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News support feature: A mixed picture for learners needing extra support after 16

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When young people with learning difficulties and/or disabilities leave school, very few of them carry on to complete programmes that help them live independently, undertake further study, or gain employment, according to Ofsted’s recent report Progression post-16 for learners with learning difficulties and/or disabilities. The report highlights the problems encountered when these young people move into adult learning.

The report was based on the findings of inspectors’ visits to 32 providers between October 2010 and March 2011, and 111 detailed case studies of learners. Ofsted evaluated the arrangements for transition from school, and the quality of provision for those learners up to the age of 25. Providers visited included colleges, independent providers of work-based learning and local authority providers of adult and community learning.

Inspectors interviewed 12 local authorities. They found that the arrangements to provide assessments for learners with a learning difficulty as they moved to post-16 provision were not working well. However, despite the inconsistent and largely ineffective use of these assessments, the arrangements to receive learners from schools were working well in most cases.

Learners valued the taster courses, link courses and familiarisation opportunities provided by many colleges and independent providers. Most learners were well supported into mainstream courses, including apprenticeship programmes. On these courses learners with a learning difficulty and/or disability achieved as well as their peers, with success rates of around 80%.

There was very little provision available for learners over 20 years old and insufficient information was held or maintained by local authorities about the destinations and success of learners. At the age of 19 a different social care team in the local authority took responsibility for supporting learners. This move from children’s to adult services, with significant varying degrees of support, caused difficulties for learners and their parents or carers.

In the majority of the case studies, the criteria used for placement decisions were unclear. Local options were not well explored and recommendations weren’t always based on an objective assessment of need. This lack of objectivity and reliance on historical links lead to significant discrimination in placement decisions. However, there were some case studies that reflected good practice.

Case studies - the apprentices

One apprenticeship provider responded very flexibly in meeting the needs of an apprentice who had a combination of needs. She had received support at school to help with her mobility difficulty and elective mutism. But when she transferred to college to begin a full-time childcare course, the support worker she was promised wasn’t provided and she left after two days. She couldn’t cope with the course, found it difficult to negotiate the building and wasn’t comfortable with the environment. Back at home she became very reclusive.

Her mother contacted the independent learning provider because her daughter had previously completed work experience there, and enquired about the possibility of her starting an apprenticeship in childcare. The learner was invited for an interview and they discussed the apprenticeship and how it would work. Her specific mobility and communication difficulties were assessed. Support was arranged and the provider adapted the healthcare plan they used in the nursery to fit this type of need.

There was a clear set of actions, including adjustments made to assist the apprentice when working with the children. This provided guidance for everyone and worked well. As a result the learner found ways to communicate with the very young children and was making good progress on her programme.

In another example inspectors observed an off-the-job training session with an independent provider of work-based learning, where apprentices with dyslexia were observed in a hairdressing theory session.

The teacher used a range of specific study skills developed to support those with dyslexia, which were also useful for all the learners. The content of the session prepared the learners well for the practical aspects of hairdressing. They had good opportunities for reflection and discussion about skin conditions and salon hygiene.

Information was presented in small sections for learners to discuss and it was reinforced by the tutor, who created opportunities during the session to check learning and monitor the learners’ progress.

The support arrangements were good. The register listed the support needs of individual learners and the aids and adaptations required, and these were observed in use. There was a member of staff who had experience and training in dyslexia and this helped her meet the learners’ needs. She was also able to present materials and tasks in ways that unobtrusively supported those with dyslexia.

Case studies - the learners

A learner at a general further education college spent two days a week at the college learning how to prepare food within a commercial kitchen, with the remainder of the week spent on supported work experience in the kitchens at the local university and a café kitchen run by a charity.

During his two-year course, he was also encouraged to learn how to respond appropriately in situations that made him anxious. He commented, ‘I now know how to control my temper and I have ways of helping myself.’ He gradually learnt how to behave in a professional context and recognise the consistent demands of a job due to the structured approach taken by the staff. The course helped him to use local transport independently, gave him practice interviews and support to write his curriculum vitae. Now he has a part-time job in catering.

In another example a learner had transferred from a special school to an independent specialist college specialising in programmes for learners with autistic spectrum conditions.

The learner had an extensive interview day at the college, which included a thorough multi-disciplinary assessment and identification of his needs. Individual funding was based on those assessments, including specific funding for speech therapy, and one-to-one tuition where needed. His programme focused on preparing him for employment and he participated in the college’s own social enterprises, which included floristry and the provision of stationery supplies.

He developed his communication skills over three years, supported by a speech and language therapist and highly trained support staff, and gradually built up his skills while working in the social enterprises. These skills included contact with members of the public, something that had previously caused him high levels of anxiety. He also learnt practical skills which involved the use of money and other administrative tasks. At the time of the visit, he had successfully started a supported internship at the local hospital, which he was hopeful would lead to permanent employment.

The report helps highlight how services can be improved to help young people with learning difficulties and/or disabilities move successfully beyond their school years and achieve their potential. Ofsted’s website features good practice case studies showcasing outstanding provision, which offers providers insight into different successful practices. One particular example focuses on the work of Derbyshire and Nottinghamshire Chamber of Commerce. They have developed a realistic working workshop where learners can carry out real work tasks for local businesses. To read this case study and others visit http://www.goodpractice.ofsted.gov.uk/
 

Associated resources

• Progression post-16 for learners with learning difficulties and/or disabilities

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