Preparing for Adulthood

Preparing for adulthood is planning for a child or young person’s future once they leave full time education. It relates to future education and employment, independent living skills, community inclusion and health. Formal planning for this begins in Year 9.

On this page, you can find:

What does the SEND Code of Practice tell us?
Preparing for Adulthood Process
Key Messages
Resources
Websites
Links

What does the SEND Code of Practice Tell us?

7.37 Being supported towards greater independence and employability can be life transforming for children and young people with SEND. This support needs to start early and should centre on the child or young person’s own aspirations, interests and needs. All professionals working with them should share high aspirations and have a good understanding of what support is effective in enabling children and young people to achieve their ambitions.

7.38 Preparing for adulthood means preparing for:

higher education and/or employment – this includes exploring different employment options, such as support for becoming self-employed and help from supported employment agencies
independent living – this means young people having choice, control and freedom over their lives and the support they have, their accommodation and living arrangements, including supported living
participating in society, including having friends and supportive relationships, and participating in, and contributing to, the local community
being as healthy as possible in adult life

Preparing for Adulthood Process

The formal process starts in Year 9 (age 13 – 14) and can carry on until age 25, if necessary. Young people that have an Education Health and Care Plan (EHCP) must have Preparing for Adulthood Reviews and receive information, advice and support about their options and choices. All young people with an EHCP have an allocated Education, Health and Care Plan Coordinator.

The process will continue through to Year 12 (age 16 - 17). If a young person is identified to have additional needs in relation to a learning disability or autism they will be referred to the Adult Transition Team to prepare them for the transition into adult services. The referral is usually made by children's Education, Health or Care services involved. Find out more about the Adult Transition Team on the link below.

Key Messages

1. Personalise your approach - develop a personalised approach to all aspects of support using person centred practices, personal budgets and building communities.

2. Develop a shared vision of improving life chances with young people, families and all key partners.

3. Improve post-16 options and support - develop post-16 options and support that lead to employment, independent living, good health, friends, relationships and community inclusion.

4. Raise aspirations - raise aspirations for a fulfilling adult life, by sharing clear information about what has already worked for others.

5. Plan services together- involve the young person in the planning process