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Commissioning services for people with learning disabilities in Scotland: linking evidence and practice
- Author:
- CAMPBELL Martin
- Journal article citation:
- British Journal of Learning Disabilities, 37(1), March 2009, pp.28-33.
- Publisher:
- Wiley
This paper describes the development of some practical guidance for people involved in commissioning services for individuals with learning disabilities. A national conference was organised in November 2005 to look at the question of 'What works in learning disability services?', i.e. what approaches have proven effectiveness in the planning, commissioning and provision of services for people with learning disabilities. This was followed by four workshops around Scotland to seek practitioners' views on commissioning, at a strategic and at an individual level. From this, written and online guidelines were devised, based on seven steps with a number of associated key questions. These guidelines aim to inform commissioners about available research and good practice, and provide a method of recording the basis on which commissioners make their decisions for models of care and their experiences in a way that could be shared with others.
Learning difficulties and ethnicity: updating a framework for action: accessible summary
- Author:
- FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2012
- Pagination:
- 7p.
- Place of publication:
- London
Learning Difficulties and Ethnicity – A Framework for Action was published in 2004. This easy read edition of the update draws attention to the continuing relevance of its key messages together with information on the priority areas from Valuing People Now. There is a simplified action plan for action that should be taken locally and how to track progress. The update will be of interest to a wide range of local people and agencies involved in identifying and addressing the needs of people with learning difficulties from BME communities, and will be of particular relevance for commissioners and providers in local authorities and other statutory agencies, as well as local providers, who all have duties to take certain actions. Learning Disability Partnership Boards, Local Involvement Networks and the new Health and Wellbeing Boards should also use the Framework to ensure progress is made locally and to hold the statutory bodies to account.
Learning difficulties and ethnicity: updating a framework for action
- Author:
- FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2012
- Pagination:
- 38p.
- Place of publication:
- London
Learning Difficulties and Ethnicity – A Framework for Action was published in 2004. This update draws attention to the continuing relevance of its key messages together with information on the priority areas from Valuing People Now. There is a simplified action plan for action that should be taken locally and how to track progress. The update will be of interest to a wide range of local people and agencies involved in identifying and addressing the needs of people with learning difficulties from BME communities, and will be of particular relevance for commissioners and providers in local authorities and other statutory agencies, as well as local providers, who all have duties to take certain actions. Learning Disability Partnership Boards, Local Involvement Networks and the new Health and Wellbeing Boards should also use the Framework to ensure progress is made locally and to hold the statutory bodies to account.
The learning disability health self-assessment: three years on
- Authors:
- SOCHOCKA Jackie, ANDERTON Jenny
- Journal article citation:
- Tizard Learning Disability Review, 16(2), April 2011, pp.18-22.
- Publisher:
- Emerald
This article describes the learning disability self-assessment and its development. It was designed to create an environment where people from partnership boards and other interested groups could work systematically alongside health and social care professionals to improve the health of people with learning disabilities in their community. The process has now been used in all 10 English regions, making it possible to identify innovative good practice, and also system and service deficits having an impact on the health of people with a learning disability. This article particularly looks at the progress made in Yorkshire and the Humber over the past 4 years to identify system and service deficits at year 1 and to determine the main factor in tackling these deficits to achieve service improvements by year 3. It concludes that self-assessment has strengthened commissioning and offered a foundation and rationale for service development. It has led to better local and regional governance, accountability and systematic reporting, and has been a catalyst for greater and more meaningful involvement and inclusion in the health economy of people with a learning disability and their families and carers.
