Preparing for adulthood (PfA)

The SEND descriptors of need have been developed to

• ensure a common language to describe the support expected for children/young people with SEND
• provide a core framework for all practitioners working with children and young people to help assess and identify the needs of children and young people, and to put in place appropriate support
• give greater clarity for parents and carers about their child/young person’s needs and how their child/young person should be supported throughout school and at their chosen post 16 option.

Descriptors of Need at various levels or ranges can be a useful tool for SENDCOs, families, schools, colleges, post 16 providers and other services to assess and identify the needs of a young person. This assessment can provide information about what can be put in place to support the young person’s progress. It is important to consider a child/young person’s needs within the context of their strengths.

The starting point in determining and describing the needs of children and young people with SEND is the four areas of the SEND_Code_of_Practice_January_2015.pdf (publishing.service.gov.uk) 

This document was co- produced with parent/carers and representatives from Education, Health and Social Care at a series of workshops held in 2021 and 2022. A range of principles were identified which provide the foundations of the Newcastle Descriptors of Need:

• Quality first teaching
• Person centred planning
• Voice of the child and family is at the centre of all planning
• Use of positive language
• Openness and transparency
• Right support at the right time
• Early intervention
• Highly skilled workforce
• Consistency
• Equity
• Effective transitions
• Early preparation for adulthood
• Inclusion
• Partnership working

The following factors will also need to be considered when measuring attainment, progress:

• Summer term birthdays (particularly in the case of younger children),
• Attendance rates, both recently and longer term,
• Number of school/setting transitions.

Post 16 settings will need to evidence all of their interventions and the impact of these through a SEN Support Plan and other evidence as part of ‘Assess, Plan, Do, Review’ cycles. A Graduated Response to SEN is expected as outlined in the SEND Code of Practice 2015, and through the review cycle it is expected that children and young people will move between ranges at different points during their journey through education. Some children and young people will make good progress with timely intervention and support so that Descriptors of Need will no longer be required.

This is best practice nationally and Ofsted require this level of evidence of input and impact. 

It is expected that the SEN Support Plan provides evidence of how the Newcastle Mainstream Guidance has been implemented and includes well-evidenced interventions with clear entry and exit points. Targets should be SMART:

• Specific
• Measurable
• Achievable
• Relevant
• Time-limited

Parent/carers and young people should be at the centre of any target setting and personalised learning goals.

Descriptors have been developed for 16 – 25-year-olds for the following areas of need: 

• Communication and Interaction: Autism
• Cognition and Learning Needs
• Social, Emotional and Mental Health Needs
• Sensory and/or Physical Needs:
  • Hearing Impairment
  • Visual Impairment

In some cases, a child/young person will fall into more than one range or will have needs in more than one area. 

The Post 16 setting will need to study the ranges and to highlight where the greatest need is, as well as strength. This may change over time and as the young person develops. 

There will be specific times such as during transition where a young person may change because of the differing environments, changes and new expectations and/or, in some cases, due to experiences of trauma. 

The ranges are a guide and provide a framework for the evidence that will be required to show how a young person is being supported, why and to what effects.

Preparation for Adulthood (PfA)

Preparation for Adulthood (PfA) starts at the earliest stage in life through the development of early communication, feeding, making choices to becoming an independent adult. Curriculum in early years settings, schools and Post 16 providers should be shaped around the needs of the child and young person, regardless of any disability. The PfA outcomes give a clear framework for a curriculum model that can be developed for 0–25-year-olds, using the excellent practice that is already in our settings. It will also support effective transition across and between settings building upon the PfA outcomes, working closely with parents and in shaping EHC plans that are realistic and prepare children and young people with SEND for their next stage.

Suggestions in relation to PfA outcomes can be found at the end of each area of need.

The Ranges

The levels progress from range 1 through to at least ranges 5 and 6, whilst some go beyond to 7. 

The ranges are colour-coded throughout each section.

Identifying the Range: A Guide for those Using the Descriptors of Need

Step 1: Read the descriptors in each document and identify those that best describe your young person. You may find it useful to print off a copy of these and highlight ones that apply. A multiagency approach, involving the child/young person and family is best practice and will help you to best understand the young person and their context.

Step 2: Use the SEND guidance descriptor information (Description of Need) in the first column of each range to think about how the young person’s individual profile affects their access to the curriculum and setting, their wellbeing and functioning. 

Steps 1 and 2 above should enable those involved to make a judgement about which range the young person is at currently. It is important to recognise that these ranges can alter either because the young person’s profile changes or because of context changes such as times of transition/ school/setting placement.

The ranges are intended as a guide for settings.  In reality, a young person’s development across the prime areas may be difficult to map directly onto the different ranges. In these cases, some young people may sit ‘between’ ranges. 

