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Preparation for adulthood starts from the earliest years for all young people. Conversations about the future and dreams of becoming a police officer, ballerina, sports star or astronaut are common for all children. Their future should hold personalised opportunities for
further education and paid employment
friendships, relationships and community participation.
Whether for children and young people with an SEND Support plan or for children with an EHC Plan, preparing for adulthood must be a focus in reviews from year 9 at the latest. This means that SEND support / EHC Plans for young people over the age of 13/14 should:
Include SMART outcomes related to the 4 themes highlighted above
Demonstrate consideration of the Care Act 2014 transition assessments by:
requesting a Child’s Needs Assessment (CNA) where a young person is likely to need care and support post-18 and when it is of significant benefit to do so;
where a CNA identifies eligible needs, have a transition plan in place, aligned with the EHC plan and with shared outcomes;
Prepare young people, along with their families, for taking decision-making responsibility in relation to their EHC plan;
Consider how to develop and evidence decision making skills for young people approaching and over age 16 in line with the principles of the Mental Capacity Act 2005;
Continue to be person-centred with the young person’s views, wishes and feelings clearly evidenced throughout the plan;
Continue to have a ‘golden thread’ that links aspirations, outcomes, needs and provision.
When working with pupils from Y9 onwards, the outcomes need to focus on preparation for adulthood. Here are some examples of what that might look like:
Employment and Higher Education
It is important to provide evidence of long term planning for employment. This should include skills development, vocational profiles, and support to identify opportunities such as work experience, supported internships, apprenticeships and volunteering.
By the end of 6th form, Muhammed will have completed meaningful experience of work in 3 local businesses so that he has an understanding of the different types of job roles available in the local community.
By the end of the year Alex will be able to buy a bus ticket independently from her home to the local town where she would like to get a job and/or volunteer.
As independence means different things to different people it is important to consider the different ways in which young people can be supported to be as independent as possible.
By the end of the academic year, Maya will be able to look after her assistance dog Rusty, by feeding and walking him twice a day and brushing him once a week.
By age 18, Jackson will be able to prepare a simple breakfast (cereal or toast) on every college day morning.
Elijah will manage his own personal care needs by age 21, using equipment where he needs it.
All learning disabled young people over the age of 14 shoud be having their annual health check with their GP, but what other health considerations may a young person have that will need to be accommodated as they move into adulthood? Consider the best way of ensuring that health colleagues are involved with any reviews and the SSP or EHCP is updated with any relevant changes.
Adrian will train with the local wheelchair basketball team and try out for the team by the end of the year.
Louisa will attend appointments with her adult consultant without support from her parents by the end of the year.
Russell will take his medication himself at college by the end of the year.
Kai will reach a healthy weight for his height (within healthy BMI range) by the age of 21 by following the diet plan in Section K.
Friends, Relationships and Community Inclusion
For many young people this will be one of the aspirations they value most. It is important to consider how they are supported to develop and maintain healthy friendships and relationships across a range of settings. Young people should be encouraged to participate in age-appropriate activities that build on their strengths and interests.
Katy will go on a weekend away with her 2 close friends on the Easter bank holiday weekend.
John will attend a music festival with at least 1 friend during the summer holidays.
By the end of the second term Amber will take part in ballroom dancing lessons once a month outside of college with her friend Peter.
Peter will have 2 new college friends by the end of the year.