Better commissioning for better lives: top tips for commissioners
- Authors:
- NHS CONFEDERATION, FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- NHS Confederation
- Publication year:
- 2022
- Pagination:
- 3
- Place of publication:
- London
These top tips for commissioners are based on roundtable discussions between people with learning disabilities and commissioners in March 2022. They are part of a call to action to move beyond the years of policies and good intentions to now focus on making equality and inclusion for people with learning disabilities a reality. Top tips include: challenge discrimination - understand the barriers and impacts; challenge and support the wider system to make reasonable adjustments; find out what is important to people (but assume basic rights); co-production - nothing about us without us; be brave - stop being so risk averse; empower people with information and with time; develop a shared vision and expectations; more action - get better at making change happen. (Edited publisher abstract)
What councils need to know about people with learning disabilities: a Local Government Knowledge Navigator evidence review
- Authors:
- BLACK Paula, LOCAL GOVERNMENT KNOWLEDGE NAVIGATOR
- Publisher:
- Local Government Knowledge Navigator
- Publication year:
- 2014
- Pagination:
- 28
- Place of publication:
- London
The Local Government Knowledge Navigator is a two-year initiative (2013-2014) funded by the Economic and Social Research Council (ESRC), and steered by the ESRC, the Local Government Association (LGA) and the Society of Local Authority Chief Executives (SOLACE). The aim is to help local government to make better use of existing national investment in research and research-derived knowledge and evidence, and to influence future research agendas, programmes and investment. Reports in the ‘Need to Know’ series highlight key areas of relevant knowledge; signpost where the evidence can be accessed in more detail; and Identify where research investment has potential to meet any gaps identified in that knowledge and evidence base. This Review summarises available research-derived knowledge and evidence of good practice relevant to informing local government policy and practice in relation to supporting people who experience learning disabilities. It looks at definitions of who and how many, and notes that of the 20 in every 1000 in England with a learning disability (in 2011), only 4.6 are likely to be known to health and social care services and 3.6 likely to receive social care. It points to information sources on the key issues experienced by people with learning disabilities; current and future demand for services; policy; and what can be done by public services to manage demand and provide appropriate levels of support. It assesses recent reviews about the impact and quality of data, and the value of innovation and what works in practice, noting themes from good practice examples. A supporting paper follows, which provides case study examples of innovation and good practice arising from the Review. holistic approaches, transitions, prevention, personalisation, bringing people home, commissioning, redesigning services (including moving away from paid support; and supporting independent living. The focus of the examples is on improving care, but also on reducing costs through avoidance of expensive residential placements. (Edited publisher abstract)
Facing the commissioning challenge: responding effectively to people whose behaviour is challenging
- Author:
- BERING Sandy
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 4(2), June 2010, pp.4-12.
- Publisher:
- Emerald
Securing better health and better care outcomes for people by effective use of public resources is at the heart of the commissioning agenda. Commissioning should ensure that the needs and wishes of people are well understood, and the market managed, so there are a range of local supports and provision available at a reasonable price. This is particularly important for people with intellectual disability whose behaviour is challenging, where effective clinically informed leadership is essential. Although models of good practice have been demonstrated for more than 20 years, making this happen on a wider scale remains the real challenge. Common wisdom about positive practice is not common practice in meeting identified needs. This paper aims to demystify the elements of effective commissioning roles, processes and the relationship of this work to positive outcomes in intellectual disability services, and to challenging behaviours. It highlights the case for a change in current common practice, explores some of the key barriers that must be addressed, and suggests key ways to achieve better outcomes.
Co-production in pathway/ service evaluation and redesign
- Author:
- COUNCIL FOR DISABLED CHILDREN
- Publisher:
- Council for Disabled Children
- Publication year:
- 2022
- Pagination:
- 8
- Place of publication:
- London
This resource aims to give anyone involved in the commissioning or recommissioning of pathways or services a broad understanding of what this process should look like with family perspectives at the centre. The approach to pathway service redesign and evaluation in the guide follows the three stage commissioning cycle: developing the vision; guide and drive change; and develop an accountability framework. For each stage, the guide suggests key questions to answer and includes a practice example. The guide also suggests that while true co-productions at all levels is not always possible, the principles and spirit of co-production should run throughout commissioning decisions. The practice examples include: Derbyshire and Derby City's Neuro-Development Pathway; and Somerset's Next Steps referral process. (Edited publisher abstract)
Commissioning for a vibrant voluntary disability sector: the case for change
- Author:
- VOLUNTARY ORGANISATIONS DISABILITY GROUP
- Publisher:
- Voluntary Organisations Disability Group
- Publication year:
- 2020
- Pagination:
- 12
- Place of publication:
- London
This report explores some of the challenges associated with the commissioning of services for disabled people as reported by voluntary sector providers. It highlights challenges such as: complex procurement processes for low priced contracts, having to subside services from charitable funds, and in some cases handing back contracts because of funding pressures. The report also examines what good practice between statutory bodies and the voluntary sector should look like. It includes recommendations for local authorities and clinical commissioning groups to support the effective delivery of services. (Edited publisher abstract)
Planning and commissioning housing for people with learning disabilities: a toolkit for local authorities
- Authors:
- HOUSING OPTIONS, GREAT BRITAIN. Department of Health. Valuing People Support Team
- Publisher:
- DH Care Networks. Housing Learning and Improvement Network
- Publication year:
- 2010
- Pagination:
- 73p.
- Place of publication:
- London
This ‘toolkit’ is intended to assist local authorities and their partners to plan effectively for the housing requirements of local people with learning disabilities and deliver the objective of more people with moderate to severe learning disabilities living in their own homes. The toolkit is set out in two main parts: planning – the steps likely to be required to plan for a wider choice of housing options; and delivery – the steps and actions likely to be required to commission a choice of housing options in reality. The toolkit is designed so that each 'component' section can be used independently, or it can be used in its entirety as a sequential series of steps and actions. Each section contains: a ‘checklist’ type series of questions that a local authority can use to plan activity and action and to self-assess its current position and performance; and possible approaches and suggestions for making progress including a sample of examples of good practice from a range of local authorities across England. It also contains a list of useful resources.