PfA Year 11 | PfA | Kirklees SEND Local Offer

A young person may leave school after Year 11, but by law, they should continue learning until age 18. Learning can include a full-time education at a school or college, and/or an apprenticeship/traineeship

Continue discussions about future plans and explore a range of options. Ask your school about post-16 support and planning advice.
Review any work experience undertaken by the young person and/or plan further opportunities.
If the young person still hasn't secured a placement for when they leave school, there is a page dedicated to this, where they can look at all their options. Please visit the 'What does education look like after 16?' page.
If the young person is unable to travel independently, consider the Community Enablement Team for support, where eligible.
Explore how any Personal Budget or Direct Payment might be used to support employment aspirations.
Ensure the personal profile reflects current goals and aspirations for education and employment.
Use life skills sessions to ensure an informed understanding of all their options and to ensure high aspirations are considered. This may be done at school, at home or within community groups.
Students may want experience beyond what the course includes. Support students to find appropriate work experience through volunteering.
If applying for a place in sixth form, apply by the 31st January of the year that they are in Year 11.
Most post-16 education is 16 hours per week. This can be spread across 3-5 days depending on the course and setting. Consider what your child will do on the remaining days and any support they may need.
The school year finishes early in Year 11, regardless of whether young people are taking exams or not. It finishes either on the last Friday in June or earlier because of study leave.

Think about the link between Career Plans and Housing Options to ensure that the young person thinks about where they might live when thinking about jobs.
Ensure the young person is working towards travelling independently where possible. If they are unable to travel independently, consider support that might be necessary to develop independent travel skills and/or assistance that might be available. This may be through regular practice and conversations at home with parents/carers, or the Community Enablement Team
Look into benefits and support, and start engaging in conversations with the young person about money management and what this may look like.
Children’s Services may need to apply for a National Insurance number if the young person is in the Local Authority's care.
Young people are assumed to be able to make many decisions for themselves once they turn 16, and services will often contact them directly. The Mental Capacity Act relates to people aged 16+ who are unable to make some or all decisions by themselves.
On turning 16, your child will be reassessed under PIP (Personal Independence
Payment) if they have been getting DLA (Disability Living Allowance)
A young person turning 16 is usually expected to take on responsibility for any benefits they claim. If they can't manage their affairs, you can become their ‘appointee’ for benefit claims.

Encourage the young person to share their own views at medical appointments; they will be of a legal age to consent to medical treatment from age 16, but GPs and Health professionals encourage young people from 14 to manage their medical appointments. If they are unable to do so, the Mental Capacity Act applies.
You will be informed about when your young person will be discharged from each of the children’s services they use now, and who will take over responsibility from the adult services.
Annual health check via GP, if the young person is eligible, will continue yearly.
Your young person may be eligible for Continuing Healthcare (CHC) funding as an adult; an NHS health practitioner will complete and submit a Continuing Healthcare Checklist and Nursing Assessment (just prior to age 17).

Ensure opportunities are in place to support the young person’s interests and hobbies, for example through sports and social activities.
Help the young person to make decisions about how to spend their free time. Could volunteering options be explored?
Agree on strategies with the young person for staying safe in the community.
Explore ways to maintain friendships when the young person leaves school, and develop opportunities to make new friends.
Encourage the young person to make their own decisions whenever possible, and help them understand what support is available to help them participate in their community when they leave school.
Support the young person to plan how they will keep in touch with others. Can/does your young person access their local community services such as sports centres, libraries, cinemas, restaurants, and shopping centres?

Your school will ensure that all pupils apply for a suitable post 16 option (it may be a Careers Adviser but it could be a Head of Year/pastoral staff etc, that do this – depends on the school)
Reinforce all advice and guidance listed in years 9 and 10.
Create opportunities for students to meet key staff in their post-16 options, so they can familiarise themselves and start to build relationships.
Does the young person want the support of an advocate?

The year 10-11 review should be conducted in the same way as the year 9 review.

For young people in their final year of school, the local authority must ensure a transfer review is completed as part of a needs assessment. The local authority must give parents 2 weeks' notice that a transfer review and needs assessment has begun to enable them to prepare for the transfer review meeting.

The SENDCO or another member of staff at the school should help the young person prepare for the review by developing a person-centred plan. Identify any specialist communication needs, including interpretation or translation services, and provide support at the review meeting. Help the young person and their parents/carers identify any key individuals, such as advocates, they want present for the review.

If moving on from school, confirm the post-16 placement by 31st March.

If a request is for a specialist college placement, a multi-agency panel will decide.

Health

It is important that the key health professionals involved in the young person's life attend the Year 11 review and that specific, detailed planning with the young person and their family begins. For young people with complex health needs, planning must start now, if it hasn't already.

Health professionals and Specialist Adult Pathway team staff must work in partnership to clearly establish who is responsible for adult support and funding by the young person's 17th birthday. This is appropriate if these services are involved.

Social care

The Disabled Children's Team (if known to them) and the Specialist Adult Pathway Team (if known to them) should attend the Year 11 review meeting.  The Disabled Children's Team will undertake a social care transitional assessment. This will be passed on to the Specialist Adult Pathway Team as the young person approaches 18. The Specialist Adult Pathway Team will start the Care Act assessment process, including carrying out a carer's assessment. See our Carer's assessment and eligibility for support page for more information. At this stage, the specific planning for post-18 adult social care begins. Details of young carers will be provided to the specialist adult pathway team to ensure the transition assessment is carried out for all young carers.

Who else is involved?

The key roles involved in the transition process at this stage are:

Lead Practitioner - acts as a point of contact and provides additional support as required by the young person and/or their family, ensures all agencies complete assessments and other documents, and keeps a detailed record of all activity.
The EHCP Team - makes sure that EHC plans are completed with the young person and their family.
The Children with a Disability Team - works with the Specialist Adult Pathway team to assess and review the social care needs of the young person and their family.
Specialist Adult Pathway Team - works very closely with the Disabled Children's Team. Their role is to assess needs and determine whether the individual is eligible for adult social care-funded support.
Health transitions are the most complex and often involve lots of people; a person-centred approach is taken based on the specific circumstances of the young person. A health lead professional will be identified as the single point of contact, liaising with other health professionals.
Careers Service - For careers information, advice and guidance, contact C+K Careers. Or you can speak to your school Careers Adviser