Preparing for adulthood guide

This guide is aimed at young people with special educational needs and disabilities (SEND) aged 14 to 25, and their parents and carers. Full of advice on topics related to preparing for adulthood, including post-16 education options, health, work, travel, social care and more.

We have included links to various organisations and resources about a variety of support and services that are available and that you may find useful as a way to get more detailed information on any area in this guide.

Our vision

We all want to live in a place we can call home with the people and things we love, in communities where we look out for one another, doing things that matter to us. At this important time of your life, we want you to get the right support to be the best you can in adulthood.

Our principles

  • Listen to the views, wishes and feelings of children and young people and their families as they plan for their futures.
  • Ensure that the pathways into adulthood services are clear and accessible for children and young people and their families.
  • Ensure that communication between professionals and children, young people and families is clear, consistent and honest.
  • Have a personalised support offer that empowers children and young people to be ambitious, make informed choices about their future and maximise opportunities for employment.
  • Support children and young people to live as independently as possible.
  • Ensure that agencies and services work closely together and with children, young people and their families, to develop a co-ordinated support offer.
  • Respond to concerns about abuse and harm in a timely and person-centred way, taking account of the views of the child, young person and their representatives.
  • Create co-production opportunities to develop, deliver and review services.

The availability of, and access to, services change once a young person reaches 18 years old.

SEND code of practice

This provides statutory guidance for local authorities and what they must do, by law, to support children and young people with special educational needs and disabilities (SEND).

Nottinghamshire SEND local offer

A guide to services and support for children and young people with SEND aged 0 to 25.

Care Act 2014

This Act outlines the duties for local authorities to provide adult social care services.

Support for preparing for adulthood 

Young people who may need support from the local authority once they turn 18, will need an assessment. The team takes referrals for people aged 14 to 17.5.

Paying for care and support

When a person turns 18 and has support from adult social care, a financial assessment will be required to see if they need to contribute towards the cost of their care. 

Direct payments

When a young person is assessed by social care as needing support, the council will often source this support. However, a direct payment option means a person is able to use the money to pay for a service or type of support that achieves the outcomes required.

Mental Capacity Act

Mental capacity is an individual’s ability to understand information to make decisions.  Where an individual lacks capacity, a decision must be made in the individual’s best interests. The Act applies to an individual when they reach the age of 16 in England and Wales.

Good careers advice and guidance in schools should help to raise aspirations and provide information about career options, as well as enabling young people to develop the skills and outlooks needed to succeed in their adult life.

Schools and colleges

  • should appoint a named person to the role of careers leader, and publish details of their careers programme
  • should provide pupils with independent careers guidance from year 7 to year 13 and publish a policy to explain how this will be achieved.
  • should provide pupils with opportunities to meet employers at least every year from year 7 to year 13 including with science, technology, engineering and mathematics (STEM) employers. 
  • should use the Gatsby Benchmarks for good careers guidance to measure and improve career provision.
  • Schools can use vocational profiling tools to help identify which type of work a young person may be suited to.

School attendance

Special needs transport to education

For those young people using county council transport to access an educational placement, they will need to re-apply when they turn 16 and every year thereafter. 

Education and training for 16+

There is a range of education and training providers for young people from the age of 16. 

  • The preparing for adulthood directory includes information and a range of education and training providers.
  • Futures works with young people who are coming towards the end of their education and are at risk of not entering further education, employment or training (NEET).

For young people applying for further education such as college or university, declaring any special educational needs and disabilities on the application provides them time to make reasonable adjustments before term starts.

Social care needs remain the responsibility of the local authority where the young person’s permanent address is registered. 

Careers advice

Education and employment advice is available from a range of sources, including the below

Routes to work

Work can support young people to develop financial independence, friendships and improve physical and mental health.

Young people's stories

Callum

Callum worked with the i-work team but felt that he also wanted some experience in a supportive environment, like the one provided at Brooke Farm. 

Along with experience, he felt he needed some level of self-confidence which was another driving force in pursuing the opportunity Brooke Farm provided.

