Supporting your young person to plan for their future

Schools must provide independent careers advice from Year 7 to Year 13, covering all education, training and employment options. This support should be personalised, inclusive and help young people—including those with SEND—make informed choices about their future.

What this means for parents and carers

As a parent or carer, you can expect your child’s school to:

help your child explore a range of realistic and meaningful options
provide clear information about post‑16 pathways
support your child to make decisions that are right for them, at the right time

If you would like more information, you can ask your child’s school for details of their careers programme or speak to their careers leader or SEND team.

What Support Hampshire Futures Offer

Hampshire Futures online careers information provides free advice, information and resources to support young people as they begin to think about their future. This includes exploring options such as college, training, apprenticeships and employment, as well as building confidence and practical skills for adult life.

You can access these resources here: Hampshire Futures Careers Information Service

Young people can access online resources at their own pace, including activities and videos that help them understand their interests, strengths and possible pathways.

Hampshire Futures have also created an interactive guide for young people to help them choose what comes next after school.

The Southern Universities Network also has some helpful guides and videos to aid young people in making a decision about what they would like to study and what type of course might be right for them.

In addition to this Sense, Contact and Disability Rights UK all have helpful guides to post 16 options for young people with a disability.

Whoever you are and whatever you're interested in for a future career, there will be an option that is right for you.

Schools must provide independent careers advice from Year 7 to Year 13, covering all education, training and employment options. This support should be personalised, inclusive and help young people—including those with SEND—make informed choices about their future.

What this means for parents and carers

As a parent or carer, you can expect your child’s school to:

help your child explore a range of realistic and meaningful options
provide clear information about post‑16 pathways
support your child to make decisions that are right for them, at the right time

If you would like more information, you can ask your child’s school for details of their careers programme or speak to their careers leader or SEND team.

What Support Hampshire Futures Offer

Hampshire Futures online careers information provides free advice, information and resources to support young people as they begin to think about their future. This includes exploring options such as college, training, apprenticeships and employment, as well as building confidence and practical skills for adult life.

You can access these resources here: Hampshire Futures Careers Information Service

Young people can access online resources at their own pace, including activities and videos that help them understand their interests, strengths and possible pathways.

Hampshire Futures have also created an interactive guide for young people to help them choose what comes next after school.

The Southern Universities Network also has some helpful guides and videos to aid young people in making a decision about what they would like to study and what type of course might be right for them.

In addition to this Sense, Contact and Disability Rights UK all have helpful guides to post 16 options for young people with a disability.

Whoever you are and whatever you're interested in for a future career, there will be an option that is right for you.

Starting college is a big step—for both young people and parents. With the right preparation and support, it can be a really positive and exciting transition.

Start early

Begin talking about college options from Year 9 onwards where possible
Think about your young person’s interests, strengths and long-term goals
Research different colleges, courses and support available

Starting early gives more time to plan and reduces stress later on

Visit the college (more than once if needed)

Attend open days, taster sessions or transition events
Arrange additional visits if your young person needs them
Take photos or make notes to help familiarise them with the environment

Regular visits can help reduce anxiety and build confidence

Ask lots of questions

What support is available for SEND?
How will staff understand my young person’s needs?
Who is the main point of contact?
What happens if things aren’t going well?

Building a positive relationship with the college early makes a big difference

Create a pupil passport (or learner profile)

Summarise your young person’s strengths, needs and what helps them
Include communication preferences, triggers, and strategies that work
Share this with the college before they start

Sharing key information helps avoid repeating your story and supports a smoother start

Discuss SEN support clearly

Ask what support will be put in place from day one
Clarify how this links to any EHCP outcomes (if your child has one)
Check how support will be reviewed and updated over time

Colleges provide personalised support, but planning this early is key

Understand reasonable adjustments

Colleges must make reasonable adjustments so your young person can access learning
These might include:
- Extra time or support in lessons
- Quiet spaces or smaller groups
- Assistive technology or equipment
- Accessible resources or notes in advance

These adjustments help ensure equal access to education

Build independence gradually

Encourage your young person to:
- Travel independently (or start planning this)
- Manage their timetable and belongings
- Speak up about what they need

