All Different, All Valued, All Equal


In Post 16 we aim to make our students less dependent by offering a varied and enjoyable curriculum and, in line with The SEND Code of Practice (January 2015), to develop as far as possible, skills to help our students become happy, active, healthy and contributing members of society:

“Preparing for adulthood means preparing for:


  • higher education and/or employment – this includes exploring different employment options, such as support for becoming self-employed and help from supported employment agencies
  • independent living – this means young people having choice, control and freedom over their lives and the support they have, their accommodation and living arrangements, including supported living
  • participating in society, including having friends and supportive relationships, and participating in, and contributing to, the local community
  • being as healthy as possible in adult life”


Our students are working towards long   term “Outcomes” based on the above four points as stated in their EHCP.


The Post 16 curriculum is based on developing the skills in the following areas to prepare our students for adulthood:


  • participate in meaningful work
  • live with a degree of independence
  • be physically healthy through activity
  • be physically healthy through diet
  • use money and tell the time
  • travel with some independence
  • be access the internet and social media safely
  • socialise safely, appropriately and confidently


We fully understand and appreciate that for some of our students some of these abilities are more relevant than others and that many of our students will always require some level of support.


Additionally all students are required to further develop Maths and English skills in line with government guidelines and again we acknowledge that while the content of these subject areas will be based on the specifications for Entry Level Functional Skills for our more able students, considerable differentiation / adaptation will be required for many of our other learners.



Post 16 Student Pathways


Students are organised into class groups dependent on need and ability rather than necessarily school year using information from EHCPs, class staff and other associated professionals. These arrangements are regularly reviewed and students may change pathways during their time in Post 16.


Informal Curriculum students develop social skills, communication and independence through a range of sensory activities and access movement programmes such as rebound, physiotherapy and hydrotherapy.



Semi Formal curriculum students are provided with learning opportunities that promote independence through accessing the community, experiences of work and building personal skills.  Some students participate in a range of learning activities to promote positive behaviours, and develop communication and social and personal skills.


Formal Curriculum students develop higher levels of independence and social skills through work experience placements, enterprise projects, meal planning and preparation, choosing and using leisure facilities and travel training

Post 16


Tracking Progress


Over their time in Post 16 students show progress through improved communication, taking increased responsibility and demonstrating greater independence.


Students are set Individual Education Plan (IEP) targets three times per year which are based on their EHCP Outcomes. These IEP targets then inform the small step objectives to be worked on in teaching and learning sessions over the relevant school terms in order that students are able to make progress towards their EHCP Outcomes. IEP target achievement is recorded every term and evidence of progress is collated on Evidence for learning.


Students are awarded Post 16 Achievement Certificates as acknowledgement of work and progress at our weekly departmental assembly.



Post 16 Prospectus