{"id":1673,"date":"2026-01-26T12:04:45","date_gmt":"2026-01-26T12:04:45","guid":{"rendered":"https:\/\/www.togethertrust.org.uk\/inscape-house-school\/?page_id=1673"},"modified":"2026-04-15T09:27:15","modified_gmt":"2026-04-15T09:27:15","slug":"transition-support","status":"publish","type":"page","link":"https:\/\/www.togethertrust.org.uk\/inscape-house-school\/transition-support","title":{"rendered":"Transition support"},"content":{"rendered":"\n
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Transition Support<\/h1>\n\n\n\n

As your child prepares to transition to or from P16 Inscape Cheadle or our Vocational College in Ashton, we understand that identifying the next steps can feel overwhelming and confusing.<\/p>\n\n\n\n

Below we have compiled a list of services and support available across local authorities, offering valuable information to assist you and your child as they transition into adulthood<\/p>\n\n\n\n

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Our curriculum<\/a><\/div>\n\n\n\n
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Below you will find an overview of the key steps in preparing for adulthood. It can be used as a checklist to help ensure that all necessary tasks are completed at the right time. <\/p>\n\n\n\n

When considering options for P16 such as transitioning out of the school or transitioning to Inscape or through the school it is important to consider if your child transitions to P16 Cheadle or Inscape\u2019s Vocational College based in Ashton where learners can focus on BTEC vocational qualifications, this can be discussed at your child\u2019s annual review.<\/p>\n\n\n\n

Our Post 16 provision supports students to prepare for adulthood through personalised programmes built around their strengths, needs and aspirations. The curriculum enables students to overcome barriers, achieve meaningful success and develop the practical, social, communication and independence skills essential for adult life and employment. <\/p>\n\n\n\n

Learner pathways explained<\/h2>\n\n\n\n

Students in Post 16 follow pathways specifically designed to equip them with the skills, qualifications, and knowledge needed for their future pathway. There are 4 distinct learning pathways at Inscape <\/strong>\u2013 Champions, Explorers <\/strong>and Adventurers and Pioneers.<\/strong> Learning programmes are personalised to students and not only support academic progress but also focus on developing the practical, social, communication and independence skills essential for adulthood. <\/p>\n\n\n\n

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Post 16 learner pathways<\/h2>\n\n\n\n

Post-16 Adventurers and Pioneers at Inscape Cheadle and Inscape Vocational College follow pathways that develop the skills, qualifications and knowledge<\/strong> needed for their chosen route into adulthood and employment. The pathway document below is shared with students and parents\/carers as part of the review process to clarify future requirements and to support informed decision-making. By aligning learning with each student\u2019s aspirations, we help them prepare confidently for successful transitions into work, training or further education.<\/p>\n\n\n\n

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Post 16 Champions and Explorers – Working towards Independence Programme<\/strong><\/h2>\n\n\n\n

P16 Students in our Champions and Explorers pathway follow ASDAN Towards Independence modules across all sessions, with a strong focus on developing practical independence skills, Functional literacy and numeracy, and self-help skills, taught and developed in both classroom and community settings to support real-life application. <\/p>\n\n\n\n

Students develop skills in our P16 shop, school cafe and practice work skills through daily activities to prepare learners for the next step of a work placement. Progress is assessed against EHCP outcomes and using prompt hierarchy and the engagement model, ensuring individual needs are recognised and celebrated. <\/p>\n\n\n\n

Learners typically require higher levels of support with communication, independence, and transitions, so activities and resources are carefully adapted to ensure full accessibility to a tailored Post 16 offer.<\/p>\n\n\n\n

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Preparing for adult pathways<\/h2>\n\n\n\n
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Year 1 16+<\/h4>\n\n\n\n
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As part of the Post-16 transition process, students will actively explore and assess different options for the next stage of their journey, whether it be further education, employment, training or a supported pathway. This process will be an individualised approach, ensuring that each student\u2019s unique needs and aspirations are considered. are considered.<\/p>\n\n\n\n

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Utilise the review process<\/strong>
The Annual Review Process, supported by feedback from students and parents, in conjunction with career guidance and the P16 qualification overview, will help students identify potential academic, vocational and supported pathways. These pathways will be aligned with their interests, qualifications, and long-term goals, promoting independence and the transition to adulthood.<\/p>\n\n\n\n

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Review EHCP<\/strong>
Post-16 and Independent Vocational Colleges (IVC) will work collaboratively with families and local authorities to ensure that the Education, Health, and Care Plan (EHCP) remains current, accurate, and reflective of each student\u2019s evolving needs. Regular reviews will be conducted to assess the appropriateness of the EHCP and any necessary adjustments. Should any changes occur in a student\u2019s educational placement or circumstances, a revised EHCP may be required to <\/strong>ensure that the plan continues to meet specific needs and specific outcomes.<\/p>\n\n\n\n

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Career Advice<\/strong>
To further support transitions, students will be referred to a career advisor . The service will offer specialised advice in relation to future pathway choices.<\/p>\n\n\n\n

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Work experience<\/strong>
Additionally, opportunities for internal and external work experience will be sought through the Inscape Career Team. These real-world experiences will provide students with valuable skills, insights, and confidence in pursuing their chosen career paths.
This comprehensive approach ensures that students with autism are well-prepared for the next stage in their education, employment, or training, empowering them to achieve greater independence and success in adulthood.<\/p>\n<\/div>\n\n\n\n