During Callum’s induction to the hub, he spent a few weeks sampling the different areas of work training offered. He initially decided to train in the greenhouse before deciding that working in a food environment was more suited to what he would like to do long-term. So, he then began practising his skills in the café and farm shop. 

With support and encouragement from the Brooke Farm team, Callum immediately began to flourish – developing skills and confidence in the real-life practical work environment and soon became recognised for his excellent customer service. Callum embraced the employability skills opportunities at Brooke Farm and completed the on-site English course and a maths course on financial literacy run by INSPIRE, and an in-house accredited food hygiene course. 

Callum felt his confidence and skills had improved enough to apply for a job with Nottinghamshire County Council at Ashfield Day Service working as a kitchen assistant, the i-work team then worked with Callum again to support and prepare him for his interview for which he was successful.

Callum said: “I came to Brooke Farm for more experience and what I found was much more than that. The staff have been very supportive in helping me achieve many targets, like getting my Level 1 Food Hygiene Certificate. I am very grateful for the role Brooke Farm has played in my development and I look forward to my new job.”

Luke Bragg, Brooke Farm Employment Development Worker, said: “Callum came to us with all the drive and determination to accomplish his goals – he simply needed the backing and belief of the staff to help him find the confidence to excel. Whilst with us he has not shied away from any challenges or training opportunities, and he has approached everything head-on with a can-do attitude. He has truly been a pleasure to work with and the entire team wish him nothing but success in his new role.”

Settling into his new job as a Kitchen Assistant, Callum reflects “Since starting my job at Ashfield Day Service I have been supported by the i-work team to complete my training and getting me used to my new job role. I am really enjoying it and it is really satisfying that I am being paid for doing something that I enjoy. I have enjoyed meeting new people in work and am getting used to my work routine. I am building my confidence, feeling more independent and learning new skills”.

Emily

Emily had a placement at Nottingham City Hospital for one year as part of DFN project search with Nottingham College. Before that, she studied work skills at Derby College for one year and catering at Nottingham College for two years.

With her continuous hard work and support from her colleagues, Emily gained permanent paid employment as a Food Service Assistant. She has now been working in this job for more than a year.
Emily’s parents say they are both pleased for her and they feel happy that she is working in a safe and secure environment.

“Although I was fairly outgoing, I have always lacked confidence in myself, but the supported internship has enabled me to build my confidence by meeting and working with lots of different people.

“The internship allowed me to get to see what the hospital was all about and I got hands-on training, not just classroom based. I was allowed to shadow other staff members and I really enjoyed my year at the hospital everyone was so helpful. I have a mentor which is great so I can ask her about things if I need to.

“Whilst working within the hospital I have been able to use the skills I learnt at college, gain new skills and have now been offered a permanent job with the NHS.

“I have thoroughly loved every minute working at the hospital and always feel safe and supported.”

  • Project search (age 18+) offers one-year internship programmes based at the Queen’s Medical Centre / City Hospital and Sherwood Forest Hospitals.

This section includes help with information about living arrangements for young people as they become adults.

Schools and colleges will often support young people to develop independent living skills and are a good first contact for a discussion. 

Occupational therapy

Provides equipment or home adaptations to help people live more independently at home

The specialist support team 

Provides a range of support for those aged from 0 to 18, with more complex needs.

Connect service

For ages 18 years and above (or 17.5 with a social care referral) can offer short term support such as help filling out forms, accessing benefits, or housing issues as well as advising on local services and activities. 

Technology enabled care

A variety of technological solutions to support adults to maintain their independence at home, in the safest and least restrictive way possible.

Housing, care and support

Some people may want to stay in their own home, some may rent a property owned by a private landlord and others may look to buy their own home. 

Schools and education settings offer opportunities for young people to build friendships and feel part of a community.

Many services do not require an assessment, such as family hubs, young people centres, libraries, parks, leisure centres and social activities.

Relationships

Opportunities and activities

Being independent means being able to travel by yourself, or with the right support. Here you will find information about a range of support and options available.  

