The care tasks young carers may be involved in include:

• Practical care – Cooking, Cleaning, Shopping.
• Personal care – Washing, dressing or toileting.
• Family responsibilities – Managing money and household budgets, Completing forms and/or household responsibilities.
• Medical care – Reminding the cared for to take medication, administering medication, giving injections etc.
• Emotional care – Listening and/or talking to the cared for person about their feelings, concerns and difficulties.
• Care of younger siblings – Helping to look after a sibling because their parent/s are unable to, or need assistance at times.

Young carers may be the sole carer, or they may be supporting another family member in care tasks

What support do we Provide?

The support plan will vary depending on the individual needs of the young carer or their family, but examples include:

• Information and advice
• Young Carers Groups
• In-school support
• Activities and outings
• Individual support
• Family events
• Advice on making services accessible to young carers
• Training and awareness events around young carers

Contact Us:

• By telephone on 01803 208100
• By email at youngcarers@torbay.gov.uk
• www.torbayfamilyhub.org.uk

A referral can be made to the appropriate health and social care team for all young people moving into Adult Services. Staff from Children’s and Adult Services will work together, sharing information about young people aged between 14 and 18 who are supported by Children’s Services.

From the age of 16, and subject to a Social Care needs assessments for Adults, Adult Services will work with the young person, their family and supporters to progress their transition.

Prior to the young person being allocated an Adult Care Worker, a transition coordinator will begin to work with the young person and their family to help them plan for the future.  They will look at things like the young person’s current needs, the cost and possible support they may need as an adult. Children’s and Adult Services work in different way and the level and type of support the young person receives may change. Adult Services need to understand what young people want in the way of work and social opportunities so that they can help prepare the young person for adulthood.

A referral needs to go through a single point of contact for Torbay adult services. Once a referral has been received a letter confirming its delivery will be sent to the young person and their representative with a copy to the referrer, by the transitions co-ordinator.

The referral will go through a ‘triage’ process by Adult Health & Social Care professionals to determine if the Young Persons Care & Support Needs meet the threshold of the National Eligibility Criteria as set out in in the Care & Support (Eligibility Criteria) regulations 2015. During this process Adult Health & Social Care professionals will identify the most appropriate action plan depending on the young persons care & support needs.

Transition Coordinators will keep in touch with the young person, families, carers & the referrer to provide up-dates or gather more information as required.

Should the outcome of the ‘triage’ be that the young person does not meet the eligibility criteria for Adult Social Care Funding, the Transition Coordinators or Health & Social Care Coordinators will support with providing information, advice and guidance in line with the needs of the young person who has been referred.

Contact:

Phone: 01803 219700

CSW Group provides free information, advice, guidance and support to people of all ages to help them to enter work and learning.

The service for 13-19 year olds also provides support up to the age of 25 for young people who have learning difficulties or disabilities.

Also offer free information in learning and work to anyone aged 19 and over, helping improve career prospects by learning new skills, retraining or gaining new qualifications.

They also support vulnerable groups during this time of transition.

CSW Advice and Guidance Service

CSW Group offer a free transition advice and guidance to all Y11 students who have Education, Health and Care plans (EHCP) or are electively home educated (EHE)

The Transitions service aims to:

• Encourage achievement and raise aspirations
• Remove barriers to education
• Ensure understanding of future options and provide practical support in applying to and accessing these options
• Support transitions for Young People in line with Peninsula Local Authorities transition protocols
• Ensure a smooth, successful and sustained transition to post-16 learning whether remaining in a sixth form or moving on

The service is provided to adults who suffer from a wide range of communication disorders, as follows:

• Speech and language disorders secondary to stroke, head injury, or progressive neurological disease, and carcinoma of head and neck.
• Voice disorders including laryngectomy.
• Disorders of fluency.
• Communication disorder secondary to severe learning disabilities.
• Disorders of chewing and swallowing resulting from stroke, head injury, progressive neurological disease and carcinoma of the head and neck and learning difficulties.

