Moving on after school - The Post 16 Phase Transfer

What is a new phase of education?

This is defined in regulation 2 of The Special Educational Needs and Disability Regulations 2014 (the SEND Regulations 2014) as a transfer from:

early years education to school
infant school to junior school
primary school to middle school
primary school to secondary school
middle school to secondary school, or
secondary school to a post-16 institution.

This process is called a “phase transfer”.

The phase transfer process still happen even if your child is in an 'all through' school (one that caters for children from YR up to Y11 or Y13).

What happens to the EHC plan?

Regulation 18 of The SEND Regulations 2014 states that the EHC plan must be reviewed and amended before 31st March if the transfer is from secondary school to a post-16 institution

This means the local authority (LA) should start the annual review process in the autumn term of the year before your child or young person moves to:

a new setting as part of that phase transfer, for example from primary to secondary school, or
to a new phase. Some children attend an “all through school” which means they will move for example from primary education to secondary education whilst in the same setting. The review process still needs to be carried out for these pupils.

This review must still take place even if an annual review would not normally be due at that time.

What is a new phase of education?

This is defined in regulation 2 of The Special Educational Needs and Disability Regulations 2014 (the SEND Regulations 2014) as a transfer from:

early years education to school
infant school to junior school
primary school to middle school
primary school to secondary school
middle school to secondary school, or
secondary school to a post-16 institution.

This process is called a “phase transfer”.

The phase transfer process still happen even if your child is in an 'all through' school (one that caters for children from YR up to Y11 or Y13).

What happens to the EHC plan?

Regulation 18 of The SEND Regulations 2014 states that the EHC plan must be reviewed and amended before 31st March if the transfer is from secondary school to a post-16 institution

This means the local authority (LA) should start the annual review process in the autumn term of the year before your child or young person moves to:

a new setting as part of that phase transfer, for example from primary to secondary school, or
to a new phase. Some children attend an “all through school” which means they will move for example from primary education to secondary education whilst in the same setting. The review process still needs to be carried out for these pupils.

This review must still take place even if an annual review would not normally be due at that time.

Preparing for Adulthood (PfA) is the process of supporting young people with special educational needs and disabilities (SEND) as they move towards adult life. Planning early helps ensure they can achieve their aspirations and develop the skills, confidence and support they need for a positive future.

PfA focuses on helping young people develop skills, independence and opportunities in four key areas:

Education & Employment – internships, apprenticeships, college, supported employment.
Independent Living – accommodation options, daily living skills, managing money.
Friends, Relationships & Community – friendships, community activities, social participation.
Good Health & Wellbeing – managing health needs, emotional wellbeing, access to adult health services.

EHCPs must include forward‑looking, person‑centred PfA outcomes.

The Preparation for Adulthood Process begins formally at the Year 9 (age 14) Annual Review, where the EHCP must start to include PfA outcomes.

Agencies must work together so that education, health and social care support aligns with the young person’s aspirations.

Preparing for Adulthood (PfA) is the process of supporting young people with special educational needs and disabilities (SEND) as they move towards adult life. Planning early helps ensure they can achieve their aspirations and develop the skills, confidence and support they need for a positive future.

PfA focuses on helping young people develop skills, independence and opportunities in four key areas:

Education & Employment – internships, apprenticeships, college, supported employment.
Independent Living – accommodation options, daily living skills, managing money.
Friends, Relationships & Community – friendships, community activities, social participation.
Good Health & Wellbeing – managing health needs, emotional wellbeing, access to adult health services.

EHCPs must include forward‑looking, person‑centred PfA outcomes.

The Preparation for Adulthood Process begins formally at the Year 9 (age 14) Annual Review, where the EHCP must start to include PfA outcomes.

Agencies must work together so that education, health and social care support aligns with the young person’s aspirations.

Year 9 (Age 14) – The Formal Start

Your child’s EHCP review must now include PfA outcomes. Schools should begin:

Building a vocational profile (strengths, interests, aspirations).
Developing life skills, travel training, communication skills.
Planning for work experience and future study pathways.

Ages 15–16

Continued skills development
Exploring post‑16 education, training or work experience
Beginning conversations about independence, friendships and health

Ages 16–17

Continued refinement of EHCP outcomes
Consideration of adult social care and health transitions
Young people aged 16+ have the right to make key decisions about their EHCP (e.g., requesting assessments, choosing settings).
Families should remain closely involved unless the young person prefers otherwise.

Ages 17–19

Finalising post‑school pathways
Ensuring transition to adult health and social care where eligible
Embedding further education and employability skills.

Ages 19–25

If an EHCP continues beyond age 19, it must clearly support education/training progress and employment goals.

While a local authority must not cease an EHC plan simply because a young person is aged 19 or over as young people with EHC plans may need longer in education or training to achieve their outcomes and make an effective transition into adulthood, this does not mean that there is an automatic entitlement to continued support at age 19 or an expectation that those with an EHC plan should all remain in education until age 25. A local authority may cease a plan for a 19- to 25-year-old if it decides that it is no longer necessary for the EHC plan to be maintained.

Year 9 (Age 14) – The Formal Start

Your child’s EHCP review must now include PfA outcomes. Schools should begin:

Building a vocational profile (strengths, interests, aspirations).
Developing life skills, travel training, communication skills.
Planning for work experience and future study pathways.

Ages 15–16

Continued skills development
Exploring post‑16 education, training or work experience
Beginning conversations about independence, friendships and health

Ages 16–17

Continued refinement of EHCP outcomes
Consideration of adult social care and health transitions
Young people aged 16+ have the right to make key decisions about their EHCP (e.g., requesting assessments, choosing settings).
Families should remain closely involved unless the young person prefers otherwise.

