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Accessibility Statement

PfA Year 11

Why do we need to plan for the future?

We need to start thinking about the future and what it could look like, as well as identifying the right support to help along the way. This means everyone is involved in the planning and decision-making, including the young person, parents, carers and any professionals involved.

Planning for the future (also known as Preparing for Adulthood) formally begins in Year 9, as there is a lot to think about. Years 10 and 11 focus on developing future plans and monitoring progress. But for now, it's about starting to understand the process, what will happen, and the decisions that need to be made. 

What if I have an Education, Health and Care Plan (EHCP)?

If you have an EHCP, the preparing for adulthood process is a little bit more formalised. An annual review is a meeting that happens once a year to review your EHCP. At this meeting, everyone involved in supporting you will discuss the support that needs to be put in place to enable you to move towards your educational goals and life aspirations and to live as independently as possible. See the tab at the bottom of the page for specific information on your EHCP.

What do I need to start thinking about?

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. 

  • Review any work experience undertaken by the young person and/or plan further opportunities.
  • Continue discussions about future plans and explore a range of options.
  • 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.
  • Where your young person is unable to travel independently, consider The Community Enablement Team to support with this, 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 making sure 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. 
  • 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
  • Think about time spent away from home and how this would help to develop independence.
  • 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.
  • 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.
  • 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.
  • 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 free time.
  • 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.
  • Support the young person in understanding the available options for the above, providing accurate information to enable them to make informed decisions.
  • Encourage the young person to make their own decisions whenever possible, and help them understand what support is available to help them be part of 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? 
  • Is their family accessing any information or support they may need? Do you know if your young person is eligible for short breaks post-18 and what is available?
  • 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 is responsible for ensuring that 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. Any specialist communication needs, including interpretation or translation services, should be identified and support provided at the review meeting. The young person and their parents/carers should be helped to identify any key individuals, such as advocates, that they wish to be present for the review.

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

If a request is for a specialist college placement, this will be decided by a multi-agency panel.

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, it is crucial that planning starts now, if it hasn't already.

Health professionals and Specialist Adult Pathway team staff must work in partnership to establish a clear indication of who has responsibility for adult support and funding by the young person's 17th birthday.

Social care

Attendance at the year 11 review meeting will be from both the Disabled Children's Team (if known to them) and the specialist adult pathway team (if known to them).  A social care transitional assessment will be undertaken by the Disabled Children's Team. This will be passed onto 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 and eligibility. 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 assessments and other documents are completed by all agencies, and keeps a detailed record of all activity.
  • Special Educational Needs Team - makes sure that EHC plans are completed with the young person and their family.
  • Disabled Children's 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 to establish if 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

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Last updated: 16/04/2026