The move to post-16 education brings new expectations, new rights and new responsibilities for young people and their
families, writes Chris Lefcovitch.
At the end of Year 11, students with SEND become a Young Person under the SEND system, and many decision-making rights transfer from parents to them. It might feel like there is less communication to parents because of this. This includes decisions about their EHCP, where they study, and what support they receive. Of course, families continue to play a vital role, especially if a young person needs support to make or communicate decisions. The Mental Capacity Act 2005 underpins this: from age 16, a young person is presumed to have capacity unless proven otherwise. If they lack capacity for a particular decision, it must be made in their best interests with their voice still central to the process. So, parents may feel communication isn’t the same as in previous settings.
Unlike school, post-16 education isn’t automatically thirty hours a week or five full days. Programmes may blend classroom learning with work placements, volunteering, travel training or community projects. This flexibility reflects a shift in purpose: preparing the young person for adult life rather than simply continuing schooling. Your young one will likely have a fair few hours if not a day or two when they’re not in college or their setting.
Provision should promote independence, so it may appear less intense. However, EHCPs still apply, and all their statutory processes. Free school meals and bursaries are still available and often far more discreet in nature. Free sanitary products and sexual health products may be available, in a mature and discreet manner. There’s still a responsibility to document and monitor all students with needs, and the setting is still responsible for providing a level of provision support applicable to the learners’ level of need, and the funding available for that level of need still applies. There will probably still be a parents evening
EHCP consultations and the Year 11 transition
Transition planning is essential to the success of post-16 placement for learners with inclusion needs. For those with EHCPs, the Year 11 EHCP Review (ideally held before Christmas) must be robust, forward-looking with all content up to date. An out-of-date plan can cause real problems later. An EHCP should accurately reflect the young person’s current needs, provision, and outcomes so that the next setting understands what support will be needed. If a college receives an outdated plan that doesn’t represent the young person’s present profile, they may legitimately refuse to offer a place. For example, if a certain earlier behaviour isn’t dated and is therefore uncontextualised, they may assume this is a consistent behaviour and quite recent. The Children and Families Act 2014, Section 39(4) sets out the only lawful reasons why a post-16 institution can decline a place when consulted: “A local authority must secure the specified placement unless (a) it would be unsuitable for the age, ability, aptitude or special educational needs of the child or young person, or (b) the attendance of the child or young person there would be incompatible with the provision of efficient education for others”. This means that a college or specialist setting can say no, but only if one of the conditions applies. A detailed, up-to-date plan helps to ensure the decision is fair and well-informed.
The local authority must issue the amended, final EHCP naming the post-16 placement by 31 March in the year of the learners transition into a new post-16 setting. This gives time for a supported move, discussions, familiarisation visits, and preparation. Families (and the young person) should be fully involved in expressing preferences, and settings should be visited well before the consultation begins, so look into open events at your local colleges and post-16 settings.
If disagreements arise around statutory processes, families can use SENDIASS or mediation to resolve issues, and young people themselves have the right to appeal decisions post-16. You’ll be able to find these if you go onto your search engine and type in your council’s name followed by the term sendiass.
The main options
Mainstream FE College (General Curriculum). This route places young people in a mainstream college setting alongside their peers. It’s suitable for students who are relatively independent, motivated, and aiming for further study or direct employment. Courses range from academic (A-levels, T-levels) to vocational (BTECs, apprenticeships) and sometimes functional skills or re-sit programmes. Colleges are generally bigger than secondary schools, with far more students. They offer a broad range of subjects and qualifications, opportunities to mix socially with a wide age and ability range, SEN support via the college’s inclusion or learning support team, and good progression routes to higher study or work. On the other hand, an FE college is large and busy, and some students feel lost in the crowd. Support levels vary widely between different colleges, between courses within a college, and between tutors. It may feel less structured than school, and the general curriculum area of the college is unlikely to offer life skills training.
Life learning or foundation learning in a mainstream FE college. Many FE colleges offer “life learning,” “foundation learning,” or “supported learning” programmes for students working at Entry Level to Level 1. This route might be suited to young people who need structured, practical support to build independence before moving into work or further training, young people working at entry level, young people coming from a specialist secondary school, or young people coming from a secondary year’s alternative provision. The focus is on independence, communication, employability, travel and life skills often in smaller groups with specialist support. It offers personalised learning in a supportive mainstream environment; life skills such as managing money, cooking, travel training and communication; supported work placements and community involvement; and flexible timetables, often three or four days a week. On the plus side, there are small groups and strong support; and there’s a focus on real life independence and work readiness. On the other hand, this route offers fewer academic qualifications, and may feel like a step down for some learners.
Specialist Post-16 College. Specialist colleges (sometimes called Independent Specialist Providers) cater for young people with more complex or profound SEND. Many offer day and residential places, small class sizes, therapy integration and highly personalised timetables. Could be suited to young people with higher or complex needs requiring a holistic, specialist environment and intensive support. A specialist college offers tailored programmes with therapy and health input, a focus on independence, communication, daily living and work experience, a strong emphasis on preparing for adulthood outcomes, and close partnership with families and adult-care or therapy teams. On the other hand, it may not be close to home—what are the options for transport and accommodation? Transition to adulthood services can feel abrupt if not well planned.
Staying on at school (Sixth Form). If your current school has a sixth form, staying put may feel like the most natural step, and would suit students who thrive in a familiar environment and whose needs are already well met by the existing team. Familiar staff, routines and peers can provide reassurance during this transition period. There’s continuity of pastoral and SEN support, familiar relationships and predictable routines, and an opportunity to build on existing learning at the right pace. On the other hand, this option may limit your curriculum and vocational opportunities. It may not stretch independence skills enough, and maturity and transition to adult services may be delayed if the setting stays school-like. Sixth form courses typically have higher academic entry requirements.
Alternative provision and supported internships. Some young people benefit from alternative provision after secondary school. They may be smaller or more vocational settings (construction, mechanics, animal care, creative arts) or therapeutic programmes. Supported internships are structured work placements with a job coach, designed to help young people move into paid employment. These are often only one academic year long and at times will be the end of a student’s time as they’re intended to promote and help the step into work, be that voluntary or paid. There are opportunities for real-world, hands-on learning, direct links to employers and workplaces, and a clear focus on developing employability and independence. Places are usually limited and demand is high. It requires reasonable travel and workplace readiness, and some programmes are only short-term, so onward planning is essential.