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Sign in or register for an accountWhere a young person has an EHCP:
Access to courses that provide a clear focus on preparing young people with SEND for the world of work and offer pathways to employment.
Ensure that young people know the range of routes into employment and education (eg through supported internships, volunteering, work shadowing, apprenticeships, part time work and entrepreneurship).
Consider completing strengths based personal and vocational profiles with young people.
Consideration is given to the young people’s outcomes and aspirations.
Explore with young people their aspirations, what they want to be able to do when they leave post-16 education or training and the support that they need to achieve this.
Provide support focused on how to find a job and learn how to do a job (guided by trained job coaches).
Help young people to understand any welfare benefits that might be available to them.
For young people moving on to university, awareness should be raised of the Disabled Students Allowance.
Encourage and support student advocacy, eg encouraging students to be able to articulate their needs and abilities.
Links are made with supportive employment organisations.
All young people have access to impartial and quality careers advice.
Use of tools such as the Vocational Profile Workbook to accompany profiles that young people may complete.
For young people aged 18 and over, consideration should be given to the learning and application of life skills and support for working towards employment and possible higher education.
Where it is recognised that the young person is likely to have care needs upon leaving the setting, the SEND Lead should inform the young person and parent /carer, of the adult social care transition assessment and support them in accessing assessment.
Access to small group or one to one tutoring, mentoring or coaching focused on work place skills and behaviours such as organisational skills, writing and interview skills and CV building.
Monitoring and support to ensure competence to travel independently.
Access to small group support and programmes focused on developing literacy skills for life, such as completing forms and job applications.
Person centred career guidance to support the young person with opportunity awareness, decision making and developing career ideas.
Meaningful work experience with support provided for the young person and employers.
Work experience placements in mental health informed workplaces with a high level of awareness of mental health needs that has translated into support and practice.
Access to mentoring and coaching during work placements.
Supervision of work placements.
Personalised travel training. Increasingly individualised / adapted personalised programme of support.
All routes into employment and education are explored with the young person including traineeships, Supported Internships, Study Programmes, Apprenticeships and Higher Education.
Support the young person to apply for schemes such as Access to Work funding to support employment.
Intensive key-working approaches to ensure that the young person has a trusted adult to offer support/withdrawal.
Access to Supported Internships.
Referral or multi-agency meetings for assessment and advice to identify persistent and complex needs (e.g. access advice from external services such as Advisory Teachers, Speech and Language Therapy, Educational Psychology Service, Child and Adolescent Mental Health Service, Occupational Therapy Service and Physiotherapy Service.
Ensure information is available and accessible about welfare benefits, housing benefits and funding streams available to support people to live independently.
Whole-setting approaches focused on encouraging and supporting independence.
Differentiated opportunities that enable young people to participate in community activities. This should include accessing advice from specialist health professionals.
Young people may seek support from online support services such as The Mix. It provides advice on a range of issues including mental health, housing, money and work. Young people can talk to The Mix for free on the phone, by email or by webchat.
Consideration is given to the young people’s outcomes and aspirations. Explore with young people their aspirations, what they want to be able to do when they leave post-16 education or training and the support that they need to achieve this.
Signposting and support to access additional online learning to develop skills, for example: Skillshare
Specific tailored group and individual sessions in response to need. For example, these might aim to support young people in exploring housing options and develop independence skills.
Small group work focused on developing independent life skills such as managing bills, managing potential income including Personal Independence Payment (PIP).
Provide support to understand the different types and options of living arrangements.
Access to modified and alternative equipment that may be necessary to develop independent living skills.
Use of publications such as My Own Place and The Reach Standards.
Young people should be made aware of their right to request advocacy support to help them with planning, meetings and decision making.
Provide specialist interventions that support participating in society, including understanding mobility and transport support, and how to find out about social and community activities, and opportunities for engagement in local decision making.
This also includes support in developing and maintaining friendships and relationships. This could be offered through individualised learning pathways or group work.
Increasingly individualised / adapted personalised programme of support.
Provide Support to transition to Adult Social Care and other adult services as appropriate.
Support an understanding of Personal Budgets for young people with Education Health and Care Plans.
Independent travel training.
Provide support to access information and advice on welfare benefits, including Disability Living Allowance / Personal Independence Payments; The Mental Capacity Act in relation to holding contracts for rented and owned accommodation; assistive technology and telecare; funding sources; support options.
