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All documents on youth

• Supporting people with autism through adulthood (1.21 MB)

  A new report by the National Audit Office (NAO) entitled ‘Supporting people with autism through adulthood’ which can also be found in our Resource Bank assesses current service provision for adults with autism. Although adults are the focus of this report, it brings to light a number of important findings concerning children - most importantly, children’s transition to adult’s services which starts formally at age 14. The report covers service areas such as health, social care, education, benefits and employment support.

• Next Practice in System Leadership – 3E’s Coalition of schools. (39 KB)

  3Es is a coalition of six secondary schools in the Midlands and Surrey, formed to implement and further develop the 3Es ethos; a set of beliefs and practices designed to address long term underachievement. Previously failing or underachieving participating schools, report a 20 – 30% improvement in student achievement during the period of their involvement.

• National Challenge: A toolkit for schools and Local Authorities (1.01 MB)

  National Challenge: Raising Standards, Supporting Schools. The National Challenge will support schools with the lowest GCSE results, so that by 2011 in every secondary school at least 30% of students will achieve five GCSEs at A*-C including English and mathematics. The National Challenge will focus greater attention; help and resources on schools that are currently below this benchmark

• Working Together To Support Young Carers - A Model Local Memorandum of Understanding between Statutory Directors for Children’s Services and Adult Social Services (178 KB)

  This is a model local joint Memorandum of Understanding between Statutory Directors for Children’s Services and Adult Social Services. The aim is to offer a firm basis for working together and working in partnership with health and third sector partners to support young carers.

• Aiming high for young people - three years on (883 KB)

  This document outlines the achievements so far against the three main Aiming High principles: Empowerment; Access and inclusion; Capacity and quality. It also reiterates the case for focusing on the development of social and emotional skills through participation in positive activities. It sets out how the Government intends to support local authorities to sustain services for all young people and to make the best use of the funding available and ensure they reach out to more teenagers in need. It also discusses how important changes to services for young people will affect the future delivery of the commitments in Aiming high.

• The Apprenticeships, Skills, Children and Learning Act 2009 received Royal Assent on 12 November 2009 (1016 KB)

  The Act gives Sure Start Children’s Centres a specific statutory basis, and places new duties on LAs to establish and maintain sufficient numbers to meet local needs. This reflects current good practice, rather than creating any new requirements on local authorities or other service providers. It also provides for inspection by OFSTED. Changes will be made so that private, voluntary and independent (PVI) Early Years providers as well as maintained providers will be funded from the individual schools budget and be subject to the school funding regulations. It is also important to note that the Act strengthens Children’s Trusts by putting Children’s trust boards on a statutory footing. The Act will extend the existing duty to cooperate to promote children’s well-being to include all maintained schools, academies, SFCs, FE colleges and Jobcentre Plus. It is anticipated that there will be representation by Sure Start Children’s Centres on the trust board. Note: statutory guidance for Children’s trust boards and Sure Start Children’s Centres will be issued early in 2010.

• Person Centred Planning (2.62 MB)

  This toolkit aims to guide parents and professionals, working together, in their consideration of specific issues faced by individuals on the autism spectrum. It is adapted to be relevant to young people through their different stages of education. It has 5 sections: The key features of PCP, The tools of PCP, PCP for young people on the autism spectrum, PCP at key transition points, Getting started – a practical framework for planning, Good practice examples and Useful links. Appendices show an example of a Circle of Support, a Path example and a MAPs example.

• Autism Spectrum Disorders : Good Practice Guidance 01 Guidance on Autistic Spectrum Disorders (277 KB)

  This booklet was publishedin 2002 following the work of the Autism Working Group set up by the then DFES (now DCSF). It is part of a series of guidance publications and is intended to give practical help to those who make provision for children on the autism spectrum. Its aims are to share good practice and to encourage reflection by professionals working in this area on their practice with a view to securing improvements. The guidance is organised in two parts. The first part – sections 1-3 – offers an introduction for teachers and others on the nature of autistic spectrum disorders and the range of educational interventions used to support children with ASDs. It is intended to be read as a whole. The second part of the guidance offers a set of pointers to good practice covering aspects of educational provision for children with ASDs. It can be used by service providers as an audit tool to review and evaluate their practice and select particular aspects for development.

• Autism Spectrum Disorders : Good Practice Guidance 02 Pointers to Good Practice (377 KB)

  Published in 2002 by the DfES following the work of the Government convened Autism Working Group, and building on the reference material in Part 1 of this guidance, Part 2 provides pointers to guide service providers as they develop provision for children on the autism spectrum, learning from effective practice elsewhere. The pointers are a series of indicators that when considered help the service provider to see what has been achieved so far and what else might need to be developed. They will enable an analytical and structured approach to commissioning (planning, reviewing, delivering and improving) services, at a school, Local Authority of regional level. In includes text on ASD friendly schools; ASD friendly LAs, training; funding; ICT and many others – a document of significant help to commissioners who may need to develop more understanding of the unique impact of autism on the development of service provision.

• Next Practice in System Leadership – Remaking Learning in Barnsley (35 KB)

  'Remaking Learning' is an Authority wide programme aimed at transforming lifelong learning in Barnsley using phase three of Building Schools for the Future (BSF) as a catalyst. In the programme, provision in both the primary and secondary phases is being rationalised to create new Primary Learning Centres and Advanced Learning Centres. These will make a new and extended offer to the communities they serve by providing improved access to a range of services including education.