Getting it right for every child (GIRFEC): child's plan - practice statement

Provides an overview of the consideration and function of the non-statutory child's plan within getting it right for every child (GIRFEC).

5. How does the child’s plan support transitions?

Well-planned transitions are a vital element of a planning process that works for children or young people and their families. A transition is any change from one stage to another in their life.

These changes, or transitions, include starting pre-school for the first time, moving through primary and secondary school, and preparing to leave school. Transitions also include moving from one local authority to another, for example as a result of a change of address or care setting. For children and young people with additional support needs for education, any additional support required for transitions should be identified and implemented by health visitors and school leaders in line with the Supporting Children's Learning Statutory Guidance and the timescales set out under the Education (Additional Support for Learning) (Scotland) Act 2004.

The child’s plan should be used to support good transitions by enabling those involved to sufficiently plan for changes together, and in time, to ensure co-ordination and continuity of support. Lead professionals should support a child or young person's wellbeing by working alongside them and their family and other practitioners involved in transition planning. They should ensure that the views of the young person and family remain at the heart of the plan.

This planning should include those young people who are making the transition from school to young adult life, and from children’s to adult services. Particular consideration throughout this transition should be given to disabled young people, care-experienced young people, young carers and those making the transition from child to adolescent mental health services.



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