Which Way Now Pathway to Adulthood Transition to

Which Way Now? Pathway to Adulthood

Transition to Adulthood What do we mean by Transition to Adulthood? Who can help? • Your journey into Adulthood begins the very day that you are born and so it is never too early to start planning for your life after school. Talking to your friends, family and teachers regularly about your ideas for the future will help you to plan good life outcomes and to identify any support you may need to ensure your success. • People who can help you to share your ideas: family, friends and supporters • People who can help you to keep fit and well: Doctor, Nurse and Therapists • People who can guide you to a Career Path: Teachers, Young People’s Service, Special Educational Needs Coordinator, Learning Support Assistant, Mentor and Careers Advisor • People who can help you to take care of yourself: Social Worker and Support Workers. • From Year 8 onwards your school will encourage you to start thinking a lot more about your future, particularly about what job you would like to do and about how you might like to live. This might seem scary but there are lots of people who can offer information, advice and guidance to help you make your decisions. • Cheshire West and Chester Council’s has the same aspiration for all children and young people (including young people with special needs ) – that they achieve well in their early years, at school and in college; lead happy and fulfilled lives; and have choice and control. If you have SEN Support, although you may not have a Preparing for Adulthood Review, you and your parents/carers will have regular discussions with your teachers about your future support needs as an adult.

Pathway to Adulthood Please click on the icons to navigate to specific information or press in top right corner to go to next page

Route Ways to Adulthood Access to Work Placement Supported Employment Supported Apprenticeship Traineeship Supported Internship Social Care Higher Education Health Services Education, Health and Care Plan (EHCP) Post 16 - 6 th form & FE Early Years 0 5 Primary School Secondary School Key EHCP inclusive Access to Work eligible

Education, Health & Care Plans (EHCP) What is an EHCP? How to get an EHCP: An EHCP is a legal document which describes a child or young person’s special educational needs, the support they need, and the outcomes they would like to achieve. An EHCP can only be issued after a child or young person has gone through the process of an Education, Health and Care needs assessment. The special educational provision described in an EHCP must be provided by the child or young person’s local authority. There is no set format but it must be written in such a way that it is clear to young people, parents/carers, schools and colleges who does what, when and how often it is reviewed. An EHCP can give a child or young person extra educational support. It can also give parents and young people more choice about which school or other setting the child or young person can attend. What should an EHCP contain: See checklist for content that is a legal requirements of an EHCP: Legal Components of an EHCP An EHCP can stay with the young person until they are 25 and is regularly reviewed to ensure it continues to be aligned to: An EHCP can be requested at any time. To request an EHCP assessment or to discuss the content on an existing EHCP follow the link below: • • Everything you need to know about EHCP The support needs of the individual The aspirations of the young person with regards to their future For further help and support: Information, Advice and Support Service

Early Years 0 -5 Years Early year settings: Early Years for children with SEND: Include day nursery, pre-school, school nursery class and childminders. Providers must have arrangements in place to support children with SEN or disabilities. Maintained schools, maintained nursery schools and all providers who are funded by the LA to deliver early education places must have regard to the Special Educational Needs Code of Practice 54. Click Link here Early Years Foundation Stage (EYFS) framework provides the structure for early years learning, development and care of children from birth to 5 years. It measures progress across three All establishments must identify a member of staff to act as prime areas: Special Educational Needs Co-ordinator (SENCO). For Ø Personal social & emotional development further information go to page 31 of the Df. E EYFS Ø Communication & language framework Ø Physical development See Local Offer for Early Years SEND advisory support: All schools and Ofsted-registered early years Early Years - SEND Information providers must follow the EYFS framework Access to Early Years Provision: including childminders, preschools, nurseries and school reception classes. All 3 & 4 year olds have access to 15 hours of free See the full Department for Education (Df. E) EYFS Learning. For 2 year olds eligibility criteria apply. See link: framework here: Early Years and Childcare Early Years Foundation Stage Framework Email: iasservice@cheshirewestandchester. gov. uk Telephone: 0300 123 7001

