Meaningful activity.
Structured progression.
Evidenced outcomes.
Information for social workers, commissioners, care managers, transition teams, health professionals and other referral partners.
What a commissioner should be able to establish quickly.
Service proposition
Adult Life Skills/day opportunities focused on functional everyday skills, communication, wellbeing, community participation and increasing independence from each Learner's individual starting point.
Assessment & baseline
We gather information about strengths, communication, sensory and support needs, existing skills, risks and intended outcomes before agreeing the placement and support arrangement.
Outcome planning
Goals should be functional and relevant to the Learner's life rather than activity attendance alone. The goal should make clear what meaningful change is sought.
Progress & review
Progress can be considered through the level of support required, participation, communication, consistency, confidence and transfer of skills. Reporting arrangements should be proportionate to the placement and commissioning requirements.
Multi-disciplinary working
Where SALT, OT or other professionals are involved, relevant strategies can be incorporated into day-to-day support subject to appropriate information sharing and agreed responsibilities.
Safeguarding & risk
Referral information, risk assessment, safeguarding responsibilities, medication/personal care requirements and staffing implications must be understood before a placement is confirmed.
Designed around outcomes that matter in adult social care.
Local authorities increasingly describe good day opportunities in terms of meaningful lives, choice, independence, wellbeing, community connection, life skills and personalised support rather than attendance at a building alone. Our model is designed to evidence these types of outcomes at Learner level.
For commissioned placements, we should map the Learner's goals to the outcomes in their support plan and report against the agreed measures rather than impose a generic target set.
Referral information we need
Current support needs, communication, mobility, personal care, health information relevant to delivery, known risks, behaviours and successful support strategies, desired outcomes, current professionals, proposed attendance and funding/commissioning contact.
Referral pathway
Discuss progress and review arrangements
Agree the reporting arrangements and review expectations for the individual placement. These topics can guide that conversation. Scroll across the table on smaller screens.
| Area | Examples to discuss |
|---|---|
| Attendance & engagement | Attendance, participation and any patterns affecting the placement. |
| Individual goals | Baseline, goal, support level and progress over time. |
| Community participation | Types/frequency of meaningful community activity and associated outcomes. |
| Communication | Use of agreed communication strategies and changes in functional communication. |
| Quality & experience | Learner voice, family/professional feedback, concerns and actions. |
| Safety & quality | Incidents, safeguarding, complaints, actions and service-improvement themes as appropriate. |
Useful information
Explore the service information online and use the enquiry forms to discuss the next step.
Professional information
Explore the service model, referral pathway and progress-review topics.
Read professional information →Our approach
Explore person-centred goals, levels of support and everyday outcomes.
Explore our approach →Begin a referral enquiry
Start an initial conversation about the prospective placement.
Start an enquiry →Discuss a potential referral.
Taster Days.
Where appropriate, a Taster Day can form part of the pre-placement process. It gives the prospective Learner an opportunity to experience the service while helping us understand communication, participation, environmental or sensory considerations, support requirements and factors that should inform placement planning.
The Taster Day is considered alongside referral information, assessment, risk information and input from the Learner and relevant people in their support network. It is not used as a stand-alone pass-or-fail assessment.