  • The Duke of Edinburgh's award scheme  includes sections on volunteering, activities, skills development, and expeditions. 
  • The Prince's Trust supports young people to get into jobs, education, and training.
  • The Scout Association helps young people to learn skills that boost confidence and happiness.
  • Nottingham Mencap Gener8 helps people develop independent travel skills, personal hygiene awareness, money and cooking skills.
  • Adventures destination with high treks,  zip lines, and a net park, all set above King’s Mill Reservoir.
  • Back2Basics camping outdoor experience where you can learn survival skills like starting a fire from scratch, building shelters, and navigating with a map and compass. 

Special needs travel assistance

Health services will change depending on the young person’s needs and the services they receive.

Children Act

A young person may legally be able to make their own decisions about their health care and treatment from age 16.

If the young person is unlikely to be able to manage these decisions, parent carers should discuss this with the professionals involved in the young person's care.

Annual health checks

Anyone aged 14 and over who is on their GP’s learning disability register is entitled to an annual health check.

Healthcare costs

When a young person reaches 19 and is no longer in full time education, they may need to pay for some NHS costs, for example, prescriptions, dental care, vision and hearing testing. They may be able to apply for financial assistance.

Hospital

From when a young person turns 18, you may notice hospital visits feel different, including parents and carers not being expected to stay with the young person over-night. 

Those aged 18 and over who have a learning disability can seek support from an acute liaison nurse or a specialist learning disability nurse for help with reasonable adjustments.

Community health services

Different services will have different transition processes from children's to adult services. 

If there are many professionals involved with a young person, transitioning can be overwhelming. It may be useful to start making a record early on at appointments, of what will happen and when. This can also be raised and documented at school reviews and education, health and care plan meetings where relevant. 

Communicating needs

It is likely that transition will involve t moving into new environments and new people. If a young person is unsure of their medical history or has difficulty communicating this, it may be useful to put together documents that detail this and any support or communication needs. 

Mental health

If a young person needs support in a crisis, call 0808 196 3779. 

Continuing care

NHS continuing healthcare

Continuing healthcare (CHC) is the name given to a package of ongoing care that is arranged and funded solely by the National Health Service (NHS) for people aged 18 and over.

For information about benefits and financial help when preparing for adult life.

Benefits

Most means-tested benefits can be claimed once a young person leaves education. For young people who receive disability living allowance (DLA) they will be invited to claim Personal Independence Payments (PIP) instead of DLA from age 16.

The transfer to PIP is not automatic - a claim must be made. 

It is important to consider the impact of the Mental Capacity Act and, where possible, prepare the young person for managing their own finances, including setting up a bank account.

Motability car lease

Those with a qualifying mobility allowance  may have a vehicle through Motability. If they then receive enhanced rate mobility component of PIP at 16, they can continue to access this scheme without significant change. 

Family fund

Families with disabled children aged 0 to 18 can apply for a grant towards a range of things including clothing, furniture, kitchen appliances, sensory toys, games or consoles, outdoor play, days out or breaks away.

For those aged 18 to 24, a grant programme called 'your opportunity' aims to enhance the life of those with disabilities who are living at home.

For pupils receiving special educational needs support, schools should meet with parents at least three times a year to set clear outcomes and review progress. For those with education, health and care plans, the local authority has a duty to ensure that all annual reviews from Year 9 (age 13 to 14) onwards include a focus on preparing for adulthood. 

Transition planning should be specific to the individual, this section includes a range of resources to help you think about and prepare for. 

Community, friendships and relationships

  • Start conversations with the young person about their hopes and the support they need. Goals should be documented in school review/annual EHCP meetings, with a clear plan in place.
  • Does the young person have friendships in school? If not, can school offer support to help the young person to build relationships?
  • Does the young person have opportunities to see school friends outside of school? Would activities/groups more locally help to build friendships outside of school that may continue after leaving school? 
  • Check the send local offer for groups and activities available locally 
  • Does the young person know what to do to keep themselves safe in the community and in different social situations? What opportunities might be available that could help them to experience and practice this safely? Link clubs, The family service (ages 0-18) or maximising independence service (age 17.5+) may be able to support if needed.
  • What skills does the young person need to develop to become more independent in travelling? Does school offer travel training? Can school offer any advice to continue to practice this at home? Consider independent travel training.
  • Does the young person need support to think about their sexual identity, relationships or sexual health? What work does the school offer?
  • For support or services from the age of 18, such as a personal assistant, care at home, day services or overnight short breaks, you can refer to the preparing for adulthood team
  • Direct payments may be an option to personalise the support received.