Primary School Key Stages of Education: Special Educational Needs & Disabilities: Key stage 1 - Years 1 -2 (Ages 5 – 7) Key stage 2 - Years 3 -6 (Ages 8 – 10) The SEND code of practice offers advice for schools to support pupils who have special educational needs. See link to code here: Primary Curriculum: • All maintained schools in England are legally required to follow the statutory national curriculum. SEND Code of Practice Maintained schools, maintained nursery schools and all providers who are funded by the LA to deliver early education places must have regard to the Special • In addition to the national curriculum, schools Educational Needs Code of Practice 54. Link here must also include Personal, Social, Health & All must identify a member of staff to act as Special Economic Education (PSHE). PHSE Educational Needs Co-ordinator (SENCO). For further Curriculum • Schools will include content aimed at raising information go to page 31 of the DFE EYFS framework: Early Years Foundation Stage Framework aspirations, thinking about future careers and the world of work The Local Offer is a Local Authority website offering a range of Information and advice for parents and A directory of CW&C Primary Schools carers, children and young people who have difficulties including Special Schools can be found here: with learning, and or a disability from birth to 25 years. Find a School To access the Local Offer website, click below: The Local Offer Or you can contact us by calling 0300 123 7001

Secondary School Key Stages of Education: Careers Education: Key Stage 3 - Years 7 – 9 (Age 11 -14) Key Stage 4 - Years 10 -11 (Age 15 -16) • From 2012, every school is under a legal duty to ensure that pupils are provided with independent careers guidance from age 12 -18 Secondary Curriculum: • Every school must ensure that there is information about pathways, and qualifications from a range of education and training providers • Maintained schools in England are legally required to follow the statutory national curriculum. • Career guidance for SEND pupils should be based on pupils’ aspirations, abilities and needs. Careers guidance should include the full range of education, training and employment opportunities. • In addition to the national curriculum, schools must also include Personal, Social , Health & Economic Education (PSHE). PHSE Curriculum • Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education aimed at helping young people to develop skills and plan for their future A directory of CW&C Secondary Schools including Special Schools can be found here: Find a School Statutory Careers Guidance for Young People in School Year 9: (can be year 8 in some schools) • Pupils consider GCSE/curriculum options • Year 9 (pupils with EHCP) review must include a focus on preparing for adulthood and employment options Years 11: • Pupils to consider post 16 options, pathways and work experience aligned to future career aspirations.

Further Education What is Further education (FE)? FE provision is post 16 education, including school 6 th forms, offering a wide range of vocational and academic qualifications from Foundation level to Level 4 including apprenticeships. Some FE providers offer higher level qualifications leading to degree level. In addition to School 6 th forms, local FE colleges/training providers include: Cheshire College South & West Cheshire College, South & West website FE for 16 -19 year olds: Warrington & Vale Royal College (general FE) with campuses in Winsford and Warrington Students follow a full-time programme containing: Warrington & Vale Royal College website • Core vocational subject Reaseheath College (land-based) based in East Cheshire • Study programme – English, maths and ICT and enrichment activities adding up to 18 -21 hours per week depending on programme Reaseheath College website Pettypool College - a specialist education provider for young adults with learning difficulties SEND Support within FE: Pettypool College website • Your FE provider will maintain any EHCP and ensure all adjustments and support are in place and this can continue until the age of 25. Coleg Cambria – general Welsh FE with sites on our border Further Education Providers in Cheshire West & Chester Wirral Metropolitan College Coleg Cambria website Wirral Met College website Total People – Supported Apprenticeship provider Total People website

