Written-Written response of the Welsh Assembly Government to the Education, Lifelong Learning and Skills Committee`s Policy Review of Special Educational Needs. Part 3: Transitions

 Preliminary responses to the Report’s recommendations are set out below. The recommendations follow the Report’s headings and numbering.

Consideration of Issues

The Committee recommends that:

1.  the Assembly Government develops mechanisms to disseminate good practice in transitions for learners with special educational needs and that it reports to the relevant Assembly Scrutiny Committee on progress in developing these mechanisms within 6 months of its initial response to this report.


Accept

The National Service Framework for Children, Young People and Maternity Services contains a Standard on transitions, backed by specific actions, which are based on evidence of what constitutes good practice. All local agencies are required to assess, using a Self Assessment Audit Tool (SAAT), the extent to which they are delivering against each key action by the end of the 2006-07 financial year. Local Children and Young People’s Partnerships should take account of the SAAT findings in determining their priorities in their Children’s Plans.

Dysg runs an Equality and Diversity Network which considers a range of issues relating to post-16 provision for learners with additional needs.  The Dysg website enables members of the network to share experience and good practice.

We will report to the relevant Assembly Scrutiny Committee on progress within 6 months of this report.

The Committee recommends that:

2.  the Assembly Government reviews, across the range of its responsibilities, the various strands of guidance and policy on transition planning to see if it can be brought together in a simpler, clearer and more accessible way taking account of the recommendations in the Beecham review of local public service delivery in Wales.

Accept

The National Service Framework for Children, Young People and Maternity Services brings together in a clear and accessible way the actions which are required to ensure that disabled young people who require continuing services are offered a range of co-ordinated multi agency services, according to assessed need, in order to make an effective transition from childhood to adulthood.

The SEN Code of Practice for Wales has a specific section on transition planning which requires that the annual review in Year 9 and any subsequent annual reviews until the young person leaves school must include drawing up and subsequent review of a Transition Plan. The Code goes on to make it clear that Careers Wales is responsible for ensuring the delivery of the elements of the Transition Plan  that relate to a young person’s transition into further learning and employment but it is acknowledged that the final outcomes are often dependent on other agencies and/or employers.

In developing such a Transition Plan and monitoring them. LEAs are required to seek information from social services departments. Health professionals should also be closely involved and be invited to contribute to the review and attend the meetings. The Code clearly stresses the importance of a multi-disciplinary approach at Year 9 especially for all young people with SEN

An effective transition process is essential to the process of securing funding for residential places for learners with learning difficulties and/or disabilities (LLDD) in specialist residential FE establishments.  This is reflected in DELLS guidance on securing funding for this purpose.






The Committee recommends that:
3.   the Assembly Government strengthens guidance to ensure that the transition review takes place at the beginning of year 9 and no later than the end of the autumn term. If there are good reasons to do so, then reviews should be held in earlier years.

Accept

Action 5.33 of the National Service Framework for Children, Young People and Maternity Services states that: “A key transition worker is appointed to all disabled young people at age 14. It is their responsibility to ensure that the young people, their families and all relevant agencies are appropriately involved in the planning process.”

The SEN Code of Practice for Wales makes it clear that the annual review in Year 9 and any subsequent annual reviews until the young person leaves school must include drawing up and subsequent review of the Transition Plan. Careers Wales is responsible for ensuring the delivery of those elements of the Transition Plan that relate to young people in transition to further learning and employment but it is acknowledged that the final outcomes are often dependent on other agencies and/or employers.


An effective transition process is essential to the process of securing funding for residential places for learners with learning difficulties and/or disabilities (LLDD) in specialist residential FE establishments.  This is reflected in DELLS guidance on securing funding for this purpose.


The Committee recommends that:

4.  the Assembly Government strengthens guidance to ensure that young people, their parents or carers are given in advance all the information they need to get the most out of the transition review process.


