To give young people with Special Educational Needs and Disabilities (SEND) the greatest opportunity to progress towards their long-term ambitions and achieve their potential, specific actions and activities need to be undertaken within each year group.

These actions involve collaboration between:

• schools
• education settings
• Local Authorities
• the young person's support network

During the academic year

Throughout the Academic Year the young person should have:

• Accessed SEND-specific Careers Information, Advice, and Guidance (CIAG).
• Completed a vocational profile.
• Made aware of progression pathways.
• Attended the Post-16 SEND Opportunities Showcase.
• Attended college open events.
• Started to develop independent travel skills.
• Have the team around the young person accessed the Post-16 SEND Opportunities list.

Annual reviews

Start initial discussion around aspirations for the CYP, and what is likely to be the next most appropriate step for them in achieving these.

Consider a long-term pathway. What is the young person hoping to achieve in the long term?

Ensure the EHCP is updated to reflect pathway planning. Outcomes should incorporate the four pillars of PfA. See the Outcomes Toolkit for more information. 

Autumn Term

Throughout the Academic Year the young person should have:

• Accessed SEND-specific Careers Information, Advice, and Guidance (CIAG).
• Completed a vocational profile.
• Understood their potential progression pathways.
• Attended the Post-16 SEND Showcase.
• Attended college open events.
• Started to develop their independent travel skills.

Summer Term

School/Young person actions: 

• Young person has accessed work experience.
• Completed a vocational profile.
• Understood their potential progression pathways.
• Attended the Post-16 SEND Showcase.
• Attended college open events.
• Started to develop independent travel skills.

Annual Review

Best practice, annual review for Year 11 phase transfer will happen in the second half of the summer term of Year 10.

All the relevant actions to determine the long-term pathway have taken place. These should inform a discussion on where the young person would like to continue their education in Year 12.

Consider a long-term pathway. What is the young person hoping to achieve?

Ensure the EHCP is updated to reflect pathway planning. Outcomes have considered the four pillars of PfA.

 

Autumn Term

Throughout the Academic Year the young person should have:

• Accessed SEND-specific Careers Information, Advice, and Guidance (CIAG).
• Completed a vocational profile.
• Understood their progression pathways.
• Attended the Post-16 SEND Showcase.
• Attended college open events.
• Developed their independent travel skills.
• Applied and interviewed for mainstream college courses, if appropriate.

Spring Term

At this stage the local authority will carry out consultations for phase transfer. This involves:

1. identifying the most appropriate settings for the young person to move on to
2. asking those settings to assess whether they can meet the needs of the CYP.

The local authority will then carry out decision-making processes. The LA will agree on which setting to name in the young person’s EHC plan for their next academic year. They will do this by the 31 March.

The young person must still apply for mainstream college courses. If this is in line with their preferences.

Summer Term

Young person should attend taster days and engaged with transition support.