University Support for SEND within HE: • The LA is no longer responsible for the young person’s • Higher Education (or HE for short) is the continuation EHCP when they enter Higher Education of study post the age of 18. • Universities and FE colleges have open days at different times of the year. This is an opportunity to visit the • Your Higher education qualifications mainly relate to campus and meet teaching and support staff. levels 4 - 8. The main qualifications are: • Universities and colleges are increasingly aware of the • Postgraduate qualifications needs of students with disabilities and students with specific learning difficulties and provide support in a • Bachelor's degrees number of ways. If you have an impairment, mental health condition, or learning difficulty, it’s a good idea to contact • Higher National Certificates (HNC) and Higher course providers to discuss what you might need as early as possible – even before sending your application. National Diplomas (HND) • Please visit university and college websites for further • Foundation degrees information about their courses , admission requirements and student support In addition to Universities, FE colleges also deliver some • Universities are obligated to make your course accessible higher education courses. under the Equality Act – so you can negotiate with them to provide for needs such as specialist equipment, a sign Further information about the range of courses, language interpreter, IT equipment, a level access universities, providers, qualifications required, funding shower, or accommodation for a carer. and the application process can be found on the UCAS Additional information can be found on the links below: website. See links below. Additional Support for HE Students with Disabilities UCAS - Thinking about University HE - Additional Support Funding UCAS – Undergraduates What is Higher Education?

Supported Internships Eligibility: • Aged 16 -24 years • Have an Education Health and Care Plan (EHCP) For further information about Supported Internships, click on link: • Work ready • Be able to travel to college and work placement independently Supported Internships - Preparing for Adulthood • Working towards paid employment or voluntary work at end of the internship programme A Supported Internship is: A full-time study programme based primarily at an employer: • One day with a training provider studying Maths, English, ICT and employability skills • Up to 4 days a week (placement) with an employer with full support • DWP Access to Work funding eg to pay for Job Coaches can be accessed for Supported Internships Interested in accessing a Supported Internship: Supported. internships@cheshirewestandchester. gov. uk Or click link and complete a referral form and we will contact you: Referral Form

Traineeships Eligibility: • 16 -24 • Motivated to get a job • Don’t yet have the skills/experience that employers are looking for NB Some Traineeship providers may have specific eligibility requirements regarding qualifications. A Traineeship is: • • An opportunity to gain real work experience, job skills and improve your English and maths, if needed Tailored programme lasting up to 6 months Support progression to a full apprenticeship Placements are unpaid but there may be help with expenses Further information about Traineeships: Traineeship Factsheet Interested in finding a Traineeship: There are 3 routes available: 1. Traineeship opportunities are advertised regularly on https: //www. gov. uk/find-traineeship. 2. Contact your local college or training provider to see if they are offering traineeship opportunities. Armstrong Works are now offering Traineeships from their base at Stanlaw Abbey Business Centre, Ellesmere Port. To get in touch: Email: trainee@armstrong. works or telephone: 07919 923636 / 0161 247 8094 Mid Cheshire Hospitals also offer Traineeships. Email: inspiring. futures@mcht. nhs. uk 3. If you are in receipt of benefits, contact your Jobcentre Job Coach.

Supported Work Experience The Bren project Eligibility: • • Further information about The Bren Project: Young people and adults with learning disabilities or autism – 16+ The Bren Project Under 16, by arrangement with school The Bren Programme consists of: Stage 1 – Profiling Developing a personal profile and an initial action plan based on aspirations. Stage 2 – In House Training – Bren Bikes 8 weeks at Bren Bikes social enterprise in Chester, learning a range of skills and building confidence. Stage 3 – Out on Site – External Placement 8 weeks on placement with a suitable employer supported on a one to one basis by a Job Coach which can be withdrawn on a stage basis. Stage 4 - Evaluation and next steps An in-depth look at what went well with the placement and where next. Email: admin@brenproject. org. uk Telephone: 01244 313473 or 07977 297988 Bren Project - Success Stories

Supported Apprenticeships Eligibility • • • 16 Years or older with a learning disability/ difficulty and has an EHCP, a Statement of Special Educational Needs (SEN) or a Learning Difficulty Assessment (LDA). Further reading: The employer and provider must reasonably expect that the apprentice will be able to successfully achieve the vocational aspects of the apprenticeship requirements ie level 2 or above See general apprenticeship opportunities here: The provider must complete an assessment to ensure that the apprentice is able to complete Entry Level 3 qualifications in maths and English during their apprenticeship. For further reading around the English and maths requirements of a Supported Apprenticeship Click here A Supported Apprenticeship is: • Paid employment with training. • Additional Support provided as required British Association of Supported Employment Interested in Finding a Supported Apprenticeship: Apprenticeships List of Disability Confident employers: List of Disability Confident Employers National Apprenticeship helpdesk: Telephone (0800 0150 400) or email: nationalhelpdesk@findapprenticeshipservice. gov. uk For 1 to 1 employment support to find an apprenticeship: Email: LSES@cheshirewestandchester. gov. uk

