Post-16 including Preparation for Adulthood

Effective teaching and learning in post‑16 settings are underpinned by inclusive, learner‑centred approaches that recognise the diverse needs, prior experiences and aspirations of young people and adults. Best practice involves setting clear learning intentions and success criteria, using assessment for learning to monitor progress, and adapting teaching through differentiation, scaffolding and flexible pedagogies. High‑quality teaching promotes active engagement through questioning, collaborative learning and real‑world application, while embedding English, maths and digital skills across the curriculum. Crucially, inclusive practice ensures that all students, irrespective of additional needs such as SEND, language barriers or social disadvantage, can access and participate fully in learning. This includes the use of reasonable adjustments, assistive technologies, universal design for learning (UDL), accessible resources, and targeted support that promotes independence. Strong relationships, high expectations and a supportive, respectful environment are essential to motivate and sustain participation for all learners. Additionally, reflective practice, effective use of data to inform teaching, and alignment with employability skills and industry standards ensure that learning is relevant, equitable and prepares every student for further study, work and life.

Settings understand CYP's individual needs and make reasonable adjustments accordingly.

• Staff ensure that they consider information about CYP's needs, including those with SEND, that has been shared with them by their previous education setting to inform positive, and sometimes more tailored, transitions (e.g. taster courses, link programmes and mentoring) to enable CYP to familiarise themselves with the post-16 environment.
• All staff are made aware of the strengths, needs and interests of CYP, including those with SEND, along with appropriate teaching strategies and how best to provide support.
• Where there is an identified need, the following provision is made available as required:
  • Students are given time to process information before being asked to respond.
  • Tasks are broken down into small, manageable steps. These steps are shown explicitly.
  • Pre-teaching of specific language/concepts (across all curriculum areas).
  • Structured teaching approaches are used (e.g. visual timetables, clear, concise instructions with written or visual prompts such as now and next cards).
  • Adjustment of pace, with consideration of the order and/or number of activities to maintain attention.
  • Alternative methods of recording are available and become the normal way of working in line with any access arrangements.
  • Opportunities for practical experiences to support reinforcement, overlearning and generalisation.
• Learning experiences that include physical activity or movement are well-organised, structured and planned to promote full access.
• Support is evidence-based, informed by best practice and personalised to the CYP.  APDR is used to ensure that support remains appropriate for the CYP, including as their needs change.

High quality study programmes are provided for all CYP, including those with SEND.

• All CYP, including those with SEND, follow coherent study programmes which build knowledge and skills in a progressive way, with appropriate challenge, to enable CYP to achieve the best possible outcomes in their adult life.
• Study programmes are designed to enable all CYP to:
  • Achieve their potential and as appropriate progress to a higher level of study or successfully make a transition into employment and training
  • Access rigorous, substantial qualifications.
  • Develop their skills in English, maths and digital skills.
  • Participate in meaningful work experience and non-qualification activities.
• Reasonable adjustments should be made to courses to enable CYP with SEND to access the same learning opportunities as typically developing peers.  This may include:
  • Flexible deadlines and chunked tasks to reduce overwhelm and support executive functioning.
  • Clear, structured routines and predictable lesson formats to reduce anxiety.
  • Differentiated instruction with scaffolded materials, visual supports, and step-by-step guidance.
  • Alternative ways to demonstrate learning, such as presentations, oral assessments or practical tasks instead of written work.
  • Reduced cognitive load, for example by providing key notes, glossaries or pre-teaching vocabulary.
  • Access to a quiet or low-stimulation workspace when needed.
  • Flexible seating arrangements, including the option to sit near exits or supportive peers.
  • Use of timeout or safe spaces where learners can regulate emotions without stigma.
  • Adjustments to lighting, noise levels or classroom layout to minimise sensory triggers.

Learners are effectively supported to prepare for adulthood from the earliest point possible in order to facilitate the best possible life outcomes.

• Settings set high expectations and support CYP to develop 'soft skills' to help them prepare for adulthood.  This is reflected in the learning environment, for example, through differentiated tasks, increased motivation and engagement, opportunities for social inclusion and increased participation in a range of activities.
•  Study programmes should include meaningful work-related learning and non-qualification activities that prepare them effectively for the next stage. This should support progression towards:
  • Employment, including opportunities to explore a range of options (e.g. developing skills for self-employment or accessing support from supported employment services).
  • Independent living, so that CYP are supported to develop the skills and confidence needed to make choices about their lives, including their accommodation, living arrangements and the support they may require (e.g. supported living, housing benefits and social care support).
  • Being as healthy as possible in adult life, including developing the knowledge, skills and support networks needed to maintain physical and emotional wellbeing, and supporting the CYP to understand how to access and work with relevant health services in adulthood.
  • Participating in society, including developing friendships and supportive relationships, understanding mobility and transport options, and knowing how to access social and community activities, as well as opportunities to contribute to and engage in local decision-making.
• For CYP with an EHCP, all EHCP reviews from Year 9 onwards should include a focus on preparing for adulthood.  Planning is centred around the individual, including consideration of the CYP's aspirations and abilities, what they would like to achieve when they leave post-16 education or training, and the support they need to achieve their goals.
• For CYP with an EHCP, the annual review before ceasing the EHCP is used to agree the support and specific steps needed to support the CYP to engage with onward services or provision, and the setting contributes to this review.
• The setting provides all CYP with SEND with the information needed to support their transition into life beyond education or training, as appropriate, including where to access further advice and support.

CYP are provided with supportive careers guidance to help them understand their options for the future and support them in engaging positively with Post-16 pathways appropriate to their individual strengths and needs.

• All professionals working with CYP with SEND should be focused on supporting them in transitioning into higher education or engaging in sustainable paid employment as adults, where appropriate.
• The setting actively works to raise the career aspirations of CYP, including those with SEND, and supports them to broaden their employment horizons through a range of approaches such as:
  • Taster opportunities
  • Work experience
  • Mentoring
  • Exploring entrepreneurial options
  • Sessions led by role models or inspiring speakers
• CYP with SEND are provided with independent, targeted careers advice which is appropriate to the CYP's needs and aspirations.
• The setting ensures that CYP are supported to understand their future pathways, including:
  • Information about local employers.
  • Further training options (e.g. supported internships and apprenticeships).
  • How to find and sustain employment, and the support available to achieve this.
• Pathways to employment are available for all CYP, which are focused on developing their skills and experience and supporting them to achieve the required qualifications to help them succeed in their careers.
• The setting uses person-centred planning tools to carefully consider work placements based on CYP's potential, abilities, interests and areas they wish to develop, ensuring that this information is shared with potential employers to support a positive experience.
• The setting considers how to support CYP to access work or apprenticeships, including:
  • Accessing funding from 'Access to Work'.
  • Tailoring a job (job-carving) so that it is suitable for a worker's skills.
  • Helping CYP to access supported employment services.