Post-16 Transitions: Planning for Adulthood

What Post-16 Transition Involves

Post-16 transition refers to the period when a young person moves on from compulsory schooling into further education, training, employment, or other adult pathways. For young people with special educational needs or disabilities, this transition requires careful planning to ensure that the support they have received during their school years continues in an appropriate form.

In England, young people are required to remain in some form of education or training until the age of 18. This could be a school sixth form, a further education college, an apprenticeship, or a supported internship. For young people with an Education, Health and Care Plan, the plan can continue until the age of 25 if the young person is still in education or training and the provision remains necessary to meet their outcomes.

Transition planning should begin well before a young person reaches 16. The SEND Code of Practice states that preparing for adulthood should be a focus from Year 9 onwards, when the young person is around 13 or 14. This early start allows time to explore different options, develop independent living skills, and put the right support in place for the next stage. Key areas of focus in transition planning include further education and employment, independent living, community participation, and health.

Understanding EHCPs Beyond 16

One of the most important things for families to understand is that an Education, Health and Care Plan does not automatically end when a young person turns 16. If the young person is continuing in education or training and the EHCP is still needed to support their outcomes, the plan should continue. The local authority has a duty to maintain the EHCP and review it annually, and the young person's views should be central to every review.

At the annual review in Year 9, the focus of the EHCP should shift to include preparing for adulthood outcomes. These are the long-term goals that the young person and their family are working towards, such as living independently, accessing employment, managing their own health, and participating in community life. The provision in the EHCP should support progress towards these outcomes.

When a young person moves from school to a further education college or other post-16 setting, the EHCP transfers with them. The new setting is responsible for putting the provision in the plan into practice, and the local authority continues to oversee the plan through annual reviews. If the young person's needs change, the EHCP can be amended to reflect this.

It is worth being aware that some local authorities attempt to cease EHCPs when a young person reaches 16 or 18, even when the plan is still needed. If you believe your young person still requires the support set out in their EHCP, you have the right to challenge this decision. ChildWize specialists, including SEND consultants and educational psychologists, can advise you on your rights and support you through any disputes with the local authority.

Post-16 Education Options and Supported Pathways

There are several pathways available to young people with SEND after they leave school. Many choose to attend a further education college, where they can study vocational courses, academic qualifications, or a combination of both. Colleges have a duty to support students with SEND and should make reasonable adjustments to ensure that young people can access the curriculum and participate fully in college life.

Supported internships are a structured programme for young people aged 16 to 24 with an EHCP who want to move into employment. The internship is based primarily with an employer, and the young person receives support from a job coach throughout the placement. Supported internships are an excellent option for young people who learn best in a practical, workplace setting and who aspire to paid employment.

Traineeships and apprenticeships are other options, and adjustments can be made for young people with SEND, such as allowing extra time to complete an apprenticeship or providing additional support during training. Some young people may also benefit from attending a specialist college, which provides a higher level of support and a curriculum tailored to the needs of students with specific conditions.

For young people who are planning to go to university, the Disabled Students' Allowance (DSA) is a crucial source of funding. DSA is not means-tested and can cover the cost of specialist equipment, non-medical helpers such as note-takers or mentors, and other support that the student needs because of their disability or long-term health condition. It is important to apply for DSA as early as possible in the application process so that support is in place from the start of the course.

Preparing for Independent Living and Adulthood

Preparing for adulthood is about much more than education and employment. It encompasses the full range of skills and experiences that a young person needs to live as independently as possible, participate in their community, and manage their own health and wellbeing.

For some young people, developing independent living skills is a gradual process that begins during the school years and continues well into adulthood. This might include learning to cook, manage money, use public transport, maintain personal hygiene, and navigate daily routines without constant adult support. Occupational therapists can work with young people to build these skills in a structured and supportive way.

Health transitions are another important consideration. When a young person turns 18, they move from children's to adult health services, which can feel like a significant change. Adult services often have different referral pathways, different eligibility criteria, and a different approach to appointments and communication. Planning for this transition in advance can help ensure that the young person does not fall through the gaps between services.

Emotional wellbeing is also a key focus during the post-16 period. The uncertainty of transition, combined with the pressures of new environments and increasing independence, can be a source of significant anxiety for young people with additional needs. A psychologist or therapist can help young people develop strategies for managing stress, building confidence, and advocating for themselves in new settings.

How ChildWize Can Help with Post-16 Transitions

ChildWize connects families with specialists who understand the specific challenges and opportunities of the post-16 transition. Our educational psychologists and SEND consultants can help with transition planning, EHCP reviews, and preparing for adulthood outcomes. They can advise on the right educational pathway for your young person, contribute to annual review paperwork, and support you in discussions with the local authority.

If your young person is planning to attend university, a ChildWize specialist can help them prepare their DSA application and ensure they have the evidence they need to access the right support. If they are exploring employment options, we can connect you with professionals who specialise in supported internships and vocational pathways.

Our psychologists and therapists work with young people on the emotional aspects of transition, including anxiety about change, confidence-building, and developing self-advocacy skills. For young people who need support with independent living skills, our occupational therapists can create a practical programme tailored to their individual goals.

All sessions are held online, which offers flexibility for young people who may be balancing college, work experience, or other commitments. Our specialists are experienced in working with older teenagers and young adults, and they understand the importance of involving the young person directly in decisions about their own support.

Whether your family is just beginning to think about post-16 options or is already in the middle of a challenging transition, ChildWize can help you find the right specialist to guide you through.