Supported Employment Service Eligibility: What is Involved: • • Working age young people and adults • Primary/secondary mental health care - Vocational profiling - Assessment of support needs - Employment preparation - CV development - Job Search - Employer engagement and work trials - Training - In work support Special educational needs, learning difficulties and/or disabilities Supported Employment is: • 1: 1 employmentoring for adults with Special Educational Needs or Disabilities, who may need extra support to secure and sustain long term sustainable employment • Employment can be from 1 hour pw to full time Further Reading: British Association of Supported Employment Looking for Work if Disabled Interested in accessing Supported Employment: Email: LSES@cheshirewestandchester. gov. uk

DWP Access to Work Funding Eligibility: • Have a disability or a physical or mental health condition that makes it hard for you to do your job. • Be 16+ • If the help you need at work is not covered by reasonable adjustments made by your employer you may be able to get help from Access to Work. The money does not have to be paid back and will not affect other benefits. To Apply for Access to Work Funding: You can apply online or by telephone and you will need to provide: • • • You might not get a grant if you already get certain benefits. Access to Work Funding covers: • • Supported Internships Supported Apprenticeships A work trial/work experience Paid work – more than 1 hour per week including Permitted Work • Support to attend interviews • Your workplace address and postcode The name and contact details of a workplace contact who can authorise your Access to Work payments Your unique tax reference number (if you’re self-employed). You will need to explain: • • • How your condition affects you at work or getting to work, What help you’re already getting What support you are looking for And will pay for: Access to Work Helpline: • Special equipment or adaptations • A support worker/Job Coach • Help getting to and from work Telephone: 0800 121 7479 Text phone: 0800 121 7579 Apply for Access to Work Grant Online

Social Care Pathway All children/young people with disabilities should have the support they need to fulfil their potential and lead as independent life as possible. Support should place the child/young person and their family at the heart of decision making regarding the type of care, how and where it is delivered. • Volunteering: Volunteering in Cheshire West and Chester • Day Services: The Council’s Day Care provider is Vivo Care Choices: Vivo Care Choices Prior to the young person turning 18, A Care Act Assessment will be • Agency Support: eg Domiciliary Care Directory of Support completed to identify eligible needs for care and support. Under adult’s services, Adults in receipt of care and support receive a Personalised Packages of Support: financial assessment to determine the amount that they will need to • Personal budgets contribute to the cost of their care. • Direct payments Where do you want to live? Further Reading: The ambition would be that everyone lives as independently as they Social Care and Support Guide can. You might live with parents or cares or get a tenancy on your Cheshire West and Chester Care Services own. Or you might decide to share accommodation with others. Click here for duty for local authorities: Duties owed to young people who require accommodation Other Social Care Day Opportunities: • Attend a local college: See FE page for details of local colleges • Access Supported Employment : See Supported Employment/Work Placement pages for details Further Information: Children with SEND moving to Adult Social Care Where to find help: Email: accesswest@cheshirewestandchester. gov. uk Telephone: 0300 123 8123 (option two)

Health Services What are Health Services? Cheshire West has a variety of Health Services available from the NHS. These include; GP Surgeries, Midwives, Health Visitor/School Nurses, Paediatricians, Therapy Services, Mental Health Services, Community Services as well as hospitals. What SEND related Health Services area available? • Annual GP Health Checks should be offered to you from age 14 if you have Learning Disabilities • You can see a Physiotherapist, Occupational Therapist, Mental Health professional or another health professional from any of these services; GP Surgeries http: //www. valeroyalccg. nhs. uk/ https: //www. westcheshireccg. nhs. uk/ Starting Well (Health Visiting/School Nursing) http: //www. startingwell. org. uk/ Mid-Cheshire Hospital Trust (Leighton Hospital) https: //www. mcht. nhs. uk/ Countess of Chester Hospital https: //www. coch. nhs. uk/ CCICP https: //www. mcht. nhs. uk/informationforpatients/departmentsandservices/communityservices/ CWP http: //www. cwp. nhs. uk/