If this occurs, professional judgement must be considered when reviewing the level of support that may be needed. In each of the ranges, all those involved with the younbg person should consider the overarching range descriptor and information in both the ‘Assessment and Planning’ and the ‘Teaching and Learning Strategies/Curriculum and Interventions’ sections. 

The young person’s developmental profile must not be taken in isolation.

Using this Guidance to Support Learning

Once the range has been established, professionals will find advice about how to support the learning of young people at each range. 

Quality First Teaching will provide a firm basis upon which to use the additional strategies identified at each range. Strategies and advice from earlier ranges need to be utilised alongside more specialised information as the ranges increase. 

Specialist health interventions may also be required at any level.

Two main websites that will be useful in terms of resources, information and writing individualised PfA outcomes are: www.preparationforadulthood.org.uk and The National Development Team for Inclusion (NDTI) www.ndti.org.uk

More specific links which will also be useful are as below: 

https://www.disabilityrightsuk.org/how-we-can-help/benefits-information/factsheets

https://www.preparingforadulthood.org.uk/downloads/supported-internships https://www.preparingforadulthood.org.uk/downloads/employment/apprenticeships-for-young-people-a-good-practice-report.htm https://www.preparingforadulthood.org.uk/downloads/supported-internships/fact-sheet-study-programmes.htm

https://www.preparingforadulthood.org.uk/downloads/young-people-and-family-participation/factsheet-the-children-and-families-act-and-the- care-act.htm

https://www.preparingforadulthood.org.uk/downloads/young-people-and-family-participation/factsheet-the-mental-capacity-act-2005-and- supported-decision-making.htm

https://www.preparingforadulthood.org.uk/downloads/education-health-and-care-planning/building-independence-through-planning-for- transition.htm

https://www.scie.org.uk/care-act-2014/transition-from-childhood-to-adulthood https://www.kids.org.uk/pages/search.aspx?q=keeping%20it%20personal https://www.england.nhs.uk/ipc/

• YP will have acquired the necessary social skills to interact with employers and clients in order to function effectively in apprenticeships, internships and traineeships as required.
• YP will have appropriate communication and interaction skills to facilitate the development of relationships with peers within the workplace/education environments to promote emotional wellbeing.
• YP will understand and manage their feelings and emotions, accessing appropriate strategies or assistance as required.
• YP will have acquired the necessary social skills to interact with employers and clients or academic staff in order to function effectively in voluntary work, paid work or Higher Education as required.
• YP will have appropriate communication and interaction skills to facilitate the development of relationships with peers within the workplace/education environments to promote emotional wellbeing.
• YP will understand and manage their feelings and emotions, accessing appropriate strategies or assistance as required.

Provision

• Highly supported work experience placements and short-term training opportunities with specific teaching in relation to interactions with employers, peers and clients in preparation for access to longer term learning provision and/or employment.
• An adapted curriculum/work- based training programme to consider the YP’s emotional/mental health needs and appropriate provision to ensure the promotion of positive mental health and wellbeing.
• Regular monitoring of the YP’s workload, behaviour patterns, interactions with others to identify early indications of stress, anxiety, depression etc. ensuring that appropriate steps are taken to support the YP to manage this as required.
• Adult guidance and support to apply my regulatory or coping strategies and provision within the workplace or education setting to accommodate these.
• Access to agencies/organisations who provide mental health and emotional support within the workplace or education setting as appropriate.

• YP will understand their right to make choices, and to exercise decision making in relationships with others with emphasis on best interests and informed consent.
• YP will have an awareness of boundaries and social conventions with respect to a range of relationships and social situations (including online).
• YP will be able to recognise potential abusive and exploitative behaviour in others and will be able to make safe choices.
• YP will understand different types of living arrangements and those which are positive and possible in relation to their own circumstances.
• YP will make positive choices in relation to their own living arrangements considering circumstances and possible options best suited to facilitate social and emotional wellbeing.

Provision 

• Access to programmes designed to support and develop the YP’s awareness of social boundaries and conventions in relation to a range of social situations and relationships.
• Adult support and guidance to ensure that the YP is able to apply taught knowledge and skills to enable them to make safe choices within the community.
• Specific teaching in relation to risks associated with social media/online communities and guidance and support to apply protocol relating to e-safety.

• YP will understand and manage their feelings and emotions, accessing appropriate strategies or assistance as required to facilitate/mediate interactions with others.
• YP will have developed appropriate social skills in order to establish new friendships in the context of community involvement.
• YP will demonstrate awareness of social conventions and boundaries and will be able to negotiate these to maintain personal safety while in the community.
• YP will have an awareness of boundaries and social conventions with respect to a range of relationships and social situations (including online).
• YP will be able to recognise potential abusive and exploitative behaviour in others and will be able to make safe choices.
• YP will understand risks associated with drugs and alcohol and will adhere to legal restrictions with regard to these substances.
• YP will have developed appropriate social skills in order to maintain friendships in the context of community involvement.
• YP will demonstrate awareness of social conventions and boundaries and will be able to negotiate these to maintain personal safety while in the community.
• YP will have an awareness of boundaries and social conventions with respect to a range of relationships and social situations (including online).
• YP will be able to recognise potential abusive and exploitative behaviour in others and will be able to make safe choices.
• YP will understand risks associated with drugs and alcohol and will adhere to legal restrictions with regard to these substances.

