Young people's and parent/carer feedback
Young people's feedback
The following are some of the quotes from children and young people who were engaged with this project:
There are really good things about change:
- 'it may be fun, meeting new people, school trips to new places, you learn how to stick up for yourselves'
- 'you might want a change'
- 'there are new faces in the classroom'
- 'facing new problems'
What helps you when things change?
- 'talking to my family'
- 'tell me what's happening so I know what to expect'
- 'take deep breaths'
- 'having a map of the new school'
- 'visiting places before going to them'
- 'people introducing themselves beforehand'
- 'being on your own for a bit and not talking. Maybe write stuff down.'
There are some concerns though
- 'I feel anxious because you won't know what to expect or what will happen'
- 'I hate change because I used to move foster placement every week and it made me very anxious, stressed and confused'
- you wouldn't give me a car without teaching me how to drive!'
However, some positives were
- 'new options, new things to explore - you might end up liking it'
- 'I'd like to feel comfortable approaching jobs and starting something new. Build up my confidence'
- 'it made it easier having a transition week before we started'
They came up with a range of suggestions
- I want to know straight away instead of getting moved without anything being said
- People introducing themselves beforehand
- Having a look around the new school first - I felt better seeing the school before I came
- People coming in to talk about the options - not just the college
- Go through the process and how to apply
- Having an 'off load' person to go to
- Trial runs and photographs of classrooms
- Strategies such as using a sketch or memory book or using fidget toys
- Maps - virtual maps
Parent/carer feedback
Parents/carers are sometimes very confused at the different pathways and options to choose. Some stated that they wanted easier ways to navigate the various services to make decisions, whilst others found the process smooth, flexible, bespoke, and supportive. Some parents said, 'it feels a bit like sink or swim' and those whose children have been out of the mainstream settings wanted the voice of the child at the centre of all the decisions being made. Many families wanted more support around the Preparation for Adulthood four outcomes so that their children could take an active part in their local community. The Local Offer was not always easy to use. It appears that the systems and access to the right information at the right time for them can be inconsistent.
They came up with a range of suggestions
- I would like to know my rights and responsibilities as a parent
- Joint meetings with school and support services would be useful
- Help around the legalities of the EHCP on transition
- Early preparation with good information and communication
- The need for strong SEN support and knowledge of what is available in the next setting
- Having an inclusive school which is willing to make reasonable adjustments
- Positive relationships with parents and carers are essential
Services that may help
What we're doing with this feedback
What became clear from discussions with young people, families and professionals was the need for Key Principles that must be adhered to whatever the need, phase, stage or setting.
These are:
- Person-Centred Planning: Tailored transition plans based on individual strengths, aspirations, and needs. This keeps the voice of the child and young person at heart.
- Multi-Agency Collaboration and Commitment: Involvement of education (including education services), health (therapists and medical interventions), social care (including Early Help) and families to provide cohesive and consistent wrap around support. The importance of effective transition meetings to prepare for the change and support the process in the new setting cannot be underestimated.
- Family and Carer Engagement: Effective communication channels enabling the active role of families in decision making, ensuring that they are well informed, have their voice heard and are supported.
- Ongoing Review and Adaptation: Frequent reviews of the young person's plan, updating it as their needs and circumstances evolve.
- Emphasis on Skills for Independence, Resilience and the Preparation for Adulthood: Focus on developing life skills, self-advocacy and resilience at every stage.
- Ensure that settings and services have 'an inclusive culture' that recognises the individual needs of each child and makes reasonable adjustments to meet them.