The Short Breaks Innovation Fund consists of £30 million designed to support local authorities to establish new Short Breaks services via innovative projects.
This three-year programme (2022-2025) is helping to improve health, education and well-being outcomes for children and young people with SEND and their families. It aims to address gaps in current Short Breaks services, reduce pressures on High Needs and other budgets, and inform future structural reform and service design.
Year one of the programme saw £5 million awarded across seven successful bids from local authorities (and their consortium partners) from across England. The projects support children and young people with a variety of needs and conditions, including learning difficulties and complex needs, to access Short Breaks services closer to home, targeting support where there is unmet need and creating positive opportunities for children and young people.
In our role as Strategic Reform Partner to the Department for Education, the Council for Disabled Children has collaborated with local areas from year one of the programme to create a series of learning examples. These examples set out how local authorities have worked with their partners to plan and implement innovative Short Breaks provision and showcase the difference their projects are making to the lives and outcomes of children and young people.
The learning examples in this series include:
- A motivational coaching programme with young people with SEND and/or SEMH needs
- A transition group to develop the independent living skills of young people with SEND
- A project to support young people with SEND and complex needs to prepare for adulthood
- A short breaks provision for children and young people aged 6 - 18 years with social, emotional and mental health needs, Autism and learning disabilities.
Each learning example contains useful reflections on how local authorities went about developing their approach in different contexts, to ensure each intervention was person-centred, prioritised the relationship between the young person and the practitioner, and was supported by effective multi-agency collaboration.