The pages in this section contain information about Post 16 education options,information about support in further and higher education and adult education options. Information about support into employment is contained in the Training and Employment (opens a new window) section of the website.
Admissions Post 16 if you have an Education, Health and Care Plan
The ordinary admissions policy does not apply if a young person has an EHCP. The process for agreeing a school/college placement is set out from section 9.78 of the SEND Code of Practice and Sections 33 and 40 of the Childrens and Families Act 2014.
We recommend that you read our Next Steps information (opens a new window) to understand all the education and employment options.
16 to 19 Bursary Fund
You could get a bursary to help with education-related costs if you’re aged 16 to 19 and:
- studying at a publicly funded school or college in England - not a university
- on a training course, including unpaid work experience
A publicly funded school is one that does not charge you for attending it.
If you’re 19 and over
You could also get a bursary if you either:
- are continuing on a course you started aged 16 to 18 (known as being a ’19+ continuer’)
- have an Education, Health and Care Plan (EHCP)
Find out more onthe GOV.UK website (opens a new window)
Useful to know
Post 16 Maze Support Group is for parents and guardians of young people with SEND who are in the complex world of post 16.
If you are interested in joining you can contact:
SEND Transitions Advisor – Bright Futures
If you want more detail
Introduction to the threshold guidance for young people aged 16 -19+
This document is based on the ‘Special Educational Needs and Disability Code of Practice: 0-25 years, statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities.’ January 2015 (pdf)
It should be read alongside this code the Equalities Act 2010 and other local guidance such as:
A resource has been created by parents working with AfC and representatives from Health, Social Care, Schools, Early Years and Post 16 to create a complete set of guidance documents relating to “Support for children and young people with special educational needs and disabilities (SEND)”. The resource is called the “Golden Binder”. Every school SENCo and special school in Richmond and Kingston should have a copy, as well as all key professionals involved with the EHCP process. The resource relating to "Further Education" can be downloaded here:
AfC works with a range of learning providers across Kingston and Richmond and beyond to support young people with SEND, in post 16 learning. These include maintained and special schools’ sixth forms, general FE Colleges and independent specialist providers.
AfC are currently working with Kingston and Richmond Further Education providers to ensure that they have information on their websites regarding how they support SEND learners.
We support the principles expressed in the SEND Code of Practice (opens a new window) that:
- Planning must be centred around the individual and explore the young person’s aspirations and abilities.
- Transition planning must be built into the revised EHC plan and should result in clear, ambitious and stretching outcomes which will prepare young people for adulthood.
We are committed to planning for transition as early as possible and that as they approach the post 16 transition point young people and their families should be supported by schools and colleges with detailed planning in years 9 -11. This planning process should help individuals explore their aspirations for post 16 learning and to firm up plans (in Year 11) for post 16 options.
We regard the outcomes and preferences expressed by the learner within their Education, Health and Care Plans (opens a new window) and person-centred reviews as central to the placement process. All providers will need to demonstrate that they will develop and deliver high quality post 16 study programmes that will enable young people to progress to a higher level of study than their prior attainment and to participate in meaningful work experience and non-qualification activity. Non-qualification activity should prepare young people well for employment or self-employment eg through work placements, apprenticeships, traineeships or supported internships, for independent living, for being healthy adults and for participating as fully as they can in society.
While we support the principle that young people’s education and training needs are usually best met where they are able to continue to live in their local area and access local mainstream provision, we accept that for some learners this will not be appropriate and that we will continue to receive requests for post-16 placements at Independent Specialist Providers (ISPs) where these institutions present the best learning and living option for them and their families.