Developing independence and self-advocacy is a key part of preparing for adulthood

Plan the practical details

Travel to and from college (transport, bursaries, taxi support if eligible)
Timetables and routine
Equipment, meals and breaks

Planning these early avoids last-minute stress

Keep communication open

Stay in touch with college staff, especially early on
Encourage your young person to share how things are going
Address concerns early before they become bigger issues

Focus on confidence and wellbeing

Change can feel overwhelming—this is normal
Celebrate small successes along the way
Remind your young person that it’s okay to take time to adjust

Starting college is a big step—for both young people and parents. With the right preparation and support, it can be a really positive and exciting transition.

Start early

Begin talking about college options from Year 9 onwards where possible
Think about your young person’s interests, strengths and long-term goals
Research different colleges, courses and support available

Starting early gives more time to plan and reduces stress later on

Visit the college (more than once if needed)

Attend open days, taster sessions or transition events
Arrange additional visits if your young person needs them
Take photos or make notes to help familiarise them with the environment

Regular visits can help reduce anxiety and build confidence

Ask lots of questions

What support is available for SEND?
How will staff understand my young person’s needs?
Who is the main point of contact?
What happens if things aren’t going well?

Building a positive relationship with the college early makes a big difference

Create a pupil passport (or learner profile)

Summarise your young person’s strengths, needs and what helps them
Include communication preferences, triggers, and strategies that work
Share this with the college before they start

Sharing key information helps avoid repeating your story and supports a smoother start

Discuss SEN support clearly

Ask what support will be put in place from day one
Clarify how this links to any EHCP outcomes (if your child has one)
Check how support will be reviewed and updated over time

Colleges provide personalised support, but planning this early is key

Understand reasonable adjustments

Colleges must make reasonable adjustments so your young person can access learning
These might include:
- Extra time or support in lessons
- Quiet spaces or smaller groups
- Assistive technology or equipment
- Accessible resources or notes in advance

These adjustments help ensure equal access to education

Build independence gradually

Encourage your young person to:
- Travel independently (or start planning this)
- Manage their timetable and belongings
- Speak up about what they need

Developing independence and self-advocacy is a key part of preparing for adulthood

Plan the practical details

Travel to and from college (transport, bursaries, taxi support if eligible)
Timetables and routine
Equipment, meals and breaks

Planning these early avoids last-minute stress

Keep communication open

Stay in touch with college staff, especially early on
Encourage your young person to share how things are going
Address concerns early before they become bigger issues

Focus on confidence and wellbeing

Change can feel overwhelming—this is normal
Celebrate small successes along the way
Remind your young person that it’s okay to take time to adjust

College offers more independence and choice—but this can feel like a big step. Young people are often expected to manage their own learning and communication, and attendance expectations can be stricter. While colleges still have legal duties to support young people with SEND, support may not look the same as it does in school. Planning ahead and building independence gradually can help make the transition smoother.

1) Independence is expected

What’s different?
At college, young people are usually expected to manage their own timetable, get to lessons, keep track of deadlines, and ask for help when they need it. Colleges are encouraged to support young people towards adulthood outcomes (like independence and employability), which often means more responsibility sits with the learner.

What can help?

Ask the college what practical support is available (for example, check-ins, help organising work, learning support, assistive technology).
Share what worked at school (visual timetables, structured routines, named key adult).

2) Support is there — but young people may need to ask for it

What’s different?
Colleges should identify needs and put support in place, and they are expected to use their best endeavours to make sure appropriate support is provided for students with SEN.

What can help?

Encourage a transition meeting before the course starts.
Bring school information (EHCP sections, support plans, reports) and agree what will happen in the first few weeks.

3) Parent/carer involvement often looks different

What’s different?
In practice, many colleges communicate mainly with the young person and may expect them to self-advocate. This can feel like a big change from school, where parents/carers are routinely included.

What can help?

Agree early how parents/carers will be involved (for example: copied into key emails, invited to reviews, or a nominated advocate/supporter).
If the young person agrees, set up a simple “communication plan” (who to contact, how often, and what for).