Accept

Action 5.34 of the National Service Framework for Children, Young People and Maternity Services states that:

Information about how to gain access to services and  facilities is available to disabled young people in the local community including information about:
• Employment;
• Housing;
• Training;
• Leisure;
• Educational opportunities;
• Access to independent living;
• The process of transition to adult services within the local authority and health service;
• Support to maximise the use of Direct Payments to
16 & 17 year olds;
• Health promotion;
• Support groups and voluntary organisations.

The action is attributed to LHBs, NHS trusts and Local Authorities

Under the provisions of the SEN Code of Practice for Wales, the head teacher (or nominated individual) is requited to request advice form the child’s parents and in turn to circulate a copy of all advice received to all those invited to the review meeting at least two weeks before the date of the meeting, inviting comments, including comments from those unable to attend the review meeting.

DELLS issues an explanatory leaflet for parents through Careers Wales relating to the securing of funding for specialist residential FE placements.  DELLS has a close working relationship with Careers Wales specialist careers advisers, whose advice in the field plays an important role in the specialist residential.


The Committee recommends that:

5.  the Assembly Government strengthens guidance to make it clear that young people should always be involved in drawing up the transition plan, unless there are clear factors that would prevent this.  

Accept

The guidance in the current SEN Code of Practice makes it clear that the views of young people themselves should be sought and recorded wherever possible in any assessment, re-assessment or review from Year 9 onwards. Representatives from Careers Wales, student counsellors, advocates or advisers, teachers and other staff, social workers or peer support should be available to support the young person in this process. Chapter 3 of the Code provides greater detail on how such young people can be encouraged or supported in their participation in the process.

However, the Assembly Government is currently funding a “Transitions” Action Group to work with children and young people and a Conferences has been arranged for the summer term to discuss these issues with the children and young people themselves.







The Committee recommends that:

6.  the Assembly Government strengthens guidance to make it a requirement on all the relevant agencies, including Careers Wales and social services to attend and contribute to the transition review.

Accept

It is a requirement of the National Assembly’s contract with Careers Wales that they attend all transition planning reviews that take place with SEN clients in Year 9 (the first review) and Year 11(when the client is likely to be making final decisions on post 16 transition options). Careers Wales will also attend transition reviews with clients in Year 10 when there is an identified need to discuss post 16 learning options.

Full attendance at transition reviews is dependent on good forward planning by schools and early notification of meeting dates to relevant partner agencies. On occasions where Careers Wales is unable to attend a transition review (eg for those arranged at short notice) it is a requirement that they provide the client (and guardians where needed) with a separate interview with the outcomes fed back into the transition planning process through a written report.

Officials will keep these arrangements under review as part of the annual review of planning guidance to inform the development of Careers Wales Business Plans.

In the case of social service and health authority representation the Assembly Government will ask the Transitions Working Group to consider how we might more formalise their involvement.

Action 5.33 of the National Service Framework for Children, Young People and Maternity Services states: “A key transition worker is appointed to all disabled young people at age 14. It is their responsibility to ensure that the young people, their families and all relevant agencies are appropriately involved in the planning process. The key transition worker co-ordinates the planning and delivery of services before, during and after the process of transition and will continue to monitor and have contact with the young person until the age of 25 years.”

The Committee recommends that:

7.  the Assembly Government strengthens guidance to ensure that social services departments are required to make an assessment of the young person’s potential needs as an adult as well as of more immediate needs.

Accept

Action 5.25 of the National Service Framework for Children, Young people and Maternity Services states:

There is one joint organisations transition plan produced for each disabled young person which forms the basis of the Unified Assessment within adult services and specifies arrangements for continuing support and services, including:
• Personal assistance;
• Housing requirements (including supported housing);
• Education, training and lifelong learning, including
opportunities for work experience;
• Careers including specialist advice;
• Employment;
• Social relationships including leisure activities;
• Short breaks;
• Practical and other skills;
• Health needs including genetic counselling and sexual
health;
• Continuing care;
• Appropriate transport;
• Communication needs;
• Domiciliary and day care;
• Financial support (including benefits and direct payments);
• Details of financial arrangements for specialist services
required to address particular needs.