Primary School Case Study – Raising Aspirations • The programme involved ten Winsford primary schools. It was developed to raise awareness of the employment and education pathways locally and nationally and introduce primary school pupils to the world of work through informative and inspirational activities. • The project is based on classroom teaching resources, written and delivered by teachers, to introduce children to a range of industry sectors including: Digital Media, Hospitality and Leisure, Health, Construction. The resource packs include: Ø General information and the different careers within the industry sector Ø Qualifications, pathways into the industry and skills required – personal and attitudinal Ø Visit/engagement with education provider for example FE college/HE (taster session/workshops) Ø Employer engagement – visits to industry, speakers/workshops in schools to enhance classroom learning Winsford Teacher feedback: “Through the Winsford RA Project, we have witnessed an increase in the awareness of different careers and employers in local industries. A year 6 child approached me recently to say that she had started her own business - a minienterprise selling knitted pom-poms to friends and family. When I asked how this could link to her future career, the child shared that she wanted to work in business and lead a team in the future. Additionally, after our Chester University visit last year, several year 6 children commented that they would now like to aim to go to university when they are older something they previously didn't think was a possibility for them. Overall, the Raising Aspirations Project has had a positive impact on our current year 6. ”

Secondary School Case Study Kirsty left Dorin Park School in July 2019 having achieved a wide range of qualifications including Entry Level Maths, English, PE & Life Skills. She also achieved GCSE English Language, NCFE Art & Design L 1, BTEC L 1 Applied Science Certificate, BTEC IT Users (ITQ) Level 1 Certificate. Kirsty’s passion is Art and make-up. She regularly attends Comic Con and she is able to create some very realistic special effects using different techniques that she has taught herself. Last year Kirsty won a nationwide schools competition organised by the Welsh Government and Toyota to design the livery for a 235 bhp Toyota GT 86 rally car in the run up to the Wales Rally GB. Kirsty now feels that she is ready to leave Dorin Park and go to her local college, Cheshire College South and West in Ellesmere Port. Kirsty made the decision that she would like a career in Special Effects and we looked at different routes and what she would need to do to achieve this. Kirsty would have liked to have studied the Theatrical Special Effects Hair and Media Make-Up level 3 course but unfortunately Kirsty did not have the grades to apply for this course so college advised her to look at the Level 1 Hair and Beauty course. Kirsty could see many advantages in this course and would develop skills and explore a range of career options. Kirsty participated in some college taster days providing the opportunity to learn more about college and what it is like to work in a salon which was a positive experience. Kirsty is also going to explore volunteering opportunities with local theatres. A number of meetings have taken place with the College’s Inclusion Support Adviser who is making sure that the support that Kirsty needs is in place. The school and the college have worked closely to ensure a successful transition and Kirsty has now started college. Kirsty – Year 11 Dorin Park School

Zoe’s Journey to Employment Zoe left Oaklands Special School in 2015; she has learning difficulties with cognition and learning. She achieved a variety of qualifications at entry level and level 1 including Maths and English. Although very shy, she completed the Bronze Duke of Edinburgh Award and excelled in the school choir gaining a merit in music performance level 7. She has always had a dream to work with animals and studied animal care as her year 11 option. This confirmed her career aspirations and she progressed onto Pettypool College who had a small animal care course and the environment to support Zoe. The college also provided Zoe with the opportunity to volunteer and participate in work experience. This programme of study and the caring staff enabled Zoe to develop her personal and social skills, she has developed a core group of friends and Zoe meets up with them to access leisure activities in the local area. This work experience has proven key to Zoe’s successful progression into adulthood. Pettypool sourced a work experience placement at a local doggy day care. Zoe spent a year at Paw Pads which she loved gaining all the skills and knowledge needed to find employment in the industry. Although the placement wasn’t able to offer Zoe paid employment, she was able to use the experience to apply for jobs fully confident in her abilities. Zoe and her family approached Ash House Boarding Kennels and they were able to offer a work trial. They were very supportive of Zoe’s learning difficulties and communication challenges but were particularly impressed with Zoe’s attitude to work and her caring abilities. Zoe has now been offered part-time employment. Zoe says: “I love my job and the people I work with. They understand that I have problems with change and find it hard to talk to new people. I have a job where I am able to focus on the things I need to do and spending time with all the dogs is so much fun. When I have completed all the things I have to do, I like to spend time giving cuddles to the dogs”.

