The Sub-Committee received a report on the Adults Learning Disability Health Scrutiny Challenge Session and welcomed Councillor Kahar Chowdhury the former Chair to the meeting.  As a result of questioning the Committee:

v  Noted that the challenge session had taken place on the 10th of March 2020 which had reviewed “How health and social care is supporting adults with a learning disability to live independent lives in Tower Hamlets”.

v  Noted that the session had focused on three main areas of the Learning Disability Strategy: Health, Accommodation and Employment.

v  Was informed that the report had been compiled providing documentation of the sessions and including recommendations to be actioned upon, however sign-off of the report had been delayed due to the outbreak of the pandemic.  Accordingly, the report has been updated against the March position and included an impact assessment of the pandemic for the learning disability population.

v  Noted that people with learning disabilities do not learn certain skills as quickly as other people and may therefore need extra help in certain aspects of their lives. The specific skills in question will depend upon the type of disability. People with mild learning disabilities may live alone, travel independently, and work. They may not require any support from their local authority or may just need support in managing their finances.

v  Commented that with the right support people can live full and meaningful lives. However, if this support is not provided, they may face problems in gaining independence or a home of their own, in accessing leisure and recreation activities, and/or in developing friendships and relationships.

v  Was advised that with regard to the progress on the four-year programme to reduce the number of residents in out of Borough placements this has been slower than anticipated because of the infection control restrictions and the challenges with moving people after long periods of time in a placement outside of Tower Hamlets.

v  Commented that consideration should be given to how the pandemic was impacting on mental health and wellbeing among these residents as it was felt that they are more likely to have lower levels of happiness, life satisfaction and sense of purpose e.g. due to mortality concerns, fears about the virus, grief for the loss of normality, restricted access to health services and restricted access to activities that protect wellbeing.

v  Noted that it is acknowledged that whist whilst it is acknowledged that the Covid-19 pandemic has affected many people’s mental health and wellbeing people. That those with mental health needs, a learning disability or autism who had contracted Covid-19 may require reasonable adjustments. As it is recognised that adults with a learning disability may be particularly at risk of a poor health outcome if they  contract Covid-19.

v  Noted that health services will continue to have due regard to their obligation to advance equality under the Equality Act 2010; which includes recognising and factoring-in the vulnerability of different groups of people with protected characteristics; and inequalities in access, experience, and outcomes in health services. In addition, partnership working with voluntary and community sector partners is also being encouraged to facilitate wrap-around support for vulnerable people, and to maximise engagement with underrepresented groups.

v  Commented that whilst some partners have commented that they have seen great benefits of having an online offer as people's confidence in engaging and communicating in this way has increased.  Still for many it was noted that it is not viable as a large proportion of resident’s struggle to engage on a digital platform as it can be quite an intimidating experience.

v  Indicated that it wanted to see more learning disability employment programme that encourage organisations to draw on the talents, expertise, and experiences of people with a learning disability. As this can make a positive contribution to address the needs of people with a learning disability and reduce the profound health inequalities by supporting successful transitions into independent life and employment.

v  Commented that adolescents with learning disabilities have high rates of mental health and behavioural challenges which often result in low self-esteem, which is a root cause of depression, substance abuse, and other mental health issues.  Also, that it needs to be recognised that learning disabilities have nothing to do with an individual’s intelligence or creativity. In fact, those with learning disabilities should be seen as having a unique way of looking at the world that can help them achieve success.

v  Commented that a learning disability can be hard on an adolescents’ self-esteem and that there is already a plethora of challenges for this age group. Therefore, having to deal with a learning disorder can affect mood and behaviour, as well as motivation.  In addition, a large proportion of these adolescents whilst not needing specialist services or support probably do not even associate with having a diagnosis of learning disabilities but need additional support which may come from the learning disability service because mainstream services are unable to adapt their approach enough to support them.

v  Welcomed the development of supported employment providers to improve the life chances of these adolescents by creating inspirational and sustainable opportunities that will help them achieve their potential and be as independent as possible. Such as jobs and training services to enable people with a learning disability to develop the skills they need for the workplace.

The Chair then Moved, and it was resolved:

1. To note the progress made since March 2020 against the initial challenge session recommendations.
2. That the Chair in consultation with Divisional Director, Strategy, Policy and Performance finalise the recommendations following the above.
3. That the finalised report be published.