Ages 17–19

Finalising post‑school pathways
Ensuring transition to adult health and social care where eligible
Embedding further education and employability skills.

Ages 19–25

If an EHCP continues beyond age 19, it must clearly support education/training progress and employment goals.

While a local authority must not cease an EHC plan simply because a young person is aged 19 or over as young people with EHC plans may need longer in education or training to achieve their outcomes and make an effective transition into adulthood, this does not mean that there is an automatic entitlement to continued support at age 19 or an expectation that those with an EHC plan should all remain in education until age 25. A local authority may cease a plan for a 19- to 25-year-old if it decides that it is no longer necessary for the EHC plan to be maintained.

Here are some of the areas of learning and exploration that should be covered on your child's journey towards leaving school and preparing for adulthood.

Employment and Further Education

Your child may explore:

Different jobs or careers
Learning new skills
Training courses or college
Volunteering opportunities
What support they may need in the workplace

Independent Living

This includes building everyday life skills such as:

Managing money
Cooking and planning meals
Travelling safely
Making choices about future housing

Not every young person will live independently, but all can learn skills that help them take more control over their lives.

Community Inclusion

Supporting your child to:

Build friendships and relationships
Join clubs, groups, or activities
Feel included in their local community
Develop social confidence

Good Health

Preparing for adulthood also involves:

Moving from children’s to adult health services
Understanding their physical and mental health needs
Learning how to manage appointments
Building healthy lifestyle habits

This should be a collaborative process with you, your child, the school, health professionals, and the local authority all working together.

The process should be centred around your child’s goals, strengths, hopes and interests, not just their needs.

The plan to prepare your child for adulthood will not stay the same. It will evolve with your child. Goals and plans are updated during each EHCP review so they stay relevant as your child grows and their ideas about the future change.

Here are some of the areas of learning and exploration that should be covered on your child's journey towards leaving school and preparing for adulthood.

Employment and Further Education

Your child may explore:

Different jobs or careers
Learning new skills
Training courses or college
Volunteering opportunities
What support they may need in the workplace

Independent Living

This includes building everyday life skills such as:

Managing money
Cooking and planning meals
Travelling safely
Making choices about future housing

Not every young person will live independently, but all can learn skills that help them take more control over their lives.

Community Inclusion

Supporting your child to:

Build friendships and relationships
Join clubs, groups, or activities
Feel included in their local community
Develop social confidence

Good Health

Preparing for adulthood also involves:

Moving from children’s to adult health services
Understanding their physical and mental health needs
Learning how to manage appointments
Building healthy lifestyle habits

This should be a collaborative process with you, your child, the school, health professionals, and the local authority all working together.

The process should be centred around your child’s goals, strengths, hopes and interests, not just their needs.

The plan to prepare your child for adulthood will not stay the same. It will evolve with your child. Goals and plans are updated during each EHCP review so they stay relevant as your child grows and their ideas about the future change.

It is best for parents to start thinking and planning about moving on from school from when your child enters Y9. The 'transfer' annual review of your child's EHCP will happen in Y10 and you will be asked for your thoughts and wishes are your young person's thoughts and wishes at this annual review. If you have already researched the options available to your young person, been to open days and spent some time speaking to your young person and their school, you will be in a much better position to give a considered view on which post 16 provision would be best.

Your young person's school should help you with understanding the options. Where possible, your child should have a say in what they want for their future and this is known as Person Centred Planning.

It is best for parents to start thinking and planning about moving on from school from when your child enters Y9. The 'transfer' annual review of your child's EHCP will happen in Y10 and you will be asked for your thoughts and wishes are your young person's thoughts and wishes at this annual review. If you have already researched the options available to your young person, been to open days and spent some time speaking to your young person and their school, you will be in a much better position to give a considered view on which post 16 provision would be best.

Your young person's school should help you with understanding the options. Where possible, your child should have a say in what they want for their future and this is known as Person Centred Planning.

A PfA‑focused review should:

Be person‑centred (what is important to and for the young person)
Set specific PfA outcomes under the four pathways
Identify the support needed from education, health and social care
Plan clear next steps for the coming year
Be co-produced with families and young people

Key Topics to cover from Y9 at annual reviews

Useful Questions to Ask at Reviews

What PfA outcomes are included in the EHCP?
How will school help my child prepare for employment or training?
What independent living skills should we focus on next?
What will happen to health and social care support when my child turns 18?
What opportunities exist for community involvement or volunteering?
How will my child’s voice be central to planning?

Learn more about the annual review process.

A PfA‑focused review should:

Be person‑centred (what is important to and for the young person)
Set specific PfA outcomes under the four pathways
Identify the support needed from education, health and social care
Plan clear next steps for the coming year
Be co-produced with families and young people

Key Topics to cover from Y9 at annual reviews

Useful Questions to Ask at Reviews

What PfA outcomes are included in the EHCP?
How will school help my child prepare for employment or training?
What independent living skills should we focus on next?
What will happen to health and social care support when my child turns 18?
What opportunities exist for community involvement or volunteering?
How will my child’s voice be central to planning?

Learn more about the annual review process.

Here are steps you can take to support your child:

1. Start discussions early

Talk regularly about interests, hopes, and concerns for the future.

2. Be involved in reviews

Bring questions to EHCP meetings about independence, health, friendships, education and employment.

3. Explore post‑16 options together

Look at colleges, supported internships, apprenticeships, volunteering and training.

4. Support independence

Practice life skills at home: cooking, travel, money, communication, self‑care.

5. Prepare for adult health services

Make sure health needs are documented and ask how transition to adult services will work.