apply for carrying out transition assessments as for other needs assessments under the adult statute. These are variously set out in section 6. For example, local authorities must undertake an assessment for any adult with an appearance of need for care and support (6.13) and where it considers there will be significant benefit to the individual of doing so regardless of any eligibility issues. See the learning module on for more details. The process itself must be person-centred. The young person or carer in question (or others they wish to be involved) must be involved in the assessment for it to be person centred and to reflect their views and wishes. The guidance recognises that individuals may need additional information and advice to engage in the assessment process in a meaningful way. So, for instance, a young carer conducting a supported self-assessment needs to be clear about the support available both to them and the person(s) they care for. More complex issues may require more intensive and more personalised information and advice, helping people to understand the choices available to them. The process itself must be appropriate and proportionate to the complexity of the person’s needs. These are both understood to be intrinsic to good quality assessment practice. All transition assessments must include consideration of the current needs for care and support and how these impact on wellbeing. They must establish whether the young person or carer is likely to have needs for care and support after the young person in question becomes 18 and, if so, what those needs are likely to be, and which are likely to be eligible needs. Transition assessments must also establish the outcomes the young person or carer wishes to achieve in day-to-day life and how care and support (and other matters) can contribute to achieving them. Key learning point The guidance confirms that the same requirements and principles apply for carrying out transition assessments as for other assessments under the adult statute.
apply for carrying out transition assessments as for other needs assessments under the adult statute. These are variously set out in section 6. For example, local authorities must undertake an assessment for any adult with an appearance of need for care and support (6.13) and where it considers there will be significant benefit to the individual of doing so regardless of any eligibility issues. See the learning module on for more details. The process itself must be person-centred. The young person or carer in question (or others they wish to be involved) must be involved in the assessment for it to be person centred and to reflect their views and wishes. The guidance recognises that individuals may need additional information and advice to engage in the assessment process in a meaningful way. So, for instance, a young carer conducting a supported self-assessment needs to be clear about the support available both to them and the person(s) they care for. More complex issues may require more intensive and more personalised information and advice, helping people to understand the choices available to them. The process itself must be appropriate and proportionate to the complexity of the person’s needs. These are both understood to be intrinsic to good quality assessment practice. All transition assessments must include consideration of the current needs for care and support and how these impact on wellbeing. They must establish whether the young person or carer is likely to have needs for care and support after the young person in question becomes 18 and, if so, what those needs are likely to be, and which are likely to be eligible needs. Transition assessments must also establish the outcomes the young person or carer wishes to achieve in day-to-day life and how care and support (and other matters) can contribute to achieving them. Key learning point The guidance confirms that the same requirements and principles apply for carrying out transition assessments as for other assessments under the adult statute.
Transition-to-adulthood-workbook.docx