Post-16 and post-19 education and training case studies
Case study 1: Year 11 transition – what if GCSE grades aren't enough?
Scenario:
Jamie is in Year 11 at a specialist setting and has an Education, Health and Care Plan (EHCP). He's taken alternative qualifications instead of GCSEs and his English and Maths results are lower than expected. Jamie wants to go to a mainstream college for a vocational course, but the college says he doesn't meet the entry requirements.
Common misconception:
“If you don't have the right GCSE grades, you can't go to college.”
The facts:
- young people with an EHCP can stay in education or training until age 25 if it helps them achieve their goals
- colleges must make reasonable adjustments and consider flexible entry routes for learners with an EHCP
- entry requirements are not a barrier, there are alternative pathways to help your child reach their chosen course
Practical solutions for parents:
1. Annual Review and planning:
- use the Year 11 EHCP annual review to talk about your aspirations
- ask for the preferred college to be considered in the EHCP
2. Alternative Pathways:
- many colleges offer Foundation or Entry Level courses that include vocational subjects plus English and Maths support
- locally, some specialist post-16 settings provide additional stepping-stone years. These focus on building confidence and improving English and Maths, making future applications to vocational courses more successful
3. EHCP Support:
- the EHCP can include extra help at college, such as specialist teaching, assistive technology, or therapies
Positive outcome:
Jamie spends an extra year in a specialist post-16 setting to strengthen his English and Maths. With improved skills and confidence, he successfully applies for his chosen vocational course at college the following year.
Case study 2: Post-16 options when mental health has impacted GCSEs
Scenario:
Amelia is in Year 11 at a mainstream school and has an Education, Health and Care Plan (EHCP). She struggled with the large school environment and her mental health meant she couldn't sit her GCSE exams, even though she was following a GCSE curriculum. Amelia and her family are worried about what happens next.
Common misconception:
“If you don't sit your GCSEs, you can't continue in education.”
The facts:
- young people with an EHCP can stay in education or training until age 25 if it helps them achieve their outcomes
- post-16 education is not limited to GCSE results. Colleges and specialist providers offer flexible routes for learners who missed exams due to health or other needs
- The SEND Code of Practice requires providers to use their best endeavours to support learners with SEN and make reasonable adjustments
Practical options for Amelia:
1. Annual Review and transition planning:
- use the Year 11 EHCP review to discuss Amelia's aspirations and mental health needs
- request that the preferred college or specialist setting is named in Section I of the EHCP
2. Alternative pathways:
- Foundation or Entry Level courses: these allow learners to build confidence and skills before progressing to Level 2 or vocational courses
- Functional Skills in English and Maths: these are widely accepted and can be studied alongside vocational subjects
- Specialist post-16 settings: locally, some providers offer smaller, supportive environments with mental health support and accredited qualifications in English, Maths, and vocational areas. These “stepping stone” years help young people re-engage and prepare for future college applications
3. EHCP Support:
- the EHCP can include mental health support, therapies, and tailored teaching approaches to ensure Amelia's needs are met
Positive outcome:
Amelia starts at a specialist post-16 setting for one year, focusing on wellbeing, English and Maths, and confidence-building. With improved mental health and skills, she successfully transitions to a vocational course at college the following year.
Case study 3: Year 14 – preparing for adulthood and employment dreams
Scenario:
Sam is in Year 14 at a specialist setting and has an Education, Health and Care Plan (EHCP). He's been following a Preparing for Adulthood curriculum, completing ASDAN (Award Scheme Development and Accreditation Network)courses and working towards Entry Level qualifications.
Sam wants to be more independent and dreams of becoming a train driver because he loves trains. Due to his complex needs, driving a train isn't realistic, but he could work in a role connected to trains
Common misconception:
“If my child can't do their dream job exactly as they imagined, there's no point in planning for work.”
The facts:
- young people with an EHCP can stay in education or training until age 25 if it helps them achieve their outcomes
- Preparing for Adulthood pathways focus on employment, independent living, community inclusion, and health
- there are many roles in the rail industry beyond driving trains, such as station assistant, customer service, or maintenance support
- the SEND Code of Practice requires local authorities and providers to support ambitious but realistic outcomes and help young people move towards work
Practical solutions for Sam:
1. Annual Review and career planning:
- use the EHCP review to set employment-related outcomes linked to Sam's interests (e.g., working in transport or customer service)
- involve careers advisers in Sam's transition meeting
2. Complete a Vocational Profile
- a vocational profile helps identify Sam's aspirations, strengths, and support needs
- it provides a clear roadmap for steps and adjustments needed to achieve his goals
3. Post-19 pathways:
- specialist Post-19 provision: continue with life skills, travel training, and vocational tasters
- work experience: explore placements in transport settings (for example, stations and ticket offices)
- Supported Employment Programmes: these help young people with complex needs gain real work experience with job coaching
4. EHCP support:
- include travel training, job coaching, and social skills development in the EHCP to prepare for work
Positive outcome:
Sam completes a vocational profile and a tailored programme focused on employability and travel training. He gains work experience at a local train station, supported by a job coach, and later moves into a paid role in customer service within the rail industry.
Case study 4: Year 14 – transition to Adult Social Care and lifelong learning
Scenario:
Ella is in Year 14 at a specialist setting for young people with Profound and Multiple Learning Disabilities (PMLD). She has significant health needs and is unlikely to live independently.
Ella has reached her peak academically but would benefit from lifelong learning and embedding skills to maintain her quality of life.
Common misconception:
“When formal education ends, there's nothing more to learn.”
The facts:
- at 18+, if education is no longer the most appropriate route, the EHCP review should consider transition to adult social care under the Care Act 2014
- lifelong learning doesn't have to mean formal education, it can include community-based activities, sensory experiences, and supported routines that maintain skills and wellbeing
- local authorities must ensure a smooth transition from children's to adult services, involving health, social care, and community support
Practical solutions for Ella:
1. Annual Review and transition planning:
- use the EHCP review to agree that Ella's outcomes will now focus on health, independence (where possible), and community inclusion
- involve adult social care early to plan support packages
2. Adult Social Care support:
- Ella may be eligible for a Care Act assessment to determine her needs and funding for day opportunities, personal care, and therapies
- support can include personal assistants, specialist equipment, and access to community activities
3. Community learning and lifelong engagement:
- activities such as sensory sessions, music therapy, hydrotherapy, and supported volunteering can help maintain skills and quality of life
- embedding learning means continuing routines and communication strategies Ella already knows, so she stays confident and engaged
4. Health and therapy continuity:
- ensure physiotherapy, speech and language therapy, and medical support remain part of Ella's care plan
Positive outcome:
Ella transitions smoothly to adult social care with a tailored support package. She attends a local day opportunity centre offering sensory activities and community inclusion, maintaining her skills and enjoying a fulfilling routine.