1. Post-16 provision and the Children and Families Act 2014
Alison Boulton

2. A brief history
Pre-Warnock: some specialist colleges supporting post-war rehabilitation
1978 Warnock report notes lack of post-16 provision (10% leavers in FE)
Developed through 1980s – 250 courses in 1987
1992 F&HE Act: have regard to the requirements of students with learning difficulties or disabilities
1996 Tomlinson report: Inclusive Learning
130,000 students in FE colleges

3. Post-16 options 339 colleges in England, including land based
846, year olds & 2 million adults. 16,521 high needs
66 specialist colleges 2,984 high needs
Sixth form colleges 1,602 high needs
Work based learning 550 high needs
Apprenticeships

4. An adult setting
Preparing for adulthood needs an adult setting and adult expectations
The dedicated schools grant must not be used to fund places or top-up for 19 to 25 year olds in special schools and special academies (School and Early Years Finance (England) Regulations 2014)
‘We believe that the needs of 19 to 25 year
olds with education, health and care plans
can be better met outside schools’.

5. C & F Act – why does it matter?
Because it is about improving the life chances of young people with learning difficulties and/or disabilities
Young people’s views & wishes are central
Young people should participate in decision making (legally from 16, but sooner if possible)
Young people have access to the tribunal
post-16 for the first time

6. New duties for colleges
To admit students who name college on their EHCP
To co-operate with LAs – reciprocal
To have regard to the Code
To use ‘best endeavours’ for all students with learning difficulties
or disabilities

7. 16 - 19 & 19 – 25 year olds Young people have responsibility from 16
What are the implications for colleges?
19-25 year olds with a plan can have more time in education to achieve their outcomes
19 + without a plan are funded
through the Skills Funding Agency

8. Have regard to the Code Not a quick read!
Applies to all staff across the college – how to disseminate and train
Post-16 throughout the code, but some specific sections

9. Use ‘best endeavours’ What else would we do?
Use best endeavours to secure the special educational provision that the young person needs, above and beyond usual support (& alongside reasonable adjustments)
With or without plans
All staff across the whole college

10. Best endeavours 2 It means: Understanding aspirations & outcomes
Getting students on the right programme
Providing support to promote independence
Monitoring support and progress
Holding annual reviews (if EHCP)
Supporting transition onwards

11. Good outcomes for adult life
Employment
Living more independently
Participating in the community
Good health and wellbeing

12. Study programmes New personalised curriculum framework:
Main learning aim either accredited or non-accredited – links to Natspec’s Rarpa work
Work experience (and SIs)
English and maths – literacy &
numeracy – functional/contextualised

13. The RARPA 5 stage process
Aims appropriate to individual learner or groups
Initial assessment to establish starting point
Identification of challenging learning objectives: initial, renegotiated and revised
Recognising & recording progress and achievement on programme (formative assessment): teacher feedback to learners, learner reflection, progress reviews
End-of-programme assessment - teacher &
learner - review of overall progress and
achievement

14. Funding – the challenge
New complex approach for all ‘high needs students’ – those who cost more than £6,000 to support – in 3 parts: E1, E2 & E3
Biggest challenge – Local Authorities assess, plan, commission and fund places
Colleges work with multiple LAs – plethora of policies, practice and paperwork!
33-50% annual turnover of students
What do LAs actually want to commission –
best or cheapest?

15. Any questions? http://www.natspec.org.uk/children-families-bill/