Julie Hicklin from Manchester City Council discusses personalisation for children and young people with special educational needs and disability (SEND) at the Children, Young People and Families Personalisation Network launch event, February 2015.

1. Personalisation and Post 16
in Manchester
Julie Hicklin
Manchester City Council

2. Option of a Personal
Budget
Integrated assessment and
planning
Joint commissioning
Better
disagreement
resolution
processes
The SEND reforms: putting children and young
people at the centre
0-25
Children and young
people with SEND
and families
Where disagreements
happen, they can be
resolved early and
amicably, with the
option of a Tribunal
for those that need it
Children, young people
and parents understand a
joined up system,
designed around their
needs
Having friends
Outcomes
Employment
prospects
Positive
Wellbeing
Good
qualifications
Making their
views heard
Local offer
Enablers
Education Health
and Care Plan is
holistic, co-
produced, focused
on outcomes, and is
delivered
Extending choice
and control over
their support.
Information,
advice and
support

3. Opportunities provided by the reforms
• 0-25 – more joined up for young people and
families
• Focus on outcomes
• Personalisation
• High needs funding as an ‘enabler’
• Co-production – voice of young people and
families informing everything we do
• Moving from dependence to independence

4. Preparation for adulthood outcomes and key themes

5. Support needs to start early and should centre around the child or young
person’s own aspirations, interests and needs to enable children and young
people to achieve their ambitions in relation to:
• Higher education and/or employment - including exploring different
employment options, such as support for becoming self-employed and help
from supported employment agencies;
• Independent living - enabling people to have choice and control over their
lives and the support they receive and their accommodation and living
arrangements, including supported living;
• Participating in society - including having friends and supportive
relationships, and participating in, and contributing to, the local community;
and
• Being as healthy as possible in adult life.
Reform in practice: Preparation for adulthood

6. Manchester’s Education, Health and Care plan
SECTION A All about me Personal details.
The views, interests, aspirations and history of the
child or young person and their parents/carers.
How the child/young person communicates and
makes decisions.
SECTION B My special
educational needs
Summary of identified educational, health and care
needs based on information received from child /
young person, family / carer, school / setting /
colleges, Educational Psychologist, health, care and
other professionals.
SECTION C My health needs
SECTION D My care needs
SECTION E My outcomes Agreed outcomes covering education, health and
care.
Transition plans for key stages such as changing
schools and preparation for adulthood.
Arrangements for monitoring and reviewing
outcomes.

7. SECTION F Educational
provision to meet
my needs
Resources and provision to meet identified
needs and support achievement of outcomes.
SECTION G Health provision to
meet my needs
SECTION H Care provision to
meet my needs
SECTION I Placement Name and type of setting, school, or further
education provision.
SECTION J Personal Budgets Information on any personal budget which will
be used to secure the provision in the EHC Plan
and meet the special educational needs and
outcomes.
SECTION K Advice and
information
Details of who has contributed to the
assessment and EHC Plan.
Advice and information gathered during the
statutory assessment.

8. Changes for colleges from September
• Transfers – LDAs – EHC plans by 1st
September 2016
• New requests for EHC plans
• Consultation/naming process – 15 days
• Earlier assessments/offers - 31st
May
• Person centred reviews
• Local Offer
• Requests for personal budgets

9. Requesting a personal budget
Personal budget
• An amount of money identified by LA to deliver all or
some of the provision set out in an Education, Health and
Care plan.
• Young people and parents of children have a right to ask
the Local Authority to prepare a personal budget when a
draft EHC plan is being prepared.
• Personal budgets should be based on outcomes set out
in the EHCP

10. Requesting a personal budget
• The provision to be delivered through a personal budget will be set out as
part of the provision specified in the EHC plan.
• Can include funding from education, health and social care.
• Local authority must seek agreement with a school where an EHC plan
sets out any provision to be delivered on school premises through a direct
payment .

11. Funding Streams include:
• Education High Needs Funding
• Social Care budgets – Children’s & Adults including Short
Breaks
• Looked After Children/Care Leaver
• SEN transport
• Health including continuing healthcare
• Equipment
• DWP – DLA, Personal Independence payment
• Housing
• And ‘Real Wealth’

12. Working differently in Manchester
• New process for high needs funding from
2013 – across Greater Manchester
• Anticipated SEND reforms – outcome
focused
• More Supported Internships – including in
schools
• ‘Good week’
• Individualised programmes

13. Objectives related
to
Expected outcome
(at the end of the year)
Provision to
meet objectives
Local Offer
support
Additional
Support
required
Education & Learning
Work Skills
Communication
Personal, Social &
Emotional
Skills for Independent
Living
Other
Greater Manchester Post 16 High Needs Funding application
Student’s long term aspirations/outcomes:
£6000

14. Personalisation examples - 1
H is 20. She wanted to attend both
mainstream and specialist colleges
and do work experience. The LA
high needs panel agreed an
individual package personalised to
the outcomes in her plan.
She also has a social care individual
budget, which she uses to pay a
personal assistant to accompany
her to her paid job (1 day a month)
and to leisure activities.

15. Personalisation examples - 2
R is 18 and missed the chance of doing her GCSEs at
school due to health problems.
She is now studying English and Maths GCSEs part
time at college and has home tuition for 3 more
GCSEs at times that allows her to continue with her
therapies.
She plans to study A levels next year and go to
university.

16. What do I
want?
Ask me!
What do I
need?

17. Personalisation examples - 3
Lancasterian School took a whole school approach
to the reforms and wanted to improve post 16
progression for students.
They worked with students, parents, a college and
commissioners to create a new programme for 6
students.
 2 days at college
 2 days at school
 I day independent living skills and travel training
 Up to £500 per student personal budget – to meet
individual educational outcome

18. Personalisation examples - 4
John didn’t enjoy school and didn’t attend much. He
did not want to college – he could not work with
groups of other teenagers. The only thing that
interested him was getting a job, but his lack of
qualifications and work skills meant this was not an
option.
His Connexions adviser and school worked together to
devise a post 16 programme of work tasters –
delivered by a supported employment job coach and a
mentor.

20. The Local Offer – and market shaping
The reforms give us a great
opportunity to commission for
outcomes
The Local Offer can play a
role in shaping the market
Feedback will highlight gaps
and what’s not working
Providers using Local Offer
with young people and families
to put together a ‘good week’ –
including mix of education /
employment / volunteering /
leisure/ independent living
skills / meeting friends

21. Employment - What works
•Raising aspirations from early on
•Meaningful work experience including Saturday and
holiday jobs
•Families who believe employment is positive and possible
•Person centred outcome focused planning that includes
employment
•Employment focused curriculum including travel training
•Vocational profiling
•Post 16 provision that leads to employment - supported
internships, traineeships, apprenticeships, self employment
•Supported employment whilst at school or college

23. What will success look like?
Positive outcomes for
young people and
their families
Positive experience of the
system for young people
and their families
Effective preparation for
adulthood
• Improved attainment
and progression.
• Increase in the
percentage of school
and college leavers
going to, or staying in,
Education,
Employment and
Training.
• Young people and
their families know
what support there is
and how to access it.
• Planned and well
managed transition at key
points – from school to
college and from college
into adulthood.
• Parents and young people
get the right support at the
right time and feel that
they are listened to and in
control of their choices,
decisions and
opportunities.
• Conversations about
future aspirations start
early – at least by Year
9 Review.
• Increase in programmes
to help employability –
e.g. apprenticeships,
traineeships and
supported internships.
• More young people able
to live independently
and participate fully in
the community.

24. Your ideas
Questions?
j.hicklin@manchester.gov.uk