Getting it right for everyone (GIRFE) toolkit

Transition between services

Moving between support systems, especially from child to adult services, is often difficult.

We talked to young people, families, and staff to identify how this process could be improved.

We learned that:

• It is important to have services nearby, with help for travel if needed.
• Support in places like schools and prisons often stops when someone leaves.
• Finding information and getting into services can be confusing and difficult.
• People often rely on carers to get information because it is not easy to find up-to-date resources.
• Coordinating support often falls on the individual or their family.

By giving people, their families, and carers the right information at the right time, we can help make this transition easier.  Individuals should be involved in creating their own transition plan using local and national resources, with ongoing support from a key worker throughout the process.

An example of what a positive transition could look like from the perspective of a young person is outlined below.

Example of a positive transition: -

David is a young person with experience of receiving care. He began having conversations with a co-ordinator from the age of 12. Together they wrote up a plan and have used this when things change – such as when moving from primary to secondary school.

David is now going to leave secondary school. During a regular chat, he and his co-ordinator talk about what David would like to do next and what information is available. The co-ordinator helps him sign up to a national website where David can read information about his needs and interests.

Another chat is planned, during which the care co-ordinator makes sure David can make sense of the information. This is followed by a series of chats, in bite-sized chunks, that allow David to think about what he needs.

Those supporting a young person: -

Margaret is David’s mother. She gets advice about resources to support her son during a parent’s evening, from other parents and when accompanying David to a review meeting with his co-ordinator. 

There are national and local resources available to help Margaret support her son through his transition into adulthood. The information and advice help them make good decisions about David’s continuing support.

Support is also available for co-ordinators: -

Annual training provides a toolbox of resources and tips on how to have good conversations.  This provides the co-ordinator with the skills to support young people leaving school and build a relationship with them.

Advocacy workers play an important role. They can help a young person understand their rights and talk about their views and wishes.

The advocate can support the young person in conversations with their care co-ordinator. They should update themselves on local and national information before meetings and make sure the young person’s views are fully considered.