The action is attributed to LHBs, NHS trusts and Local Authorities.

The Committee recommends that:
8.  key workers are appointed to support all children and young people with additional needs, their parents and carers, throughout their education.

Accept in part

Action 5.7 of the National Service Framework for Children, Young People and Maternity Services states:
Service providers jointly agree and provide a key worker service for families with disabled children with complex needs. Where appropriate and agreed, this could be the parent.

A key worker service may, however, not be required for children who receive a single service, although the need may arise at another time, for example when transition planning begins.



The Committee recommends that:

9.  the Assembly Government draws up a framework of guidance, professional responsibility and appropriate professional training within which key workers should be appointed and operated.


Accept in principle

We will consider the possibility of drawing up a framework of guidance although much of what is being sought is already covered in the National Service Framework for Children, Young People and Maternity Services.

The Committee recommends that:

10.  the Assembly Government prioritises National Service Framework key action 5.33 for implementation within 6 months of their initial response to this report and that it considers doing the same for other key actions that involve the appointment of key workers.


Accept in part

Local Children and Young People’s Partnerships will assess the extent to which they are meeting each of the action points in the NSF. At local level we will expect Partnerships to determine their local priorities for action on the basis of their assessment. The NSF Implementation Steering Group will consider the evidence from the self assessments and whether there should be action taken to promote the delivery of specific actions across Wales.

The Committee recommends that:

11.  the Assembly Government continues to make the introduction of an independent advocacy service a matter of urgent priority and that it reports to the relevant Assembly Scrutiny Committee on progress in doing so within 6 months of its initial response to this report.


Accept

The Welsh Assembly Government will be issuing for consultation before the end of March 2007, its proposals for the development of advocacy services for children.

We have also been working closely with the Office of the Children’s Commissioner for Wales to examine his recommendation that children should be given a direct voice within the SEN Tribunal by allowing them to have a specific right of appeal to it.

We will report to the relevant Assembly Scrutiny Committee on progress within 6 months of this report.

The Committee recommends that:

12.  the Assembly Government reviews the SEN Code of Practice and other relevant guidance, to emphasise the importance of a person-centred approach to additional educational needs provision, particularly in relation to planning for transition to further learning and adult life.


Accept

The SEN Code of Practice is currently being reviewed as part of a Statutory Assessment and Statementing consultation and issues of transition will be taken into account during the pre-consultation period with parents


The Committee recommends that:

13.  the Assembly Government consults widely on and then implements clear guidance on best practice for sharing information both between agencies in Wales and where appropriate with agencies outside Wales.

Accept

“Safeguarding Children.  Working Together under the Children Act 2004” provides guidance on information sharing in respect of children and young people.  It covers all services including health; education; early years and childcare; social care; youth offending; police; advisory and support services and leisure.

The Wales Accord on the Sharing of Personal Information (WASPI) is a four tier framework currently being introduced across Social Care and Health Services to ensure that organisations have the correct procedures in place to manage information and information sharing between agencies. Tier 1 has been widely consulted upon. It is the responsibility of local organisations to develop Tier 2 arrangements for managers, Tier 3 arrangements for front line workers and Tier 4 for service users.  Model Tier 2 and Tier 3 documents have been prepared for Unified Assessment along with guidance on how to prepare Tier 2 and Tier 3 documents for other groups.  It is planned that a small inter-agency group will be set up to consider the Tier 2 and 3 documents for children and Unified Assessment and use these to prepare ‘All-Wales’ Tier 2 and 3 documents that focus specifically on transitions

It is planned for a small inter-agency working group to be set up to consider the implications of the framework provided by the Wales Accord for information sharing within children’s services generally as well as between children’s services and adult services at times of transition.  




The Committee recommends that:

14.  clear and consistent progression goals are established as part of the Transition plan in year 9 of secondary education and that goals are communicated clearly to further education colleges and are reviewed annually.


