Transition into Post-16 education
What is transition and why can it be a challenging time for young people
Effective transition into post-16 education is vital. It ensures that learners are able to move confidently into the next stage of their education, training or employment. This is particularly important to those with additional needs and vulnerabilities. A well-planned transition can support continuity, reduce anxiety, and promote positive outcomes. This is by helping learners understand what to expect and what will be expected of them. Settings play a crucial role in preparing learners and their families by providing clear information about:
- available pathways,
- support services,
- the skills required for independence and success.
Settings should actively involve families in the process. They should ensure families are aware of key resources.
A good transition is:
- person-centred,
- begins early,
- built on strong collaboration between settings, families, and professionals.
It focuses on the learner’s aspirations, strengths, and needs. It includes opportunities for visits, familiarisation, and relationship-building. This helps to ensure the learner feels confident, informed, and ready to take their next steps.
The post-16 education and skills white paper - GOV.UK states Section 1.4.2 "We will strengthen the role that schools play in the transition to post-16 education and training, so that each pupil has a planned destination before they leave. We will revise guidance so that schools routinely provide targeted support for those at risk of becoming NEET, helping them choose their next step and successfully transition into post-16 education and training."
Vulnerable Learners
Children and Young People can experience various vulnerabilities at different times in their life. For some, these vulnerabilities are increased at educational transition points. The vulnerabilities listed below link to the ESCC Vulnerable Learners Protocol. Please note this list in not exhaustive.
- Safeguarding Issues
- Children in care
- Health Needs
- SEND
- Neurodiversity
- English as an Additional Language
- Behaviour and Attendance
- At risk of NEET
There are rising concerns around youth unemployment and NEET nationally. These highlight the importance of early identification and targeted support. Settings should use available information and professional judgement to identify risk. They should ensure that learners are supported to explore appropriate, realistic, and aspirational post-16 pathways.
Further information can be found in the resources section of this page.
Students with an Education, Health and Care Plan (EHCP)
It is helpful to plan ahead and make use of the information available on the Local Offer. Especially when planning and preparing for post-16 transitions for children and young people with an Education, Health and Care Plan (EHCP). This provides guidance and resources that are specifically relevant to this cohort. It can support informed transition planning.
Alternative Provision
Where a student is accessing Alternative Provision, all involved parties should work collaboratively. This involves agreement on who has lead responsibility for supporting the young person. It also includes overseeing their transition arrangements.
Students with Varied Levels of attendance
Post-16 transition planning should begin as early as possible for students who:
- are non-attenders,
- low attenders,
- or accessing alternative learning arrangements.
While levels of engagement may vary, it is important that these young people are offered the same opportunities as their peers to explore post-16 pathways. This includes the opportunity to discuss their aspirations. As well as this, they should have the opportunity to access information, advice, and guidance. Schools can help ensure that young people are well supported to make informed choices about their next steps. This is aided by maintaining a focus on future planning and keeping opportunities open,
Identifying your students who are at risk of NEET
OnTrack+ Risk of NEET Indicator
OnTrack+ is the Risk of NEET Indicator (RONI) tool that is available for all schools embedded in Compass+.
OnTrack+ is designed to help identify learners who may need responsive, targeted, or personalised support. It acts as a professional decision support tool. It helps to inform planning and interventions, whilst enabling early identification of those at risk of becoming NEET. This feature should complement staff expertise and contextual knowledge. It must never be treated as a standalone or automated decision-making solution.
Destinations Data
Schools can utilise previous leaving groups’ destinations data. This can aid in identifying those potentially at risk of not sustaining in post-16.
Destinations dashboards are available for all school on the Careers East Sussex data page. These show how many leavers were not participating in education or training at the end of their Year 12. (NEET, in employment without training, or not known). The individual learner details can be requested for further analysis, by emailing Aspire@eastsussex.gov.uk
What supports a successful transition and what are the responsibilities of the education setting?
Early planning
Transition planning should begin as early as possible, ideally from Year 9 onwards for learners with SEND. Early planning allows sufficient time to explore options and build key skills. It can also help reduce uncertainty for both learners and their families. Settings should ensure that discussions about post-16 pathways are:
- ongoing,
- embedded within the curriculum,
- and reviewed regularly so that plans can evolve as the learner’s aspirations and needs develop.