Health

  • From age 14, anyone on their doctor's learning disability register can have a free annual health check. This may help to build a relationship with the GP and prepare for discharge from a paediatrician.
  • How can the young person be supported to ask questions about their care? Would they know who to contact in an emergency? Could the young person manage their own condition, appointments, and prescriptions if they started to learn and practice this? The NHS app and Ready Steady Go may be useful to help practice or to work towards this. 
  • If it is unlikely that the young person will be able to learn and manage this for themselves or may need longer term support with this, think about longer term arrangements such as power of attorney or becoming a deputy.
  • From age 16, in meetings with professionals, begin asking what will happen and when and consider making a record of key details.
  • If the young person receives continuing care funding, think about transition arrangements. You may want to learn more about personal health budgets.
  • Consider whether making a hospital or communication passport may be useful for moving into new environments and meeting new people.
  • Check that health is accurately recorded in annual plan documentation. A more detailed personal health record may be useful.
  • For those with a learning disability, aged 18 and above, acute liaison nurses or specialist learning disability nurses can be alerted and offer support with reasonable adjustments if a young person is admitted to hospital.  

Living independently

Start conversations with the young person about their hopes and the skills they need for their future independence. These should be documented in school review/annual EHCP meetings, with a clear plan to support them. 

  • A young person will legally be able to make decisions for themselves when they are 16.
  • What do they need to learn, know or practice to help prepare them?
  • What support does the young person need to be able to communicate their choices? Consider communication passports and decision making agreements.
  • Consider whether the young person would benefit from having an advocate to help them to get their views across.
  • Is it possible for the young person to have time by themselves at home? Consider what is needed to enable this.
  • Is it possible for the young person to have time away from home to build their confidence in different experiences and environments?
  • What day-to-day skills does the young person need to practice to increase their independent living skills like cooking or personal care?
  • Speak to school to see what skill building activities or opportunities there are.
  • If the young person is accessing support services outside of school, can they help work towards the same goals?
  • From 16, the young person may need to apply for personal independence payment in place of disability living allowance.
  • Consider whether they will need to open a bank account in readiness. Are they able to learn to understand and practice managing their money? If not, consider whether to apply to be an appointee or managing affairs for someone else.
    From age 17.5, the maximising independence service may be able to work on independent living skill goals. 
    Where does the young person want to live longer term and with whom? What housing and support options are available to them?
  • If the young person will need accommodation from the local authority when they are 18, you can refer to the preparing for adulthood team. Some services may require a financial assessment.

Education and employment

Where relevant, does the young person’s school review or education, health and care plan document their hopes and views about education and employment? There should be a clear plan to support them towards this.

  • From age 14, ask school about changes in the subjects the young person studies as they move on to the next key stage.
  • Will there be potential to work towards qualifications? What type and level
  • Know who the lead person for careers advice is in school.
  • Will there be a careers interview with an internal or external adviser?
  • Find out what support is available in school or college to develop work-related independence skills.
  • Is further support needed from adult social care about maximising independence? 
  • Will school or college work with the young person to make a vocational profile or CV and help them to keep this up to date?
  • Will there be opportunities for work experience?
  • Does the school or college hold careers fairs or transition events that provide information about next steps?
  • Are there any opportunities to meet with students or parents of students who have left school who could share their experience of transition and opportunities after school?
  • Does the school have links to local colleges and a transition programme for learners to move into further education?
  • Find out about college open days.
  • How will the young person travel to their post-16 education placement?
  • Will they need to reapply for education transport or independent travel training support?
  • How would they travel to a workplace?
  • Would a supported internship, traineeship or apprenticeship be suitable as routes into paid work?
  • Does the young person need benefits advice to understand how any benefits or supported housing may be affected by receiving a salary?
  • Do they know how to access government better off calculators?