Referral or multi-agency meetings for assessment and advice to identify persistent and complex needs (eg access advice from external services such as Advisory Teachers, Speech and Language Therapy, Educational Psychology Service, Child and Adolescent Mental Health Service, Occupational Therapy Service and Physiotherapy Service.
Provide healthy lifestyle education, from internal and external services and staff.
Young people are supported to understand the importance of physical activity and to make healthy choices in relation to their physical health.
Young people are supported to understand the importance of their mental health and to make healthy choices in relation to their mental health.
The use of a whole setting PSHE curriculum based on good health that includes physical, mental and sexual health including information focused on alcohol and drug education.
Ensure that young people develop the skills in managing their own health, including advice and support to access dental, GP and other health related appointments.
Signposting and resources are displayed and provided that make young people aware of information and their rights in relation to their health, For example, Get Your Rights and The Association of Young People’s Health.
Consideration is given to the young people’s outcomes and aspirations.
Explore with young people their aspirations, what they want to be able to do when they leave post-16 education or training and the support that they need to achieve this.
Young people may seek support from online support services such as The Mix. It provides advice on a range of issues including mental health, housing, money and work. Young people can talk to The Mix for free on the phone, by email or by webchat.
Close liaison with the young person, family members and other professionals already involved to identify signs and behaviours which may indicate changes in emotional and physical wellbeing.
Small group intervention / tutorials focused on emotional well-being and mental health, physical health, sexual health and relationships and drug and alcohol education.
Use of resources such as the Be Healthy Curriculum.
Specific support to manage and attend health appointments through a process of gradual exposure.
Access to evidence based interventions and psychoeducation focused on sleep.
Young people with a registered learning disability should be supported in understanding what a GP can help with and to access an annual health check.
Referral or multi-agency meetings for assessment and advice to identify persistent and complex needs such as:
Increasingly individualised / adapted personalised programme of support.
Use of the Moving on Well resource. A resource aimed at improving transition practice for young people with complex health needs and disabilities.
Assist the young person to make themselves known to their GP before the transition to adult services.
Enable young people to start taking responsibility for managing their own health as appropriate Mental Capacity Act.
Personal, social, health and economic PSHE education sessions/days, covering a range of topics focused on community participation, relationships and friendships.
Curriculums / programmes of work that focus on relationships, including sexual health and relationships (choices, safety and good health).
Curriculums / programmes of work that focus on promoting an understanding of responsible use of social media and other online activity such as gaming.
Encouragement and support for young people in accessing a range of extracurricular activities.
Support for accessing community volunteering opportunities, for example Volunteering Matters
Young people are supported to know where they can go for help and how to use the emergency services.
Consideration is given to the young people’s outcomes and aspirations.
Explore with young people their aspirations, what they want to be able to do when they leave post-16 education or training and the support that they need to achieve this.
Support young people to identify activities that they may wish to access (these can be found through the Local Offer).
Provide support in developing and maintaining friendships and relationships. This could be offered through individualised learning pathways or group work (eg shared interest groups).
Provide support for young people to engage in interest related clubs.
Delivery of small group sessions in line with identified needs focused on friends, relationships and community. Use mentors already in the young person’s network to work with young people eg tutors.
Encourage young people to share their developing skills and experiences, acting as peer mentors and buddies to other young people.
Targeted activities offered by external agencies eg the Youth Support Service Consultation with external agencies and the young person with regards to risk-taking behaviours within the community.
Assist the young person in setting up and maintaining a circle of friends/support network.
Use of mentors/key adults/coaches, with whom the young person can develop a trusting relationship, who is able to offer regular check-ins and personalised support.
Increasingly individualised / adapted personalised programme of support.
Signpost to specialist advocacy support and service user-led organisations.
Assist the young person in setting up and maintaining a circle of friends/support network.
Use of mentors/key adults/coaches, with whom the young person can develop a trusting relationship, who is able to offer regular check-ins and personalised support.
Increasingly individualised / adapted personalised programme of support.
Signpost to specialist advocacy support and service user-led organisations.
Support the young person to access short breaks if in line with their wishes.
Consider how personal budgets might be used to promote community participation, in line with the young person’s wishes and goals. For example, to access social activities.
Involvement of external professionals, in order to further personalise interventions. Work with other professionals to develop risk assessments to access activities, if appropriate.
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