Person centred planning
Person-centred planning should be at the heart of all transition work. Settings should use tools to identify clear, meaningful steps towards Post-16 outcomes and Preparing for Adulthood. These can include: Additional Needs Plans, Annual Reviews, Personal Education Plans (PEP), and action plans. It is crucial that young people are involved and input into their plans & reviews.
Planning should reflect the learner’s strengths, interests, and aspirations. It should support needs, with outcomes that are specific, achievable, and regularly reviewed. Learners should be actively involved in shaping their plans and making decisions about their futures.
Collaboration
A successful transition relies on strong collaboration. Collaboration should be between all professionals involved in the learner’s journey. This includes:
- school staff,
- Virtual School,
- SEND teams,
- careers advisers,
- YES advisors,
- health professionals,
- social care,
- and post-16 providers.
Settings are expected to actively share information and attend multi-agency meetings. They should contribute to joined-up planning. Clear communication and shared responsibility help to ensure that transitions are seamless. It makes sure no learner falls through gaps in support.
Connect with Post-16 providers
Settings are expected to build strong links with local post-16 providers to support smooth transitions. This includes:
- sharing accurate and timely information,
- arranging visits and taster sessions,
- link in with relevant staff in SEND team, safeguarding team, and Designated Teacher,
- and supporting learners to familiarise themselves with new environments.
Joint working with providers ensures that support needs are clearly understood. It ensures that appropriate provision is in place from the start. Effective partnerships help to reduce anxiety and ensure continuity of support for the young person.
Work closely with families and social care
Families and social care with a cooperate parenting responsibility play a vital role in supporting successful transitions. They must be fully involved throughout the process.
Settings should ensure that families are:
- informed,
- listened to,
- supported to understand the options available.
This includes providing clear information about post-16 pathways, transition activities and Preparation for Adulthood (PfA) skills, support services, and key timelines. Building strong relationships with families helps create consistency between home and school. It ensures that planning reflects the wider context of the young person’s life.
Careers Education
Settings and careers planning should ensure their careers programme is inclusive and aspirational. It should be personalised and consider the diverse needs of young people. It should be accessible to all learners. This includes those with SEND, those attending part time, or those in alternative provision.
Learners should have access to a broad range of experiences. This includes:
- work placements: Every young person should meet with an employer in their place of work. Each young person should spend a total equivalent to 25 hours/5 days’ worth of meaningful workplace encounters in Key stage 4.
- employer encounters: Every young person should meet with an employer in their place of work. Each young person should spend a total equivalent to 25 hours/5 days’ worth of meaningful workplace encounters in Key stage 3.
- careers advice: By the end of Year 11 every young person must have had a meeting with an impartial and trained careers advisor to discuss best next steps into post 16 and beyond.
- Technical and Vocational pathways (Including Apprenticeship pathways): Under Provider Access Legislation, schools must ensure pupils have access to information and encounters with a range of education and training providers. This is so they can make informed decisions about their next steps. Provider Access Legislation | CEC Corporate Web
Preparation for Adulthood
Preparing for Adulthood | NDTi should be embedded across the curriculum and wider educational experience. Settings should actively develop learners’ skills across the four key outcome areas:
- Employment,
- Independent Living,
- Community Inclusion,
- and Health.
This includes:
- teaching practical life skills
- promoting independence
- supporting social confidence
- encouraging participation in the community.
By focusing on these areas, settings help young people to build confidence and resilience. This ensures they are well prepared for life beyond school.
Information sharing
Effective information sharing is essential to ensure a smooth and well-supported transition for young people moving into post-16 education or training. Settings are expected to share accurate, relevant, and up-to-date information. This applies to all professionals involved. This should also be shared with post-16 providers, in a timely and secure way. This includes details about the learner’s strengths, needs, support strategies, outcomes from plans, and any relevant assessments.
Clear information sharing helps to ensure continuity of support. It avoids repetition for the learner and family. This enables receiving settings to prepare appropriately. It is important that information is shared with the knowledge and involvement of the young person and their family. This ensures transparency and trust. Settings should also ensure that learners and families are given clear, accessible information. This is so they can make informed decisions about next steps and feel confident about the transition process.
Events
The Latest Events page provides schools with current careers and employability opportunities across East Sussex. It includes employer encounters, careers activities, training, and local events. It supports Gatsby Benchmark delivery and Provider Access Legislation requirements. It helps broaden learners’ awareness of future education, training, and employment pathways.
iCan is an inclusive careers event for young people from Year 9 onwards who may face barriers to mainstream careers events. This includes those with SEND, SEMH needs, or additional challenges. It helps young people and families explore future pathways, build confidence, and make informed decisions about education, training, and employment.