4) Attendance expectations and consequences can feel tougher

What’s different?
Colleges and sixth forms typically have their own attendance policies and may use formal processes if attendance is low. Some post-16 policies explicitly include procedures relating to “deletions from register” and learning/attendance agreements, although approaches vary by provider.

What can help?

Ask what happens before any serious steps are taken—what support is offered first, and how concerns are escalated.
Make sure reasonable adjustments are discussed early (for example, quiet spaces, flexible start times where possible, reduced sensory load). (See also Equality Act duty below.)

5) The environment is often bigger, busier, and less predictable

What’s different?
Colleges can be much larger than schools, with more people, more buildings/rooms, different teachers, and less ‘one base’ pastoral structure.

What can help?

Request a supported orientation: quiet tour, photos/maps, practice route, meeting key staff.
Identify safe spaces and a plan for unstructured times (breaks, lunch, free periods).

College offers more independence and choice—but this can feel like a big step. Young people are often expected to manage their own learning and communication, and attendance expectations can be stricter. While colleges still have legal duties to support young people with SEND, support may not look the same as it does in school. Planning ahead and building independence gradually can help make the transition smoother.

1) Independence is expected

What’s different?
At college, young people are usually expected to manage their own timetable, get to lessons, keep track of deadlines, and ask for help when they need it. Colleges are encouraged to support young people towards adulthood outcomes (like independence and employability), which often means more responsibility sits with the learner.

What can help?

Ask the college what practical support is available (for example, check-ins, help organising work, learning support, assistive technology).
Share what worked at school (visual timetables, structured routines, named key adult).

2) Support is there — but young people may need to ask for it

What’s different?
Colleges should identify needs and put support in place, and they are expected to use their best endeavours to make sure appropriate support is provided for students with SEN.

What can help?

Encourage a transition meeting before the course starts.
Bring school information (EHCP sections, support plans, reports) and agree what will happen in the first few weeks.

3) Parent/carer involvement often looks different

What’s different?
In practice, many colleges communicate mainly with the young person and may expect them to self-advocate. This can feel like a big change from school, where parents/carers are routinely included.

What can help?

Agree early how parents/carers will be involved (for example: copied into key emails, invited to reviews, or a nominated advocate/supporter).
If the young person agrees, set up a simple “communication plan” (who to contact, how often, and what for).

4) Attendance expectations and consequences can feel tougher

What’s different?
Colleges and sixth forms typically have their own attendance policies and may use formal processes if attendance is low. Some post-16 policies explicitly include procedures relating to “deletions from register” and learning/attendance agreements, although approaches vary by provider.

What can help?

Ask what happens before any serious steps are taken—what support is offered first, and how concerns are escalated.
Make sure reasonable adjustments are discussed early (for example, quiet spaces, flexible start times where possible, reduced sensory load). (See also Equality Act duty below.)

5) The environment is often bigger, busier, and less predictable

What’s different?
Colleges can be much larger than schools, with more people, more buildings/rooms, different teachers, and less ‘one base’ pastoral structure.

What can help?

Request a supported orientation: quiet tour, photos/maps, practice route, meeting key staff.
Identify safe spaces and a plan for unstructured times (breaks, lunch, free periods).

Vocational profiling is a person-centred, strengths-based approach. This means it focuses on your young person’s abilities, interests and aspirations, rather than what they struggle with.

It is not a test or an assessment—there are no right or wrong answers. Instead, it helps build a full picture of your young person so that education, training and career pathways can be better matched to their strengths and needs.

A vocational profile usually explores:

Skills – what your young person can already do, and what they are developing
Interests – what they enjoy, feel motivated by, or are curious about
Strengths and personal qualities – how they communicate, learn and interact with others
Aspirations – their hopes and ideas for the future
Support needs – any adjustments, strategies or support that will help them succeed

This process helps identify realistic and meaningful pathways that support independence, wellbeing, and future opportunities.

Vocational profiling is a person-centred, strengths-based approach. This means it focuses on your young person’s abilities, interests and aspirations, rather than what they struggle with.

