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<p>The government is committed to ensuring that all children and young people have
access to a world-class education that sets them up for life and supports them to
achieve positive outcomes.</p><p>Mainstream schools and colleges should use their
best endeavours to make sure a child or young person with special educational needs
gets the special educational provision they need. This might include tailored support
to prepare for transitions.</p><p>In addition, for those with an Education, Health,
and Care (EHC) plan, there must be a focus from year 9 onwards on preparing the young
person for transitions as part of their plan’s annual review. Planning for the transitions
should result in clear outcomes being agreed that are ambitious, stretching, and which
are tailored to the needs and interests of the young person.</p><p>The department
is developing good practice guidance to support consistent, timely, high-quality transitions
for children and young people with special educational needs and disabilities (SEND)
and for those in alternative provision (AP). This will ultimately look at transitions
between all stages of education from early years and will focus initially on transitions
into and out of post-16 settings. This includes transitions into higher education,
employment, adult services, and, for young people leaving AP at the end of key stage
4, building on learning from the recent Alternative Provision Transition Fund.</p><p>The
department is working with the Department for Work and Pensions and key partners from
the SEND and post-16 sectors, including the Association of Colleges and Natspec, to
develop the guidance. The department is working with young people with different types
of need, including those with and without EHC plans, to co-produce the guidance to
ensure it improves experiences and outcomes. The department will also involve parents
and carers.</p><p> </p>
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