It is important for young people, their families and the team around them to consider their long-term pathway as early as possible. It is generally considered appropriate to discuss Post-16 plans from year 9 upwards. Conversations should be held about a child's aspirations for the future from an early age.

The purpose of identifying a progression pathway is not to limit or define young people. It should inform the decisions around their education options and choice of setting based on the progress they will make towards these long-term goals.

A young person's pathway should be reviewed within their Annual Review. They can change pathways at any time.

Most learners with EHCP’s can be placed on one of the following three main progression pathways:

1. Meaningful activity
   1. community 
   2. voluntary 
2. Supported employment via supported internships 
3. Employment, via: 
   1. adult social care 
   2. apprenticeships 
   3. higher education 
   4. further education

What are the general indicators that the young person will likely work towards a pathway into meaningful activity?

There are various measures we can use to work this out. We start by thinking about:

1. where the young person is most likely to be working,
2. or have gained qualifications by the end of their EHCP.

For a pathway to meaningful activity, see the examples listed below as a helpful guide:

• The young person will generally be working/gaining qualifications in either:
  • pre-functional skills
  • entry-level (1) functional skills.
• The young person will have the academic/educational aspirations to develop:
  • functional literacy and numeracy skills
  • independent living skills
  • their own interests
• The young person will have aspirations to move into meaningful activity/volunteering within the community.
• The young person will need significant support to self-regulate.
• The young person will need support to travel and develop self-care/independent living skills.
• The young person will need significant support to follow instructions and carry out tasks.
• The young person will need significant support with barriers getting into employment, such as mental health or related to their disability or health needs.

What are the general indicators that the young person will likely be working towards a pathway into supported employment?

There are various measures we can use to work this out. We start by thinking about:

1. where the young person is most likely to be working,
2. or have gained qualifications by the end of their EHCP.

For a pathway to supported employment, see the examples listed below as a helpful guide:

• The young person will generally be working at/gaining qualifications in:
  • Entry Level 2 and 3 Functional Skills
  • Level 1 Functional Skills
• The young person will have the following academic/educational aspirations:
  • No desire to continue in Further Education
  • A desire to enter employment
• The young person wants to move into paid employment with support.
• The young person will have developed self-regulation skills or can do so with support.
• The young person will be an independent traveller. They will also have good self-care skills and develop independent living skills.
• The young person will be able to follow instructions and carry out tasks with support.
• The young person will have no significant barriers to employment that cannot be overcome with support.

What are the general indicators that the young person will likely be working towards a pathway into employment?

There are various measures we can use to work this out. We start by thinking about where the young person is most likely to be working at or have gained qualifications in by the end of their EHCP.

For a pathway to employment, see the examples listed below as a helpful guide:

• The young person will generally be working towards/gained qualifications in:
  • Level 2 Functional Skills
  • GCSE's
  • Level 3 qualifications
• The young person will aspire to attend further or higher education or to follow an apprenticeship route.
• The young person aspires to move into paid employment. This could be through further/higher education or an apprenticeship.
• The young person will have developed good self-regulation skills.
•  The young person will be an independent traveller. They will have good self-care skills and develop independent living skills.
•  The young person will be able to follow instructions and carry out tasks.
•  The young person will have no significant barriers to employment.