Accept

The Annual Review of the Statement held in Year 9 should involve the agencies that play a major role in the young person’s life during the post-school years and must involve Careers Wales.
The progression goals will form part of the Learning and Skills plan completed by Careers Wales in the final year of school that clearly sets out the individual’s education and training needs and the learning provision that is required to meet them. The plan will be shared with providers of further education and training in order to facilitate a smooth transition – subject to obtaining the individuals’ permission.

FE colleges record each individual’s learning goals and additional learning needs on their Individualised Student Learning Agreement (ISLA).  The ISLA is reviewed annually.

The Committee recommends that:

15.  as suggested by Estyn, that the Assembly Government develops a standardised approach to tracking learners’ needs and skills for use by further education colleges and work-based learning providers to ensure that there is a good match between learners’ skills and employers’ needs.


Accept in part and in principle

This particular recommendation is one that could have implications for the current review of Further Education in Wales and has been drawn to the attention of those working on it.  

In the case of the Work-Based Learning Improvement Plan this contains 12 recommendations for the review and re-design of the existing Work-Based Learning programmes in order for them to best meet the needs of individuals and employers.

Proposed pilot arrangements around the all-age programmes will facilitate delivery against the two key principle drivers. Employability, which will provide individuals with the skills and experience to enable them to access employment and to provide them with foundation skills to remain in employment. The other is Upskilling in Employment, which will provide opportunities for individuals to gain and/or improve their intermediary skills in line with part or full apprenticeship framework requirements.

Proposed pilot arrangements under the WBLIP include the formation of an integrated Work Based Learning employability network, linked to local referral and support agencies. This approach will facilitate collaboration, support best practice, and encourage provider responsiveness to the needs of disadvantaged learners. It is possible that this network could develop standardised initial assessment processes that avoid repeated assessments.

The Committee recommends that:
16.   the Assembly Government examines the reasons why there may be a lack of health and therapeutic services available in further education colleges and takes steps to improve the provision.
Accept

We do not currently hold centrally information on the extent of such therapy services within the FE sector.  It will be necessary to undertake some research in this respect and in the light of that assess whether or not there is a shortage of suitable facilities and if so how we might respond to it.

The Committee recommends that:

17.  that the development of statutory assessment based on a continuously assessed record of need should continue post-16 and be used as the primary means of assessing needs in further and higher education and work-based learning.


Accept in principle

There is already provision for such assessments, up to the age of 25, under section 140 of the Learning and Skills Act.

The function of arranging section 140 assessments rests with the Assembly Government.. The Assembly must arrange for assessments of pupils with statements of SEN during that pupil’s last year of compulsory schooling. The Assembly may at any time arrange for an assessment of a person with learning difficulties  during their last year of compulsory schooling or if they are over compulsory school age but under 25 years of age if they are receiving or likely to receive post 16 education and training. The Assembly is discharging its functions through an arrangement with Careers Wales who carry out the assessments.

The Learning & Skills Plan produced by Careers Wales sets out the provision the learner will need in their new post-16 setting to ensure their additional needs are met.

Once in further education colleges are required as a condition of funding to record the additional needs of all LLDD on ISLAs which are agreed with individual learners and should be reviewed annually.

It is recognised that despite these statutory arrangements and FE funding conditions, transition is still not successful for many young people.  A national good practice guide for professionals involved in transition of LLDD to and from post-16 provision would promote consistency and build on existing structures and good practice without there being any presumption towards homogenisation.

In the case of higher education, it is necessary to bear in mind the differing needs of different students, in particular the fact that an individual’s learning needs might change over time and in relation to the course(s) being followed.  A standardised approach involving individualised assessments might, therefore, be inappropriate.  It is accepted, however, that further consideration needs to be given to this issue.

The Committee recommends that:

18.  that Assembly Government, as part of its consideration of post-16 specialist residential provision, should actively consider the need for specialist residential colleges located in Wales.


Accept in principle

The 25 FE institutions in Wales currently support around 9,000 learners with learning difficulties and/or disabilities (LLDD) on an annual basis. One of the FE institutions has a residential facility for LLDD (Weston House at Bridgend College).  