It is useful to understand the role of the different services in preparing for adulthood.

Education and employment

Education settings should:

  • Identify young people who may need additional support to prepare for adulthood.
  • Explain the transition process and ensure any questions are answered.
  • Identify any support the young person needs to communicate and participate.
  • Provide careers advice and guidance from years 7 to 13.
  • Confirm consent for information sharing between agencies where relevant.
  • Undertake regular reviews or annual EHCP meetings in line with the SEND Code of Practice.
  • Parents and carers should be clear about the purpose and process of meetings.
  • Relevant professionals should contribute to reports and attend meetings.
  • Goals and progress from previous plans should be reviewed.
  • Plans should be updated. 

If unmet needs are identified, education, health and social care professionals should consider whether further support is needed and complete the relevant referrals.

For those with EHCPs, the education setting and EHC assessment team should provide information about EHCP personal budgets.

Independent living

Education, health and social care professionals working with the young person should consider with the young person their hopes for the future, any skills and opportunities they need to develop to support their independence and arrange additional support as needed. 

  • Provide information about the Mental Capacity Act and consider how to support the young person to make informed decisions where possible. 
  • If a young person has services from social care, provide information on direct payments.
  • Refer for assessment for adult social care services from age 14, but more likely between the ages of 16 to 18.

Communities, friendships and relationships

Education settings should support the young person to build and maintain friendships. They are also able to help parents and carers who require support to explore opportunities for activities in the community linked to interests or hobbies. 

Health 

Health and social care professionals help to 
identify young people who will need additional support to prepare for adulthood. They should also support the young person to understand their health conditions and how to manage them, where appropriate.

  • Encourage the young person to be involved in appointments and to ask questions about their healthcare, support and treatment.
  • Contribute to school review or annual EHCP meetings.
  • Refer to continuing care or continuing healthcare as required.
  • Provide information about personal health budgets to those receiving continuing care or continuing healthcare funding.

Information by year group or age

Year 9 (age 13 to 14)

Year 10 (age 14 to 15)

  • Education setting to identify work experience opportunities.
  • Education setting to discuss and support with post-16 options, where relevant.
  • Health services for those receiving children’s continuing care will notify the adult continuing healthcare service.

Year 11 (age 15 to 16)

  • Education setting to ensure opportunities to visit potential future education providers. 
  • Education setting to support the application process where required.
  • Support any bespoke transition plans for moving education settings, where needed.
  • If moving settings with an EHC plan, the review should be completed with a destination setting named by 31 March of transition year.
  • Education setting and education, health and care team access support from Futures for You for those at risk of not entering further education, training or employment. 

Year 12 and 13 (age 16 to 18)

  • Health services for those receiving children’s continuing care, will refer for formal screening by adult continuing healthcare.
  • New adult referrals can be made to adult continuing healthcare where needed.
  • Social care and health professionals to make transition arrangements to adult services as required.
  • Social care and health services to inform families of the transition arrangements,  and include details in the school review or EHC plan.
  • Education settings to support as above where a young person is moving settings.

Year 13 and 14 (age 17 to 19)

If support or accommodation from adult social care is required to start from 18, young people or their financial appointee should receive information about paying for care and support at least three months prior to their 18th birthday.

  • Health services for those receiving children’s continuing care will arrange a meeting within one month of the child’s 17th birthday to start a transition plan.
  • Eligibility for adult continuing healthcare should have been made, in principle, at least six months before a young person’s 18th birthday. 
  • Alterations to packages of care must be ready for a young person's 18th birthday.
  • If a young person receives continuing healthcare funding, social care funding will cease when they are 18 and a health case manager takes the lead in organising their support and services.
  • Where a young person needs ongoing support for complex or severe mental health, CAMHS will refer to a local mental health team when the young person reaches 17 years and 6 months.
  • Joint-working and handover of care between CAMHS and the local mental health teams happens when a young person reaches 17 years and 9 months old.
  • Where relevant, the paediatrician will discharge to GP or adult specialist teams (unless the person is continuing in special school).

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