It is not a test or an assessment—there are no right or wrong answers. Instead, it helps build a full picture of your young person so that education, training and career pathways can be better matched to their strengths and needs.

A vocational profile usually explores:

Skills – what your young person can already do, and what they are developing
Interests – what they enjoy, feel motivated by, or are curious about
Strengths and personal qualities – how they communicate, learn and interact with others
Aspirations – their hopes and ideas for the future
Support needs – any adjustments, strategies or support that will help them succeed

This process helps identify realistic and meaningful pathways that support independence, wellbeing, and future opportunities.

Vocational profiling is part of the Preparing for Adulthood journey and supports planning for life beyond school.

It can be used in schools and colleges as part of EHCP reviews from Year 9 onwards, helping to shape decisions about education, training and employment but is helpful for all young people in preparing them for their next step after school.

By understanding your young person more fully, it can:

build confidence and self-esteem by focusing on strengths
support wellbeing by recognising achievements and abilities
help identify barriers early and find ways to overcome them
improve outcomes in education, employment and independence

Vocational profiling is part of the Preparing for Adulthood journey and supports planning for life beyond school.

It can be used in schools and colleges as part of EHCP reviews from Year 9 onwards, helping to shape decisions about education, training and employment but is helpful for all young people in preparing them for their next step after school.

By understanding your young person more fully, it can:

build confidence and self-esteem by focusing on strengths
support wellbeing by recognising achievements and abilities
help identify barriers early and find ways to overcome them
improve outcomes in education, employment and independence

Vocational profiling is usually completed over a short period of time (for example, across several weeks in school), with time to reflect and gather input from others.

It involves:

structured activities to help your young person explore who they are
conversations with trusted adults
opportunities to learn about different careers and pathways
capturing information in a profile that can be shared with schools, colleges, and careers advisers

Many activities are designed to make this easier and more engaging—for example:

sorting cards or images to explore strengths and interests
simple reflective exercises about daily life and goals
discussions about wellbeing, school experiences, and future hopes

These approaches can be especially helpful for young people who find direct questions difficult or prefer more visual or interactive ways of communicating.

Vocational profiling is usually completed over a short period of time (for example, across several weeks in school), with time to reflect and gather input from others.

It involves:

structured activities to help your young person explore who they are
conversations with trusted adults
opportunities to learn about different careers and pathways
capturing information in a profile that can be shared with schools, colleges, and careers advisers

Many activities are designed to make this easier and more engaging—for example:

sorting cards or images to explore strengths and interests
simple reflective exercises about daily life and goals
discussions about wellbeing, school experiences, and future hopes

These approaches can be especially helpful for young people who find direct questions difficult or prefer more visual or interactive ways of communicating.

Your involvement is incredibly valuable. Vocational profiling works best when it is co-produced with the young person and the adults who know them well, including parents and carers.

You can support your young person by:

sharing your insights about their strengths, interests and needs
helping them reflect on their experiences at home, school and in the community
taking part in questionnaires or discussions as one of their “important people”
encouraging open, positive conversations (without pressure or judgement)

This helps build a more balanced and realistic understanding, especially where a young person may not yet have the experience or confidence to express their needs fully.

Your involvement is incredibly valuable. Vocational profiling works best when it is co-produced with the young person and the adults who know them well, including parents and carers.

You can support your young person by:

sharing your insights about their strengths, interests and needs
helping them reflect on their experiences at home, school and in the community
taking part in questionnaires or discussions as one of their “important people”
encouraging open, positive conversations (without pressure or judgement)

This helps build a more balanced and realistic understanding, especially where a young person may not yet have the experience or confidence to express their needs fully.

A key part of vocational profiling is helping young people recognise their strengths and build confidence.

The process encourages:

focusing on what your young person does well
re-framing challenges as strengths or areas for growth
exploring strategies that help them feel calm, supported and successful

This can be particularly important for young people with SEND, who may find it harder to identify their own strengths or may have had negative experiences in the past.

A key part of vocational profiling is helping young people recognise their strengths and build confidence.

