The SEN and Disability Code of Practice sets out what should be considered in annual reviews from Year 9 onwards. For teenagers, preparation for adult life has to be part of the planning and support for them. Discussions about their future should focus on what they want to achieve and the best way to support them to achieve. Planning must be centred around the child or young person and explore their aspirations and abilities, what they want to be able to do when they leave post-16 education or training, and the support they need to achieve their ambitions. LAs should make sure that children and young people have the information and help they need to join in fully in this planning and make decisions.

There are some key points for annual reviews and transition between school and further education and/or training:

• Planning is based on the young person’s aspirations and abilities and what is needed to support them to “achieve their ambition”: the EHC plan must fit the child/young person and not the other way around.
• Young people should be given the help they need to participate and make decisions. Parents and carers need to think about what will help their young people to make decisions when the time comes.
• Transition planning must be built in to the revised EHC plan. Although outcomes will need to be revised, remember that only the contents of sections B and F of an EHC plan can be appealed. It’s very important that the transition planning is specified and quantified in section F of the revised plan.
• The outcomes sought for a young person must be “ambitious” and “stretching” and “prepare young people for adulthood”. This is very important when thinking about education or training for young people aged 19-25 where provision tends to be more bespoke (and harder to get).

Read more: NDTi EHCP Guidance

What is a SMART outcome?

Specific

The ‘what’ – a clear statement of what will be achieved

The ‘why’ - be clearly defined and easy to understand

The ‘how’ – the action that needs to be taken.

Measurable

Based in evidence - it can be assessed objectively and/or it can been observed or recorded

It includes figures/numbers – it can be accurately measured against targets

Achievable

Challenging but not beyond reach

Providing opportunities for success along the way

Realistic

Aligning with the child or young person’s aspirations

Meaningful to the child or young person

Time bound

A time scale for achievement with and end date or date for review.

Remember, outcomes should be across education, health and social care and should not just focus on educational achievement.

“By the end of KS4, Ed (14 years old) can move around his community safely. He will- Walk independently to and from the bus stop, school and local club, explain and be able to action what he will do if he gets lost, and reliably recognise key symbols and words that are part of his everyday environment.”

Read more: NDTi Guidance - PFA EHCP Planning

Read more: Council for Disabled Children - Outcomes Tool

Read more: IPSEA Guidance - When can an EHCP be ceased (finished or stopped)?

Things you can do - Preparing for the future

Spend time with your child/ young person thinking about the future. These are areas which the preparation planning will cover:

Who I am:

• What are my good points?
• What am I good at?

My hopes and dreams for the future:

• What have I always dreamed of doing?
• Where would I like to go
• Who would I like to meet?
• What would I like to do next year?

How I communicate:

• How do I want people to communicate with me?
• What works well and what doesn’t?
• Do I need any extra or specialist help with communication?
• Do I use the same methods of communicating at home and at school?

Things which are important to me:

• Do I have routines that I like to follow?
• Do I like to know what is going to happen next?
• Do I like particular people or to have special things with me?
• Do I have any way of life or religious beliefs that I follow?

You may find it useful to answer these questions with your son/daughter in preparation of their Transition Pathway.

Questions you could ask

• Is our family getting all the support and help it is entitled to?
• Is there any help for my son/daughter to prepare for adult life?
• What will my son’s/daughter’s options be?