Resources
School to Adulthood Guide (Post-16 transition guide)
This online booklet supports young people to explore future options and prepare for adulthood. It covers key areas such as post‑16 pathways, developing independence, employment opportunities and college life. It includes videos from young people sharing their experiences.
It is primarily designed for young people with Special Educational Needs and Disabilities (SEND). However, it also provides information for all young people preparing for this important stage.
Who is it for?
Primarily for young people, however it can be used by professionals and families and can be used with young people.
When can it be used?
This guide can be used independently or with support from professionals or family members. It is available at any time, and it is recommended to begin using it by Year 9 at the latest, with the option to revisit it whenever needed.
Parent/Carer careers guide
This guide has been produced by East Sussex Careers Hub. It is made to help parent and carers support their young person to find their next best step in education, employment or training.
Parent/carer transition guide
The guide is designed to be flexible and accessible. It is to be used independently or alongside professional support. It can be revisited at any time throughout the transition journey. To ensure the best outcomes, it is recommended that families begin using the guide as early as possible, ideally by Year 9 at the latest.
This guide has been developed to support parents and carers in navigating the planning and preparation involved in their child’s transition from school into post‑16 provision. It is primarily aimed at families of young people with Special Educational Needs and Disabilities (SEND). However, it also provides information for all young people preparing for this important stage.
There are printed versions available, these are sent to the SENCO’s at the beginning of every academic year. If you would like more copies, please contact Post16andINMS@eastsussex.gov.uk
Who is it for?
Parents and carers of all young people.
When can it be used?
The guide is designed to be flexible and accessible. This allows it to be used independently or alongside professional support. It is available at any time, and for best outcomes it is recommended to begin using it by Year 9 at the latest, with the option to revisit it whenever needed.
Local offer
The College and Adult Life section provides information and guidance aligned to the four Preparation for Adulthood outcomes. The content is valuable for all young people. Is is valuable for families and professionals supporting them also. The resources are designed to support individuals throughout their transition journey. It can be used as an introduction or for ongoing use.
Who is it for?
Young people and families with SEND & professionals.
When can it be used?
The information is available to professionals, young people and families at any time. For maximum benefit, it is recommended to begin engaging with this resource no later than Year 9, with the option to revisit it whenever needed.
Careers East Sussex
Careers East Sussex is an online careers platform aimed at young people, adults, professionals and families. It helps to explore courses, apprenticeships and local opportunities. It provides easy‑to‑use tools and guidance. These can help individuals make informed decisions about their future planning and career choices.
Who is it for?
All young people, families and professionals.
When can it be used?
This information is available to professionals, young people and families at any time. If you haven’t used it before, it is recommended to start in Year 9, with the option to return to it whenever needed.
Vulnerable Learners Protocol (VLP)
This resource supports professionals to understand their roles and responsibilities. It outlines key activities within the transition cycle to ensure vulnerable learners are effectively supported.
Who is it for?
Professionals only – it is the responsibility of each setting to determine which young people this protocol is relevant for.
When can it be used?
The protocol should be used in line with the transition cycle, starting from Year 9 onwards, and referred to throughout the transition process.
Information Sharing (VLP)
Sharing information about vulnerable students with conditional offers to relevant post‑16 providers is a key part of the transition process within the Vulnerable Learners Protocol. This ensures continuity of support and effective planning for post‑16 pathways.
Who is it for?
Professionals only – it is the responsibility of each setting to determine which young people this process is relevant for.
When can it be used?
The spreadsheet should be shared in the last week of Term 4 in Year 11. However, it is recommended that preparation begins as early as possible in Year 11. This can help identify vulnerable learners and ensure accurate, timely information sharing.
Additional Support Available
-
EALS:
- Help with college applications and understanding post-16 options.
-
EHCP Transition Team:
- Preparation for Adulthood focus in Year 11 Annual Reviews.
- Individual and group support for pupils with EHCPs transitioning to college or employment.
-
Employability and Skills Team:
- Youth Employability Service for Year 11 pupils at risk of NEET.
- Work Experience placements and career events.
- ESTAR support for vulnerable families transitioning to independent living.