Education, Health and Care Plans Post 19 Activity: Study Programmes and Preparing for Adulthood Jude Thompson QTVI

Activity: A look at study programmes Background Discussion on your table about the elements that you would want to see in a study programme for a young person with sensory impairment Feedback to all delegates – and discussion about whether the needs identified will fit the criteria

What is a study programme? Publicly funded learning programmes for 16-19 year olds – and 19-25 year olds where the student has an EHCP. All post 16 providers (regardless of setting) are now expected to offer each student a study programme which is coherent, appropriately challenging and supports progression.

Designing a Study Programme Providers have freedom in the design and delivery of a programme but it must be consistent with the principles issued by the DfE.

1. Provide progression to a higher level than that of prior attainment For students with SEND there should be the opportunity and support for them to study at a higher level than they have achieved previously. Progression should be focussed on achieving their long term goals (Outcomes in EHCP) But this could be lateral – representing a broadening, generalising or consolidation of skills.

2. Include qualifications These need to be of suitable “size and rigour” to stretch the student and be clearly linked to suitable progression opportunities in training, employment or higher levels of education. But there is provision for students not yet ready to study a substantial qualification.

2. Include qualifications A study programme may be based on work experience or other non-qualification activity. But where students are not studying for a qualification providers must make sure they have rigorous means to recognise and record progress and achievement. RARPA – 5 stages http://send.excellencegateway.org.uk/rarpa-resources

3. Requirement to work towards GCSE A*-C in maths and English This could be other qualifications that will act as a stepping stone for achievement of the GCSE in time. Students with SEND do not need to have English and maths accredited but they do need to have these two areas included in their programme, as relevant to their individual needs and planned progression.

4. Allow for meaningful work experience This should develop employability skills and/or create potential employment options. For students with SEND who may not be ready for a work placement, alternatives can be explored – “in house” work experience or enterprise programmes. But – these must be a stepping stone to an external placement. Can disapplied in some circumstances.

5. Include other activities unrelated to qualifications These should develop the skills, attitudes and confidence that support progression. Could include voluntary work, Duke of Edinburgh and other awards.

Study Programmes for students with SEND must: Enable students to build on existing skills and knowledge, and represent progression (lateral or vertical) from their assessed starting points Provide stretch and challenge and support students towards their intended outcomes (EHCP) Include relevant aspects of English and maths

Study Programmes for students with SEND must: Include work experience to support the development of employability skills and create potential employment options (except where this is demonstrably inappropriate) Enable students to develop the skills, attitudes and confidence that support progression

Activity: Supporting decision making and planning “next steps” Consider the issues of capacity (MCA 2015) Who are the decision makers?

Preparing for adulthood means preparing for: Higher educations and/or employment Independent living Participating in society: friendhsips and contributing to the local community Being as healthy as possible in adult life