In addition to the 25 mainstream FE institutions, there are already three specialist residential colleges in Wales (Beechwood College, Pengwern College and Coleg Elidyr)

The Committee recommends that:

19.  the Assembly Government and the Higher Education Funding Council for Wales (HEFCW) considers how liaison between schools, SENCOs and Higher Education Institutions in Wales can be improved.

Accept

Liaison is key to supporting the transition of students between different parts of the education sector.  We have looked in the past particularly at the issue of transition between HE and FE, as recommended in the Taking Away the Strain report published by DRC in Spring 2004. This recommendation could be instrumental in aspiration building for young disabled people.  HEFCW have suggested that a regular forum of SENCOs and Disability Services Managers could be an effective point of departure.



The Committee recommends that:

20.   the Assembly Government considers whether the cap on the Disabled Students’ Allowance remains appropriate or should be removed.


Accept

2006/07 is the first year in which the Assembly Government has had responsibility for statutory student support.  A range of consultative forums is being established, including one to consider issues relating to vulnerable students.

Administration and application of the DSA is included in the annual reviewing process of all student finance packages and inevitably the cap on DSA will form part of that review.

The Committee recommends that:

21.  the Assembly Government asks the Higher Education Funding Council for Wales (HEFCW) to consider whether the funding it provides for students with additional needs to establish whether it is adequate.  HEFCW should report its initial findings to the relevant Assembly Scrutiny Committee within 6 months of the Assembly government’s initial response to this report.


Accept

HEFCW funds institutions and does not fund students directly.  In terms of institutional funding, HEFCW took the decision in July 2006 to increase the disability premium from £200 to £220 per student.  These monies assist institutions in providing support to disabled students including at institutional level (eg through the appointment of Disability Services Managers) as well as more individualized support.  Capital funding for disability provision has totalled over £12m in recent years.  In addition, capital funding for learning and teaching (£7m in 2006/07) can be used to fund capital expenditure in support of disability provision.  As well as funding the Equality Challenge Unit to support institutions in improving their performance in equalities more generally, HEFCW have a Disability and Diversity Coordinator, to assist the sector in this area.  

HEFCW will automatically be reviewing their annual funding as part of their ongoing activities.

We will report to the relevant Assembly Scrutiny Committee on progress within 6 months of this report.



The Committee recommends that:

22.  the Assembly Government, working with all relevant agencies, draws up an all-Wales Supported Employment Strategy with the aim of increasing the numbers of young people with disabilities and other additional needs to the levels of best international practice.

Accept in principle

Employment policy is reserved to the UK Government. However, the Welsh Assembly Government works closely with the Department for Work and Pensions and its delivery agent, Jobcentre Plus, in developing strategies that encourage and support young people with disabilities to find and remain in work.  This includes the development and design of the Pathways to Work and Want2Work programmes which offer specially trained personal adviser support, a range of training and employment opportunities, and a financial package to help the transition into employment.  

The Committee recommends that:

23.  the central responsibility for implementation of an all-Wales Supported Employment Strategy should rest with Careers Wales in co-operation with voluntary sector and other bodies working in this field.


Accept in principle

For those aged 16/17 who are seeking work, Careers Wales works closely with Jobcentre Plus to ensure all possible avenues into employment are explored.  They can also access support from Jobcentre Plus Disability Employment Advisers through which they can gain access to other programmes such as Access to Work and WorkStep. The Welsh Assembly Government works closely with the Department for Work and Pensions in the design of the Welfare to Work programmes, which includes the New Deal for Disabled People. This programme is delivered through a network of specialist Job Brokers, which includes the voluntary and private sectors, who work closely with individual disabled people from age 18 to 60, to help them prepare for, find and remain in employment. Job Brokers also work closely with employers to identify their skills needs, matching the jobs available with people with the appropriate skills to fill them, or by developing the skills of those who do not already have them.  