Adult’s Speech and Language Therapy – Torbay and South Devon NHS Foundation Trust

Wellbeing | Young Devon

Self Help Techniques and Advice for Managing Anxiety YOUNG DEVON

Please see our dedicated page relating to young adults aged 19 – 25.

The course covers the following nine topics to help you with independent living:

• Housing
• Finances
• Education, Employment and Training
• Health and Wellbeing
• Cooking and Home Skills
• Community Involvement
• Online Safety
• Healthy Relationships
• Exploitation

Start the course

Makaton is a unique language programme that uses symbols, signs and speech to enable people to communicate. It supports the development of essential communication skills such as attention and listening, comprehension, memory, recall and organisation of language and expression. Find out more about Makaton here.

https://www.bbc.co.uk/cbeebies/joinin/something-special-what-is-makaton

Local supported internships for young people aged between 17 and 20 have taken place in various emploment settings and in various job roles – these have included working as a Cleaner, Sales Assistant, Hospital Porter, Ward Clerk, Ward Buddy, Tyre Mechanic, Waiter, Chef.

Young people told us:

• School helped me create a CV and have talked a lot about getting a paid job
• I’m trying all the time to be as independent as I can be
• My school helped me to get a paid job at a café and I’m also learning to drive, I feel very independent

3 out of 9 young people already have part-time paid jobs and feel this has helped them become more independent.

Young people involved in supported internships told us:

• The help I’m getting to find a paid job in the future
• I like the team I work with and the role, it makes me want a job
• We have a laugh, I’m now used to using the machines and talking to customers
• I like to organise the products and clean the shelves; I make everything look neater
• It has helped my social skills, after COVID I found it difficult to get out
• I make cakes, prepare food, cook and learn about all the different spices
• All the opportunities available to me
• The people are the best thing, I like talking to the customers, I even have a regular who always comes to me
• I wanted a job that makes a difference, which the NHS does, regardless of what I do there
• The team are very supportive, they understand the different needs of everyone. I even get help with interviews
• I’m enjoying being able to do the extra curricular work of L1 maths in between the programme
• The support getting to and from the placement
• I am nervous to move out of my home but I want to live and work in Exeter. The supported internship is giving me the work experience I need to get a paid job
• The programme is getting me ready, I’m no longer worried about life

Young people involved when asked what could be better, told us:

• Nothing, it’s all good
• I’d like to be able to do more of the mechanical work and not just tyres
• I want to go on the till but you need to be on their system, in a paid job, for that
• My options have been limited because of my physical disability. I need an admin job but it’s hard to find a setting with the right facilities for me
• The environment isn’t busy enough for me, I preferred it in my last placement, I like the stress
• I would like a paid job there now

Young people involved when why a bussiness should employ a young person who has Special Educational Needs and or Disabilities (SEND), told us:

• We find it harder to get a job, giving us more opportunities would be good. I’m good at organising!
• I work really hard and put my mind to it, I keep working at it and I think straight, not much affects me.
• Depends on their needs. I bring pros and cons to a workplace, I talk a lot which is good for customer interaction but could be bad for business if you’re not getting anything done, I’m working on that.
• I bring humour 🙂
• A child with SEND can learn a lot from the workplace so give them the opportunity.
• People shouldn’t be treated differently, we should all have the same opportunities.
• Giving the same opportunities to all even if some young people have issues/needs.
• Give them a chance, we need to give back to society too.

Torbay Children’s Services have a specialist team comprising social workers and community care workers, to support children with disabilities up to the age of eighteen and their families across a range of thresholds, including Targeted Help, Child in Need and Child Protection planning and Cared For planning. They work in close connection with the Placements, Day Care Services and Short Break team, who oversee the management and support of holiday play schemes, Saturday clubs and enabling services as well as Direct Payments.

• Children who are under the age of 18 and who have a disability will usually have their needs assessed under section 17 of the Children Act 1989.
• If the child is approaching adulthood and it appears to social workers that the child is likely to have needs for care and support after becoming 18, a transition assessment may be undertaken under section 58 Care Act 2014.
• An adult will be assessed under section 9 Care Act 2014.