Tips for Students with Special Needs going to University If you or your son or daughter has special needs or a disability (SEND), making the next step to university might appear overwhelmingly difficult. However the message from universities is that they very much want applications from SEND students, and have well-established means of easing their path. According to UCAS, back in 2016, nearly 40, 000 students with a declared disability took up undergraduate places with Manchester University declaring 11% of its students have disabilities. Should I declare a disability? Some students, particularly those with a less obvious special need such as dyslexia or mental health problems, wonder whether it is wise to declare this on the UCAS form. The resounding answer from admissions departments is yes. It will not adversely affect your application – you will be judged on academic merit alone, the same as everyone else. However it will allow the universities to help you with getting any additional funding you are entitled to, and to work with you to provide any extra support you may need. Speak to the additional needs department – they will be happy to help you both before and after admission. Choosing the right university: tips for students with special needs: Make the most of Open Days but you may want to arrange a private visit on a quieter day so contact the University Disability Coordinator to arrange and ask as many questions as you need. Students with autism/Asperger’s: The last few years has seen great strides in the support and understanding extended to students on the autistic spectrum resulting in a huge growth in student numbers. Some universities run transition courses to help students prepare. Once there, universities will help with accommodation location and bespoke support packages. Communicating with parents: It’s important to realise that once the child reaches university he or she will be treated as an adult, and the university will not communicate with parents without the student’s express permission.

Supported Internship Case Study - Natalie joined Petty Pool College in September 2015. She studied 2 different vocational pathways, Retail and IT at Entry Level 2 and Hospitality and Catering at Entry Level 3. As Natalie began to consider her final year at college, we discussed a Supported Internship as a way forward. Natalie and her family agreed this would be the best option. Natalie felt she would like to work in an office or reception and would also like to try some hospitality placements. Natalie was already a semiindependent traveller so just needed a bit of extra travel training to be able to start her Supported Internship. In September 2017 Natalie completed a work placement on a reception at the local University two days per week from September to January. Then in January 2018, Natalie started a second placement at a hotel close to home to fulfil her hospitality career ambitions. Natalie initially worked in the housekeeping department but also wanted to try front of house. We negotiated a mix of the two and Natalie increased to two days at the hotel and reduced to one at the University. In April 2018, Petty Pool staff met with the hotel Operations Manager and Area Manager to discuss the potential for a paid role for Natalie. They agreed that she would move into paid employment in June 2018. Natalie would need to work to the standard shift patterns for the hotel so the college worked with her to gradually move her start time to 8 am and then 7 am. Natalie left college in July 2018 and moved into 3 days paid work at Premier Inn Chester City Centre working front of house on breakfast service. She also does some work in Housekeeping if required. Natalie continued to travel independently and since leaving college has moved to live independently too. Petty Pool College Hartford

Traineeship Case Study – Martin is 19 years old. He participated in a traineeship to develop his interpersonal and employability skills, as well as to boost his confidence when communicating and speaking in public, as this had been identified as a barrier to employment during his initial assessment. Martin attended a work experience placement at a local Connexions office which was close to his home, for two days per week. Martin completed his English and maths functional skills level 1. Although he struggled at the beginning, with the support of his trainer Martin was able to achieve these qualifications. Martin particularly valued the support and help provided by the tutors at his training provider. They were able to work on a one-to-one basis with him to improve his communications skills, which had previously prevented him from gaining an apprenticeship. Martin has now progressed to an apprenticeship at the local Council in the insurance team.