The Committee recommends that:

24.  the Assembly Government consider with Careers Wales how the provision of specialist advice and guidance for young people with additional needs by Careers Wales for young people with additional needs can be strengthened.  The Government should report to the relevant Assembly Scrutiny Committee on progress within 6 months of its initial response to this report.


Accept

Officials will review current SEN training and support arrangements with the Careers Wales Special Needs Group and identify action to be taken on areas which need strengthening.

We will report to the relevant Assembly Scrutiny Committee on progress within 6 months of this report.


The Committee recommends that:

25.  that Careers Wales should consider how best to promote self-employment as an option for young people with additional needs.


Accept

Careers Wales provides an impartial client centred service to all young people, including those with Special Needs to assist them in making learning and career choices that are right for them. This support includes the provision of advocacy services where required and sign posting to further sources of information and advice on all learning and employment routes, including self employment options.

The Committee recommends that:

26.  the Assembly Government appoints a person, who will command widespread respect in the business community, to champion the benefits to employers of employing young people with additional needs.


Accept in part

The Welsh Assembly Government supports Jobcentre Plus in the delivery of their Employer engagement strategy across Wales.  Working with partners such as the SSDA, Federation of Small Businesses, local District partnerships, which include Employer Forums, and Welsh Assembly Government departments such as DEIN and DELLS. Jobcentre Plus has developed strategic relationships with employers and a wide range of diversity organisations, including those that support disabled people, in order to promote the benefits of employing a diverse workforce.

The Committee recommends that:

27.  the Assembly Government looks at ways of developing incentives to encourage employers to take on more people with additional educational needs.  The Assembly Government should report to the relevant Assembly Scrutiny Committee on progress in doing so within 6 months of its initial response to this report.


Accept

The European Strategic Frameworks on increasing employment and tackling economic inactivity sets a clear objective to assist disabled people, including those with special educational needs, to develop their employability skills, including basic and vocational skills, to enter employment where they can develop skills and the potential for further progression in the workplace. In encouraging Employers to recruit young people with disabilities, access to support and incentives that will be made available to them in employing disabled young people.

We will report to the relevant Assembly Scrutiny Committee on progress within 6 months of this report.

The Committee recommends that:

28.  the Assembly Government evaluates the benefits of an additional needs training levy on employers.



Accept

See response to 26 above.

The Committee recommends that:

29.  the Assembly Government asks the CBI, the FSB and other relevant employer bodies to consider whether they need to engage to a greater extent with this and similar issues if they are to reap the full benefits of partnership working with the Assembly.


Accept in principle

While the Welsh Assembly Government would be prepared to draw the attention of the CBI and FSB to this recommendation, it must be entirely a matter for them as independent organisations to decide whether or not to take on board the proposal.  

The Committee recommends that:

30.  the Assembly Government remits Estyn to work with the CBI, FSB and other employer organisations to try to improve attitudes and increase opportunities for employment for young people with additional needs.

Accept in principle

Work of this nature is not within the role and remit off Estyn. However,, the Assembly Government works closely with Jobcentre Plus and other private and public sector employers in encouraging the employment of young people with additional needs.  We are currently supporting the Cities Strategy pathfinder consortia in Wales in the development of their business plans which aims to provide a multi agency/partnership approach, including employers, to helping disadvantaged groups into employment.


The Committee recommends that:

31.  the Assembly Government’s gives work-based learning providers clear guidance on expectations and support to build their capacity to meet the needs of learners with additional needs.

Accept

FE institutions and, more recently, Work Based Learning (WBL) providers are able to access supplementary funding to assist them in securing the additional learning support necessary to make their provision accessible to LLDD.  This funding is subject to a set of criteria which is published annually. A sample of providers are visited each year for audit purposes.  The primary purpose of this funding is not to build capacity, although the criteria is regularly reviewed in order that it reflects good practice.

For the first time, a question has been included in the WBL tender regarding the extent to which the provider makes its’ provision accessible to LLDD and whether or not they have a disability policy/statement.  Provider responses to this question will be considered at the tender evaluation stage.