Needs assessments will be used to gather information to determine needs, whether the threshold for the CWD Team is met and to identify the level and type of resource provision needed. The definition of disabled children and young people is set out in the Equality Act 2010: that is a child and young person who has a physical or mental impairment that has a substantial and long-term adverse effect on normal day-to-day activities.

The Children with Disabilities Team will usually only provide services to children and young people who have a physical or mental impairment which has a substantial long term adverse effect at a severe or profound level as further explained within the Torbay Children with Disabilities Eligibility Criteria. 

All referrals are made via Torbay’s Multi-Agency Safeguarding Hub (MASH) referral system.

An IMCA is an Independent Mental Capacity Advocate appointed by the local authority and/or NHS body to protect other people’s interests when they lack the capacity to make certain important decisions and, at the time such decisions need to be made, have no one else (other than paid staff) to support them or be consulted.

The Devon Advocacy Consortium provides an independent, professional advocacy service for people over the age of 16 in Devon. The service is free, flexible and confidential.

We take action to help people say what they want, secure their rights, represent their interests and to get the services they need. Advocates can visit you at home or a place of your choice and if an advocate can’t help they can find someone who will.

The Devon Advocacy service can help you if:

• You have a health and / or social care related issue or complaint
• An informed choice has to be made
• A person lacks independent support
• The person is lacking in confidence or is having trouble communicating

Where the above applies, an IMCA must be appointed when the decision involves:

• serious medical treatment
• the local authority proposing to arrange accommodation for someone for longer than 8 weeks
• the NHS body proposing to arrange accommodation for someone for longer than 28 days.

An IMCA may also be involved:

• where there is a care review (where accommodation is being reviewed)
• in Safeguarding of Adult cases (the criterion of friends and family does not apply in Safeguarding cases).
• to support people through the Deprivation of Liberty Safeguard (DLS) process.
• detained in hospital under the Mental Health Act, apart from shorter sections (4, 5 135 or 136) designed to allow a proper Mental Health Act assessment to take place
• subject to a Guardianship order
• subject to a Community Treatment Order
• discussing with their doctor the possibility of Psychosurgery, or ECT (if under 18 years).

If you feel that someone meets the criteria for an IMCA please call or email to request a referral form

Contact:

Telephone : 01392 822377

Email: devonadvocacy@livingoptions.org

Web address: https://devonadvocacy.org.uk/

Unit 3-4 Cranmere Court

Lustleigh Close,

Matford Business Park

Exeter

EX2 8PW

SEND Family Voice Torbay is an independent Parent Carer Forum recognised by the Department of Education. 

We are a small, independent, passionate group of volunteers, dedicated to listening and responding positively to the views of parents and carers of SEND children and young people.  Our aim is to make life just that little bit easier by providing mutual support and exchanging information through to influencing policy and practice. We receive an annual grant from the Department for Education, to strengthen and sustain parent carer participation.

SEND Family Voice Torbay work with Torbay Council, the local NHS and other partners to help bring about improvements in SEND services and say hearing from local families vital.

We want to listen to and respond to the needs of parents for our SEND children and young people helping them access services and co-produce a positive change in the planning, commissioning, delivery and review of services. Championing the voice of parents and carers and ensure that the voice of lived experience is heard at every level. This means your voice!

We aim to use our collective voice for change by working co-productively with Torbay Council and other agencies to improve communication and remove barriers for the benefit of SEND families in Torbay. We are welcoming being part of the National Network of Parent Carer Forums, which brings together over 150 parent carer forums in England. Together, these local forums reach over 80,000 families.

Contact Details

Facebook: SEND Family Voice Torbay | Paignton | Facebook

Email: admin@familyvoicetorbay.onmicrosoft.com

Website: Family Voice Torbay

Office: Parkfield House, Paignton.

In Torbay, Social Care Support for adults is provided by Torbay and South Devon NHS Foundation Trust. 

TYAC provides a range of support for Young Adults aged 16 – 25 years old who are caring for, or helping to care for someone who has a long term illness, disability, frailty, mental ill-health, and drug or
alcohol problem.

Who can Refer?