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Year 2<\/h4>\n\n\n\n
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Review of Educational Placement<\/strong><\/strong>
Assess whether continuing with Inscape or remaining in education is still the most appropriate option for the student, based on their evolving needs, interests, and aspirations and outcomes as specified in the EHCP.<\/p>\n\n\n\n

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Education, Health, and Care Plan (EHCP) Review<\/strong>
Determine whether the EHCP remains necessary, and ensure it is up-to-date and accurately reflects the student\u2019s current and future needs.<\/p>\n\n\n\n

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Exploration of next steps and options<\/strong>
Explore potential colleges, A level routes, employment\/training opportunities, including available support for securing and maintaining employment, tailored to the student\u2019s skills and preferences (internships\/apprenticeships). Consider supported pathways and pathways to independence through a social care offer or post 19 specialist college.<\/p>\n\n\n\n

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Career Guidance and Supported Employment Services<\/strong>
Refer the student to career advisors and\/or Supported Employment Services for specialised advice, resources, and support in identifying and pursuing suitable career paths.<\/p>\n\n\n\n

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Review Meetings<\/strong>
Schedule review meetings to discuss the student\u2019s transition plan, ensuring all relevant stakeholders, including the student, family, and professionals, are involved in the planning process.<\/p>\n\n\n\n

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Options after P16\/IVC<\/strong>
Explore options for the student following college, including opportunities for employment, further education, supported pathways and specialist college routes to ensure a smooth transition to the next phase of their journey.<\/p>\n<\/div>\n\n\n\n

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Year 3 Final Year at Inscape (P16 or Vocational College)<\/strong><\/h4>\n\n\n\n
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Review of Educational and Post-Education Options:<\/strong>
Evaluate whether continuing with education is still the most appropriate option for the student.
Explore alternative pathways such as social care packages, college placements, internships, or apprenticeships based on the student\u2019s goals, needs, and aspirations.<\/p>\n\n\n\n

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Education, Health, and Care Plan (EHCP) Review<\/strong>
Assess whether the EHCP remains necessary and ensure it accurately reflects the student\u2019s evolving needs, aspirations, and the support required for the next phase of their development.<\/p>\n\n\n\n

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Transition Review Meeting<\/strong>
Hold a Transition Review meeting during this year to assess the student\u2019s progress, gather feedback from all relevant parties (student, family, education professionals), and identify necessary adjustments to the transition plan.<\/p>\n\n\n\n

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Exploration of Further Pathways<\/strong>
Consider a wide range of options for the student\u2019s future, including further and higher education, employment, training opportunities, volunteering, and supported living\/social care packages. All options will be reviewed to ensure the most appropriate pathway is identified. <\/p>\n\n\n\n

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Review and Next Steps<\/strong>
A formal review will take place to identify the next steps in the transition process, ensuring the student is on track to meet their goals and that all support needs are addressed. <\/p>\n\n\n\n

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Referral to Specialist Services<\/strong>
Refer the student to career advisors and\/or Supported Employment Services\/social care for specialised guidance and support to help identify suitable employment, training or pathway to independence opportunities and to ensure successful integration into adulthood.<\/p>\n<\/div>\n<\/div>\n\n\n\n

Health and wellbeing pathways<\/h2>\n\n\n\n
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Year 1 16+<\/h4>\n\n\n\n
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Review of Health Needs and Support<\/strong>
Conduct a review of the support required to maintain good mental health and overall wellbeing. This will ensure that appropriate services and interventions are in place during the transition period.<\/p>\n\n\n\n

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Transition Events<\/strong>
Encourage the student to attend transition events, where appropriate, to gather information, explore potential opportunities, and engage with professionals who can support the transition process.<\/p>\n\n\n\n

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Personal Risk Assessments<\/strong>
Identify any potential challenges or risks that may arise during the transition process. This will help to ensure that appropriate safeguards and interventions are in place to support the student\u2019s safety and wellbeing.<\/p>\n\n\n\n

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Consideration of Therapies and Support Needs<\/strong>
Consider the need for therapies and any reasonable adjustments that may be required to support the student in their transition to the next stage of education, employment, or independent living. This may include physical, sensory, or emotional support tailored to the student\u2019s needs.<\/p>\n<\/div>\n\n\n\n

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Year 2<\/h4>\n\n\n\n
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Referral to Adult Services<\/strong>
Determine if there is a need for a referral to adult services, including mental health services, to provide appropriate support and care as the student moves into adult life. This may include a review of mental health needs and any necessary ongoing therapies.<\/p>\n\n\n\n

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Transfer to Adult Health and Social Care Services<\/strong>
If required, plan for a smooth transfer from child-focused health and social care services to adult health and social care services. This ensures that the student receives the necessary support as they become an adult.<\/p>\n\n\n\n

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Review Support Needs<\/strong>
Review personal risk assessments and any support needs to ensure they are up-to-date and aligned with the student\u2019s transition plan. This includes identifying any new or ongoing risks and ensuring the appropriate support is in place to address them effectively.<\/p>\n<\/div>\n\n\n\n

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Year 3 Final Year at Inscape (P16 or Vocational College)<\/strong><\/h4>\n\n\n\n
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Health and wellbeing<\/strong>
Where applicable, conduct a review of support for mental health\/physical health needs.
Evaluate personal risk assessments, support requirements, and necessary reasonable adjustments required to transition successfully.<\/p>\n<\/div>\n<\/div>\n\n\n\n

Social care and independent living pathways<\/h2>\n\n\n\n
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Year 1 16+<\/h4>\n\n\n\n
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Social Care & Independent Living<\/strong><\/p>\n\n\n\n