The Committee recommends that:

32.  the Assembly Government, in co-operation with Sector Skills Councils, evaluates how the vocational qualifications and key skills framework impacts on those with additional needs and whether any adjustments are needed for this group.

Accept in principle

This recommendation will be taken forward with due regard to the current DDA legislation which indicates the legal responsibilities on the various organisations involved in providing qualifications for learners.  Close attention will also be paid to the Disability Rights Commission code of practice for all qualifications when it is published in September 2007.  The current role of the Sector Skills Councils is clear in respect of the standards which are used to develop some vocational qualifications, however this role could be enhanced following the publication of Lord Leitch’s report on Skills in the 21st century.


The Committee recommends that:

33.  the Welsh Assembly Government should make representations to its colleagues in the Department of Work and Pensions on the need to overcome the disincentives to work within the current benefits system that are experienced by disabled people.

Accept

The Welsh Assembly Government is represented on the Department of Work and Pensions Project Board to oversee the development of the Welfare Reform Bill, the design of the new benefits system and the re-design of the Personal Capability Assessment.

The Committee recommends that:

34.  the Welsh Assembly Government and the Department for Work and Pensions should work closely together to develop ways in which budgets and the benefits system can be used creatively to ensure that Welsh Assembly Government policies are supported by Whitehall Departments.

Accept

The Welsh Assembly Government is working closely with the Department for Work and Pensions in the development and design of the Cities Strategy pathfinder projects which aims to make better use of existing funding to tackle problems in deprived areas in a holistic way i.e. low skills, poor health, low employment, and poverty. As part of the strategy, DWP have asked pathfinder areas to identify ‘freedoms and flexibilities’ i.e. where national policy measures cut across local priorities, in order for them to achieve against very challenging targets.  Through representation on the Cities Strategy project board we are ensuring that UK policies are developed in support of Welsh Assembly Government policies.  

The Committee recommends that:

35.  the Welsh Assembly Government should remit the additional needs employment champion to look at how improved work placements for school pupils can be improved.

Accept in principle

The Welsh Assembly Government does not have an “additional needs employment champion”.  As part of the 14-19 Learners Pathway we have approved an Employer Engagement Task Force, which will report at the end of March. It has been asked, in its Terms of Reference, to advise on work experience placement for pupils with disabilities.  

The Committee recommends that:

36.  the Welsh Assembly Government develops a strategy to strengthen additional needs provision for the Welsh language in further and higher education, work-based learning and supported employment placements.

The Committee recommends that:

37.  the Assembly Government revisits the recommendations in our earlier reports in relation to Welsh, and other language issues, and considers their applicability to issues concerning transition.

Accept

An Action Plan to take forward the recommendations contained in the Welsh Language Board’s “Acknowledging Need” report has been completed in collaboration with key stakeholders from across Wales and has been available on the Learning Wales website from May 2006.  We continue to take forward the proposals in the Action Plan. Our ability to further develop this element should be enhanced by the secondment of an individual within the next few months to work alongside my officials.  

The Committee recommends that:

38.  the Assembly Government considers how access to transport can be improved to even out inequalities of access and to improve progress.

Accept in principle

In terms of home to school transport, the Welsh Assembly Government has considered this matter in its draft guidance to LEAs.  The guidance recommends that LEAs should have a clear and consistent policy for transport provision for pupils with disabilities and SEN.  The guidance complements the SEN Code of Practice for Wales.  The guidance recommends that LEAs should review the transport needs of SEN pupils annually and it makes suggestions about the matters which LEAs should consider when offering tenders to contractors to provide home to school transport.   The draft guidance is intended to help LEAs put in place home to school transport that is suitable for SEN pupils.  

The Committee recommends that:

39.  the Assembly Government should, as a matter of urgency, establish how much is being spent across Wales to support transition to employment and further learning and should consider in the light of their findings whether expenditure in this area is adequate and cost-effective.  

Accept in principle

We are prepared to consider the possibility of undertaking such a review which would feed into the future budget planning process.

