SEND


How a broader perspective on independence can help SEND pupils unlock their potential


When support ends: The challenges for school


Rebecca Smith Mandeep Bains


Mandeep Bains and Rebecca Smith from Ethos Academy Trust share how their holistic approach – encompassing practical skills, cultural enrichment, careers education and parental engagement – helps equip pupils for life beyond school.


For children with SEND, encouraging and helping them develop independence is not only essential but transformative. The journey toward autonomy empowers them to lead fulfilling lives, navigate difficulties, and thrive beyond the school environment. However, achieving this goal presents unique challenges.


Pupils with SEND often need tailored approaches to develop the skills necessary for adulthood, requiring educators to balance the meeting of individual needs with delivering a robust curriculum. At Ethos Academy Trust, we are deeply committed to overcoming these challenges through innovative programmes designed to prepare pupils for life outside school.


Recognising that independence is a cornerstone of personal development, the Ethos Academy Trust has developed a curriculum with a focus on ‘Preparation for Adulthood’. This ensures that our pupils acquire not only academic knowledge, but also the practical skills necessary to navigate adult life confidently.


Our work aligns with the government’s growing recognition that a ‘life skills’ curriculum is essential for all pupils. By prioritising preparation for adulthood, and focusing on life skills and independence, our schools ensure that pupils with SEND are not left behind but are instead empowered to succeed on their own terms.


Here are just some of the ways that we are paving the way for a future where children can thrive as independent individuals:


Partnering with parents. Our Trust recognises that independence is a journey shared by pupils, educators and parents, and therefore open communication with families is a cornerstone of EAT’s approach. Parents are actively engaged in their child’s educational journey, from participating in transitional reviews to celebrating milestones. This collaboration ensures that pupils receive consistent support at home and school, reinforcing the skills they learn and boosting their confidence.


Real-life skills through home cooking. A valuable feature of our curriculum is its home cooking skills programme. Each week, pupils plan, shop for, and prepare a two-course meal. This hands-on activity builds essential life skills, from budgeting to time management, while encouraging a sense of accomplishment. Beyond practical abilities, pupils gain a recognised qualification, underscoring the programme’s dual focus on real-world application and academic achievement. For many pupils, these skills are already empowering them to contribute at home.


Promoting independent travel. Mobility is a crucial aspect of independence, and our initiatives in teaching pupils to travel independently address this need. From navigating public transport to understanding safety protocols, pupils gain real-world experience that builds their confidence and steps to independence. These skills are particularly valuable for accessing education, employment, and social opportunities after school.


Engaging with democracy and leadership. Our Trust also emphasises the importance of citizenship and leadership through the ‘Votes for School’ curriculum. This programme engages pupils in discussions on current events and societal issues, cultivating their debating skills and encouraging them to consider diverse perspectives. By participating in these activities, pupils develop confidence and learn to advocate for themselves and others.


Building cultural capital. Understanding the world beyond school is another critical component of independence. Our Trust’s efforts to build cultural capital expose our pupils to a range of diverse experiences which help them develop adaptability and resilience, whether it’s visiting museums, engaging with local communities, or exploring different traditions.


Careers education: opening doors to the future. Through comprehensive careers education, pupils are introduced to a variety of opportunities for post-16 study and employment. This includes college and university visits, sessions with external speakers, and hands-on work experience. Industry Week workshops, mock interviews, and CV-writing sessions further enhance their readiness for the next chapter of their lives.


For more information about Ethos Academy Trust visit www.eat.uk.com February 2025 www.education-today.co.uk 21


leavers with SEND Emma Sanderson, Managing Director of Options Autism, part of Outcomes First Group, explores the challenges faced by young people with SEND when they leave school


When students with special educational needs and disabilities (SEND) move out of structured education, typically at the ages of 16, 19 or in their early twenties, they can find themselves set adrift into adulthood, without the safety net they previously relied on in school. At this critical transition, information can become ‘confused’ between councils, health authorities and education providers involved in SEND service.


While local authorities with strong partnerships and forward- thinking approaches have made strides, others lag behind, leaving young people without the preparation or opportunities they deserve. Why should access to support depend on a postcode lottery?


The impact of this abrupt end to support has once again been highlighted in the new Ofsted and Care Quality Commission (CQC) thematic review 2024, which confirms that ‘systemic barriers’ persist for people with SEND, with many falling out of work, employment or training after they leave the school system.


Statistics show young people with SEND are significantly less likely to be employed, and on average, earn much lower wages 15 years after completing Key Stage 4. Effective transition planning is critical.


One initiative proving successful is supported internships - structured, work-based programmes designed for 16-to-24- year-olds with EHCPs. These provide ‘positive experiences’ of work for young people less likely to sustain employment after leaving school. However, uptake can be hindered by local authorities prematurely closing EHCPs based on age, without following proper procedures - as always, funding remains a key barrier, with post-16 provision frequently being the first area to face cuts.


So, how can school leaders help address these challenges? Firstly, ensure that annual reviews focus on transitioning to adulthood from the end of KS3. This is not too early! Help young people with SEND to aspire to a wide range of destinations by providing them with taster opportunities, work experience, mentoring, enterprise education, and access to role models and inspiring speakers. Be creative - support students to apply for employment in ways that will give them an opportunity to shine, for example, using video CVs. The SEND Gatsby Toolkit is a great guide to what good careers provision looks like. Educate students and families on their rights to continue education beyond 19, and about maintaining an EHCP. By taking proactive steps, schools can help them navigate transitions more effectively, overcome barriers, and achieve fulfilling futures. With the right support and opportunities, young people with SEND can thrive in education, employment, and beyond.


Ultimately, preparing students with SEND for adulthood is about more than ticking boxes on a transition plan. It’s about instilling self-belief, resilience, and ambition. With the right mindset and resources, young people with SEND can move forward with confidence, ready to thrive in education, employment, and life.


For further information please visit www.outcomesfirstgroup.co.uk


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