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Preparing for Adulthood (PfA) and Employment

Further Education

Further education and training can offer young people the opportunity to develop your independence, help you to get a job or go onto further study amongst other things.

Schools are responsible for providing you with independent information, advice and guidance from at least Year 8 about your options after you leave school including further study.  Schools can ask other agencies such as Adviza to give this advice on their behalf. Many young people with special educational needs and disabilities are able to attend a local FE college or a school sixth form in their local area with the right support. 

Introduction to the threshold guidance for young people aged 16-19+

This document is based on the ‘Special Educational Needs and Disability Code of Practice: 0-25 years, statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities.’ January 2015.

It should be read alongside this code the Equalities Act 2010.


AfC works with a range of learning providers across the borough and beyond to support young people with SEND, in post 16 learning.  These include maintained and special schools’ sixth forms, general FE Colleges and independent specialist providers.

We support the principles expressed in the SEND Code of Practice that:

  • Planning must be centred around the individual and explore the young person’s aspirations and abilities.
  • Transition planning must be built into the revised EHC plan and should result in clear, ambitious and stretching outcomes which will prepare young people for adulthood.

We are committed to planning for transition as early as possible and that as they approach the post 16 transition point young people and their families should be supported by schools and colleges with detailed planning in years 9 -11.  This planning process should help individuals explore their aspirations for post 16 learning and to firm up plans (in Year 11) for post 16 options.

We regard the outcomes and preferences expressed by the learner within their Education, Health and Care Plans and person-centred reviews as central to the placement process. All providers will need to demonstrate that they will develop and deliver high quality post 16 study programmes that will enable young people to progress to a higher level of study than their prior attainment and to participate in meaningful work experience and non-qualification activity.  Non-qualification activity should prepare young people well for employment or self-employment eg through work placements, apprenticeships, traineeships or supported internships, for independent living, for being healthy adults and for participating as fully as they can in society.

While we support the principle that young people’s education and training needs are usually best met where they are able to continue to live in their local area and access local mainstream provision, we accept that for some learners this will not be appropriate and that we will continue to receive requests for post-16 placements at Independent Specialist Providers (ISPs) where these institutions present the best learning and living option for them and their families.