Supported Apprenticeship Case Study - Sam is 22 years old and has a learning disability; he left school at 16 after completing his GCSEs to go to College and started studying a Hospitality and Catering Course, but after the first year Sam decided this wasn’t what he wanted to do. Sam wanted to work but wasn’t sure what he wanted to do and didn’t know how to go about finding a job that he would enjoy. As Sam had an Education Health Care Plan, the college suggested he start with a Supported Internship with two different placements to try out. One was in an office carrying out administrative tasks and one was in a retail setting, which he loved. He enjoyed the customer service aspect of this role, he loved meeting people and helping them when needed. He loved replenishing stock and his attention detail was really appreciated at stock taking time! Sam then secured a Supported Apprenticeship with a large Supermarket chain. Sam impressed them so much at his interview that they didn’t hesitate to give him the role of Customer Service Assistant. Sam has worked at the Supermarket for 2 years now and loves it. The company are supportive of his needs and have made adjustments where necessary, such as arranging his shifts in the middle of the day rather than late nights due to Sam using public transport. Sam loves working at the weekend though as he says it’s so busy, which he loves. While Sam was on his Supported Apprenticeship he gained his Level 2 Diploma in Customer Service and after the Apprenticeship had finished he secured permanent part time work with the store and is really happy in this work.

Supported Employment Case Study - Christopher was referred by Cheshire West & Chester Council’s Transitions Team to our Local Supported Employment Service (LSES) for help with finding a job. During the first meeting we started work on Christopher’s Vocational Profile finding out “what’s important in your life? ” Christopher answered: “I would like to be independent”. During our time assessing Christopher we identified that he was dyslexic and also had Iren’s Syndrome (affecting the brain’s ability to process visual information). Christopher was given the required support and we also arranged for all our paperwork to be printed on yellow paper and ordered glasses with yellow coloured lenses which helped Christopher when he was out and about especially when reading bus timetables or street signs etc. For the first time Christopher was not only able to read a simple book but also to leave the house and be able to read the street signs, street names, bus destinations etc giving him much more independence in his day to day life and more confident about future employment. Christopher was undecided about what career route he wanted to take, but knew he wanted to work outside and do something very practical. Different job roles were explored by arranging lots of work trials, such as grounds work with a building company, gardening and farm labouring. Christopher loved working on the building site so we contacted a local construction company about a part-time labourer position and they agreed to a work trial after which they offered Christopher a 15 hours position as a labourer assistant. We completed a site risk assessment and a Job Analysis where we identified training needs. The company were willing to job carve and adjust some responsibilities on the job description for Christopher to fulfil his role. The LSES continued to support Christopher while in work while he settled in. He’s now working full-time and able to live independently so both he and his family are delighted. Christopher – CW&C Supported Employment

Social Care Case Study Peter has been attending Canal Street Day Centre for many years and started training at Roodee Café, Chester in January 2018. It was his first experience in a cafe environment and he really thrived in this environment. Initially, he was lacking in confidence and was fairly shy around customers. He felt more comfortable doing back of house tasks, such as filling/emptying the dishwasher. However, with support from café staff, encouragement and practice he has developed a wide array of new front of house skills and is particularly strong in customer service - he always gets the biggest tips! Since starting with Roodee Cafe, staff have seen just what Peter is capable of in so many ways. He is now able to use the till independently, prepare and serve drinks, and prepare a wide variety of food. One notable moment was when he made up two salad plates for customers without any prompting or support demonstrating just how much his confidence and initiative had developed. To top it all off, Peter has recently finished his NVQ L 1 in Catering and Hospitality, an achievement that has taken 10 months of dedication and hard work and is a fantastic reflection of everything he has accomplished whilst working in the café. Canal Street Day Centre, Chester Vivo Care Choices

Old Pathway Education, Health and Care Plan (EHCP) Early Years 0 -5 Pre School Primary School Secondary School Post 16 6 th form & FE Compulsory Education EHCP Higher Education Further & Higher Education Work Placement Supported Internship Work Experience & Class Room Training Please click on the icons to navigate to specific information or press in top right corner to go to next page EHCP Traineeship Supported Apprenticeship Paid Pre. Apprenticeship Employment Programme with Vocational Training Supported Employment Personalised Employment Support DWP Access to Work Grant Funding Social Care and Support options