Post-16 including Preparation for Adulthood

Expectations for all schools/settings

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

What this may include/ look like

• 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.