The Committee recommends that:

40.  the Assembly Government should review whether the total funding available to further education colleges for additional educational needs is adequate and whether the funding mechanism for distributing it to colleges can be improved.

Accept in principle

This particular recommendation is one that has implications for the current review of Further Education in Wales and will be drawn to their attention for further consideration.

The Committee recommends that:

41. the Assembly Government consider whether funding for further education and work-based learning provision should include a “direct payments” element based on the Disabled Students Allowance as a model.  

Accept

The Disabled Students Allowance was developed to facilitate access to higher education.  Funding is allocated by the student’s LEA using standard criteria.  It was not designed for further education which provides for learners with a wider spectrum of learning difficulties.  

At present further education institutions and work based learning providers draw down funding based on individual assessments of need.  By virtue of their size and by working as in a collegiate way, institutions and providers are able to achieve significant economies of scale when securing learning support.

Furthermore, the current approach has the advantage of linking  any shortcoming  with the institution/provider that needs to take action to make their provision accessible to learners with learning difficulties and/or disabilities (ie rather than any shortcoming being with the individual).



The Committee recommends that:

42.  the Assembly Government considers and reports on further action to ensure resources flow readily across institutional boundaries where this is in the best interests of supporting young people in transition to further learning and work.

Accept in principle

We are content to give this proposal serious consideration along with the key funding providers. Clearly, no individual learners should be disadvantaged by the existence of artificial funding barriers.

The Committee recommends that:
 
43.  the Assembly Government identify or create funding mechanisms that foster collaboration and partnership working between schools and voluntary sector organisations skilled in vocational training or supported employment.

Accept in part

One action we are already taking that will have an indirect impact on thus recommendation is to promote more volunteering by young people under our ‘Russell Commission’ initiative. This is extending volunteering opportunities for young people aged 16-25 and is relevant as volunteering can provide valuable training and a stepping-stone towards eventual employment.

The Committee recommends that:

44.  the Assembly Government sets up a new funding stream to help meet some of the core costs of voluntary organisations working to support the employment of young people with additional needs.

Accept

This is very much an issue that needs to be considered within the context of the new Strategic Action Plan for the Assembly Government’s Voluntary Sector Scheme, which is expected to be the key driver for the new Administration’s work with this sector. This requires each portfolio Minister to meet with the sector’s representatives every six months and it would be within that forum that we would seek to consider this proposal.

The Committee recommends that:

45.  the Assembly Government sets up a new funding stream to help meet some of the costs to small employers of reasonable adaptations to support the employment of young people with additional needs.

Accept

The Assembly Government works closely with Jobcentre Plus in the delivery of services to disabled people, The Disability Employment Adviser service includes access to Disability Services Programmes such as Access to Work (AtW), which provides practical support in a flexible way that can be tailored to suit the needs of an individual in a particular job.  As well as giving advice and information to disabled people and employers, Jobcentre Plus pays a grant, through AtW, towards any extra employment costs that result from a person’s disability, and is available to disabled people both in or entering paid employment.  

The Committee recommends that:

46.  the Assembly Government considers what further training is needed to support professional excellence in dealing with transition issues.

Accept

This recommendation needs to be considered alongside Recommendation 23 above. Officials will review current SEN training and support arrangements with the Careers Wales Special Needs Group and identify action to be taken on areas which need strengthening.


The Committee recommends that:

47.  that the Assembly Government should give an initial response to this report within 6 weeks of publication and should report to the relevant Assembly Scrutiny Committee on implementation progress, including a further update on recommendations in part 1 and part 2 of this review, within twelve months of their initial response.

Accept

I have given my initial response to it during the Plenary Debate on 27 March 2007.

Financial Implications

In the extremely short timetable between the publication of this report and the tabling of this Cabinet Written Statement it has not been possible to undertake a detailed analysis of the financial implications of these recommendations, particularly those that we are proposing to accept.  While it is assumed that many of them should be cost neutral and the costs of others would be containable within existing budget allocations, it would be our intention to undertake this exercise over the next two months and to report back to the Assembly after the forthcoming Election.