Supporting Families through Transitions and Pathways in Cheshire West and Chester
On March 13th, 2025, an informative session titled Transitions & Pathways took place to guide families navigating key life transitions for their children. This blog highlights the session's critical insights and available resources to support families in Cheshire West and Chester.
Early Help Navigators: Bridging the Gap for Families
The Early Help Navigators are a recently introduced initiative providing accessible family support in key communities. Operating across four focus areas (Stanlaw Abbey and Portside in Ellesmere Port, Over in Winsford, Blacon and Victoria in Chester, and Northwich Victoria in Northwich), these Navigators are pivotal in offering guidance, referrals, and a listening ear to families in need.
What Can Navigators Do?
Navigators provide a range of support services, including:
· Accompanying families to GP or Citizens Advice appointments
· Facilitating referrals to food, baby, and kids' banks
· Assisting with family support services and partner-led TAF (Team Around the Family) interventions
· Offering help with paperwork, providing guidance, and acting as a friendly point of contact for general advice
Accessing the Service
Families can connect with Navigators via:
· Drop-in sessions at local Children’s Centers every Monday
· Community events and activities such as 'Let's Play' and 'Let's Chat' sessions
· Online booking for one-on-one appointments
Note: Professionals cannot directly refer families; self-referrals from families or young people are required.
Navigating the Autism Pathway in The Early Years: A Parent's Experience
A parent described their child's journey from age 2 to receiving an autism assessment and subsequently being diagnosed with Autism and Developmental Language Disorder (DLD). The family's experience illustrated the importance of persistence in advocating for their child's needs. Initially, both school staff and health visitors did not express concerns; however, these issues were eventually identified through an EHCP needs assessment, leading to the implementation of a plan that supported their child's success in school.
The family faced significant challenges at home, dealing with frequent meltdowns and difficulties in communication, which added strain to their daily routines. They often felt isolated and overwhelmed by the lack of understanding and support from those around them. Despite these hardships, their determination to seek help and resources ultimately led to positive outcomes for their child.
Key Takeaways for Families Navigating Autism Pathways:
· Early concerns may be dismissed; persistence is crucial.
· Access key services such as Information Advice Support Services for assistance with not feeling heard.
· Utilize support services for sleep, sensory, and toileting issues.
· Unsure where to begin? Contact the Parent Carer Forum (PCF).
· Document concerns and maintain consistent communication with all professionals
· Explore resources like the Early Years Roadmap to effectively inform your approach to available support.
Transitioning to Specialist High School from a Mainstream Primary: A Parents Perspective Vanessa
A parent shared her experiences regarding the transition from a mainstream primary school to a specialist high school. She provided valuable insights on utilising outreach support from the primary school and developing an enhanced transition plan in collaboration with both schools.
She also spoke about involving the child in preparing for the transition by creating a 'One Page Profile' or 'All About Me' book to take to their new school on their visits like her son Reuben did.
Preparing for Adulthood: Empowering Young People
“Young disabled people have made it clear that they want the same as all young people. For them, the most important things are to have friends to have a good time with, to have a career and to be seen as independent adults. It is also obvious that if planning for good health does not happen, none of the other things are possible.”
(Getting a life – 400 yp 2008-2011)
The National Development Team for Inclusion (NDTi) showcased their outstanding work and their collaboration with our local authority to improve the preparation for adulthood. Jo highlights the significance of a holistic approach to preparing for adulthood. This planning should begin early, not just from Year 9, but even in the early years. It involves creating numerous opportunities for children to explore, develop their interests, and build their independence.
The focus is on four core pathways:
1. Employment: Encouraging work experience and goal setting for future careers
2. Independent Living: Promoting skills for managing daily life and responsibilities
3. Friends, Relationships, and Community: Ensuring social opportunities and networks
4. Good Health: Managing healthcare transitions and promoting well-being
"Planning with intention" ensures young people with SEND gain independence and opportunities aligned with their aspirations.
The SEND Code of Practice 2015 Chapter 8 “Preparing for Adulthood from the Earliest Years” provides a clear description of agencies’ responsibilities.
Young people's views “I realise how little independence I actually learnt at school – now I am trying to find things on my own I want to get beyond the stage of being at home with nothing to do and no work”.
SEND Information, Advice, and Support Service (IASS)
The IASS team is dedicated to helping families navigate the often-complex SEN system.
Key Transition Guidance from SENDIASS
Transitioning to secondary education can be daunting for children with additional needs. The following strategies were discussed to ease this shift:
- Key Dates: Primary school applications close by January 15th, 2025, and secondary school applications by October 31st, 2024
- Enhanced Transitions: Special arrangements such as extra visits, meetings with key staff, and structured timetables can ease anxiety
- Building Profiles: Creating SEND profiles and one-page profiles helps staff understand a child’s unique needs
Proactive communication with new school staff and regular follow-ups are key to ensuring your child’s well-being.
- Plan ahead: Know deadlines for primary, secondary, and post-16 applications
- Create a SEND profile: Document your child’s needs, daily support routines, and key information to ensure continuity during school transitions
- Meet with new school contacts: Arrange visits to meet SENCOs, discuss your child’s requirements, and explore additional support strategies
- Be proactive: Clearly communicate any concerns before and after the move, ensuring regular follow-ups with key staff
- Prepare for adulthood: Ask about social care, health transitions, and employment opportunities to ensure holistic support post-education
Contact IASS:
· Phone: 0300 123 7001
· Email: iasservice@cheshirewestandchester.gov.uk
· Hours: Monday – Thursday 9.00am – 5.00pm, Friday 9.00am – 4.30pm
To view the recording and find out more from the professionals CLICK HERE >>>
Final Thoughts
Moving between phases of life can be challenging, but with the right guidance and resources, families can feel empowered to support their children through every stage. For more resources, visit:
Preparing for Adulthood Tools & Resources
If you or your family need support, please do not hesitate to connect with the services available throughout Cheshire West and Chester. If you need guidance on where to start, please do not hesitate to contact us.
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