Referrals can be accepted from young adult carers, their families or from professionals working with young adults and their families. Please note that if referral is not a self-referral, the Young Adult Carer must have consented to the referral being made on their behalf. Our support will be more limited if the cared for and carer live outside of Torbay.

How to make a referral?

Referrals can be made by completing one of the Referral Forms available from the service on request or accessing the Young Adult Carers’ website and submitting a referral on line; or by telephone. In the case of Young Adult Carers that want to self refer, we are happy to meet up informally and help complete the form.

What happens next?

We will acknowledge receipt of the referral both with the referrer and the Young Adult Carer. We would hope to make contact within 4 weeks to arrange an initial visit (any problems in contacting the Young Adult Carer will be taken back to the referrer). The visit will enable us to assess the support required. If appropriate an offer of service will be made soon after the initial visit.

For more information, or to make a referral please contact:

Young Adult Carers
Torbay and South Devon NHS Foundation Trust
Room 17 Paignton Library
Great Western Road
Paignton, TQ4 5AG
Phone: – 01803 208455 / 01803 852421
e-mail:- torbayyac@nhs.net

Torbay Youth Justice Service (previously known as a YOT or a youth offending team) works with children aged 10 – 17 years old who have been arrested, charged or sentenced for offences or who are at risk committing crime.

We are a team of professionals from Children’s Services, Education, Police, Probation and NHS Devon ICB, working together to prevent children and young people from offending or re-offending and promoting safe communities.

We will:

• Work with the child and their family to understand what has led to the offending behaviour and agree what we can do to help create change.
• Build on the strengths and positives in the young person’s and their family’s life.
• Complete an assessment of various aspects of the young person’s life including their family situation, education, health, attitudes and any previous criminal history.
• Provide access to specialist services for example Substance Misuse Worker, Education Worker, Specialist Mental Health Worker, Family Therapist and a Parenting Worker.
• Endeavour to empower young people to make better choices.
• Support victims of crime and offer them opportunities to engage in restorative justice
• Work with young people to help them explore the impact of their actions for themselves, their victims and local communities.

We provide impartial information, advice and support to parents/carers & children/young people in relation to special educational needs and/or disability issues for children/young people aged 0-25. 

Working across education, health and social care our officers provide confidential and impartial advice, as well as ensuring that parents and carers’ views are heard and understood and that they understand their rights, roles and responsibilities.

SENDIASS Torbay supports parents through a range of ways including phone or email contact and face to face meetings. We have recently started running coffee mornings for Parents to be able to share thier experience and learning with each other and gain new information from us and other professional invited speakers. (Please see the flyer, attached within the downloads section on the right hand side of this webpage, for more information including dates, times and venues)

We also provide a signposting service to direct parents and carers towards the organisations that is best suited to help them, ensuring that they are empowered to make informed decisions about their child’s future.

SENDIASS Torbay can support parents and carers and children or young people in any of the following areas:

• Preparing for and  attending meetings with schools, local authorities and other professionals
• We have a confidential telephone helpline, with answering service in case we are unable to answer your call first time. We aim to return all messages within 2 working days.
• Helping to write official letters and complete forms
• Explaining the meaning of official documents
• Assisting in the statutory assessment process
• Referral to the correct organisation or contact

We can provide advice on

• The Special Educational Needs (SEN) systems and processes
• SEN provision in schools
• The statutory assessment process
• Education and Health Care Plans
• Annual reviews
• Transitions
• Transport
• Specialist provision/support services
•  Appeals to the Special Educational Needs and Disability Tribunal (SENDIST)
•  Disagreement resolution services
•  Local policies
•  SEN code of practice

Any service provided by SENDIASS ensures complete confidentiality for each individual case, we only take direct referrals from parents/carers & children/young people, or from a professional on thier behalf. We only make contact with a parent/carer or child/young person if it has been agreed that we can do so, and we have a dedicated confidential enquiry line. We can and will liase with other professionals on your behalf, with prior written consent. Contact us to find out more about how you can get involved.

Contact:

Phone: 01803 207884 (inquiry line open 10am – 2pm Mon – Fri and 24 hour answerphone facility)

Email: sendiass@torbay.gov.uk

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