Post-16 including Preparation for Adulthood

Expectations for all schools/settings

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

What this may include/ look like

• 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.