The process encourages:

focusing on what your young person does well
re-framing challenges as strengths or areas for growth
exploring strategies that help them feel calm, supported and successful

This can be particularly important for young people with SEND, who may find it harder to identify their own strengths or may have had negative experiences in the past.

Vocational profiling also supports important life skills that prepare young people for adulthood, including:

Health and wellbeing – understanding their needs and how to communicate them
Communication – identifying how they express themselves and what support helps
Travel and independence – thinking about how they will get to education or work
Money management – developing confidence in managing everyday finances
Time management – organising routines and responsibilities

These areas help ensure young people are prepared, safe and supported as they move into adulthood.

Thinking about jobs and the future

It’s completely normal if your young person isn’t sure what they want to do yet.

Vocational profiling helps them:

explore different ideas without pressure
understand what matters most to them (for example, helping others, being creative, or earning money)
develop confidence to try new experiences such as work experience
reflect on what works well and what doesn’t

This supports more meaningful careers guidance and helps young people take small, realistic steps towards their future.

A flexible, ongoing process

A vocational profile is not something that is completed once and finished.

It acts as a “living document” or passport, which can be:

updated as your young person gains new experiences
reviewed regularly (usually at least once a year)
built on over time without starting again

This helps ensure the information stays relevant and continues to support planning and decision-making as your young person grows and develops.

Vocational profiling also supports important life skills that prepare young people for adulthood, including:

Health and wellbeing – understanding their needs and how to communicate them
Communication – identifying how they express themselves and what support helps
Travel and independence – thinking about how they will get to education or work
Money management – developing confidence in managing everyday finances
Time management – organising routines and responsibilities

These areas help ensure young people are prepared, safe and supported as they move into adulthood.

Thinking about jobs and the future

It’s completely normal if your young person isn’t sure what they want to do yet.

Vocational profiling helps them:

explore different ideas without pressure
understand what matters most to them (for example, helping others, being creative, or earning money)
develop confidence to try new experiences such as work experience
reflect on what works well and what doesn’t

This supports more meaningful careers guidance and helps young people take small, realistic steps towards their future.

A flexible, ongoing process

A vocational profile is not something that is completed once and finished.

It acts as a “living document” or passport, which can be:

updated as your young person gains new experiences
reviewed regularly (usually at least once a year)
built on over time without starting again

This helps ensure the information stays relevant and continues to support planning and decision-making as your young person grows and develops.

Vocational Profile template - The main document used to build a full vocational profile.

This is the core tool – a “living document” that grows over time and helps match a young person to the right opportunities.

What it’s for:

To create a detailed, person‑centred understanding of a young person in relation to work
To support planning for education, training, supported internships or employment

VIP Questionnaire - A detailed questionnaire used to gather information about a young person.

What it’s for:

To build a full picture of a young person’s interests, strengths, preferences and support needs
To start conversations about future aspirations and work interest

Symbol version – Vocational Profile template

What it is:
An accessible version of the main vocational profile template, using symbols, visuals or simplified language.

Vocational Profile Summary Sheet

What it is:
A short, one-page summary of the key information from the full vocational profile.

What it’s for:

To pull together the most important information about a young person’s work preferences
To share with schools, colleges, employers or support staff

Vocational Profile template - The main document used to build a full vocational profile.

This is the core tool – a “living document” that grows over time and helps match a young person to the right opportunities.

What it’s for:

To create a detailed, person‑centred understanding of a young person in relation to work
To support planning for education, training, supported internships or employment

VIP Questionnaire - A detailed questionnaire used to gather information about a young person.

What it’s for:

To build a full picture of a young person’s interests, strengths, preferences and support needs
To start conversations about future aspirations and work interest

Symbol version – Vocational Profile template

What it is:
An accessible version of the main vocational profile template, using symbols, visuals or simplified language.

Vocational Profile Summary Sheet

What it is:
A short, one-page summary of the key information from the full vocational profile.

What it’s for:

To pull together the most important information about a young person’s work preferences
To share with schools, colleges, employers or support staff

Supporting your young person to plan for their future

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