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Moving on after school - The Post 16 Phase Transfer

Mum being hugged by teenage son

Between the ages of 14 and 25, young people with SEND begin a long‑term process called Preparing for Adulthood. This is a gradual journey that helps them move towards greater independence. What this looks like will vary for every young person, depending on their needs, strengths, and aspirations.

The process usually begins around Year 9 (age 14) during the EHCP annual review, when your child is encouraged to start thinking about their future and what life might look like after they leave school.

Preparing for adulthood can feel overwhelming for any young person — and any parent. For children with SEND, the process can be especially challenging. It’s normal to feel worried about the future, but you are not alone. This planning process is designed to give your child the support, skills, and confidence they need as they take their next steps.

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:

  1. early years education to school
  2. infant school to junior school
  3. primary school to middle school
  4. primary school to secondary school
  5. middle school to secondary school, or
  6. 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. 

Learn more about the annual review process.

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:

  1. early years education to school
  2. infant school to junior school
  3. primary school to middle school
  4. primary school to secondary school
  5. middle school to secondary school, or
  6. 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. 

Learn more about the annual review process.

It is best 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 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.  

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.

The Transition Information Network (TIN) is a website that has been set up for parents, carers and people who work with and for disabled young people in transition to adulthood. TIN provides information and advice through their website, magazine, e-newsletter and seminars. 

Mencap has written a useful guide to transition that helps explain the process in clear English.

Cerebra also have a guide to transitions 

Hampshire SENDIASS have guidance for young people 

The Transition Information Network (TIN) is a website that has been set up for parents, carers and people who work with and for disabled young people in transition to adulthood. TIN provides information and advice through their website, magazine, e-newsletter and seminars. 

Mencap has written a useful guide to transition that helps explain the process in clear English.

Cerebra also have a guide to transitions 

Hampshire SENDIASS have guidance for young people 

Next Page Where can my young person go to college?

In this section

  1. Moving on after school - The Post 16 Phase Transfer
  2. Where can my young person go to college?
  3. SEND Independence Hubs
  4. Supported Internship Programme
  5. What other options are there when you turn 16?
  6. Going to university
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