Provision

• Access to programmes designed to support and develop the YP’s awareness of social boundaries and conventions in relation to a range of social situations and relationships.
• Adult support and guidance to ensure that the YP is able to apply taught knowledge and skills to enable them to make safe choices within the community.
• Community based activities/groups appropriate to the YP’s age and developmental level designed to facilitate socialisation and the development of friendships.
• Links to organisations who provide social and emotional support as required.
• Specific teaching in relation to risks associated with drugs, alcohol, criminal activity, social vulnerability and provision of information to support the YP’s understanding of these and ability to make safe choices.
• Specific teaching in relation to risks associated with social media/online communities and guidance and support to apply protocol relating to e-safety.

• YP will engage with self-care routines in order to maintain appropriate levels of personal hygiene. To include their environment.
• YP will make safe choices in relation to sexual health.
• YP will understand and manage their feelings and emotions, accessing appropriate strategies or assistance as required to maintain emotional wellbeing.
• YP will employ strategies to maintain good mental health. To include recognition of times when they are not coping and being able to seek assistance as required.
• YP will engage with self-care routines in order to maintain appropriate levels of personal hygiene. To include their environment...
• YP will make safe choices in relation to sexual health.
• YP will understand and manage their feelings and emotions, accessing appropriate strategies or assistance as required.
• YP will employ strategies to maintain good mental health. To include recognition of times when they are not coping and being able to seek assistance as required.

Provision 

• Programmes of activities designed to promote positive self-care routines (relating to personal care and the home/work environment) and support to apply and embed these within daily routines.
• Programmes of activities and provision of information relating to sexual health and associated risks and support and guidance as required to enable the YP to make positive relationship Information and guidance to positive mental health and wellbeing and individual programmes of activities to identify coping strategies and mechanisms in accordance with the YP’s circumstances and emotional/mental health needs.
• Links to agencies /organisations who provide mental health and emotional support as required.
• Access to emotional support workers as required.

• YP will have appropriate communication and interaction skills to facilitate successful access to apprenticeships, internships, traineeships as required.
• YP will have appropriate communication and interaction skills to facilitate the development of relationships with peers within the workplace/education environments to promote emotional wellbeing.
• YP will demonstrate appropriate communication skills, written or verbal, to enable successful application for jobs or higher education.
• YP will be able to respond appropriately to questions, displaying the communication
• skills required to present their skills and attributes within an interview situation.
• YP will demonstrate appropriate communication and interaction skills necessary to successfully engage in paid work, voluntary work or higher education.

Provision

• Clear information given to relevant others in relation to the preferred communication method of the YP.
• Provision of education/workplace information in a range of forms as may be appropriate to individual needs. This may include enlarged print, braille, audio, electronic and visual information as appropriate.
• Access to appropriate strategies and resources to facilitate the YP’s communication and interaction skills. This may include access to visual approaches, such as PECS; access to augmented and alternative communication; BSL or SSE; hearing aids/cochlear implants; radio aids; electronic voice output communication aids (VOCA) as appropriate.
• Adult support to facilitate alternative/adapted forms of communication as required.
• Opportunities to interact with peers through supported social activities.
• Provision of information and instruction at a level appropriate to the needs of the YP. Repetition and reinforcement as required.
• Alterations may need to be made to the pace of delivery.
• Access to electronic forms of communication (phone, text, email), modified if necessary to assist workplace operation. This may include assistive technology.
• Advice and guidance from SALT, HI team/ToD, VI team as required.

• YP will have the communication and interaction skills to participate in residential and local learning options where relevant.
• YP will have the communication and interaction skills to facilitate independent living (shopping, travel).
• YP will have the communication and interaction skills to enable them to discuss their views and opinions in relation to future living arrangements.
• YP will be able to access information relating to travel and transport to facilitate independent travel appropriate to individual circumstances.
• YP will have the communication and interaction skills to enable them to arrange independent/supported living options as applicable.

Provision

• Clear information given to relevant others in relation to the preferred communication method of the YP.
• Provision of information relating to local learning options, living provision and transport in a range of forms as may be appropriate to individual needs. This may include enlarged print, braille, audio, electronic and visual information as appropriate.
• Access to appropriate strategies and resources to facilitate the YP’s communication and interaction skills. This may include access to visual approaches, such as PECS; access to augmented and alternative communication; BSL or SSE; hearing aids/cochlear implants; radio aids; electronic voice output communication aids (VOCA) as appropriate.
• Adult support to facilitate alternative/adapted forms of communication as required.
• Adult support to facilitate independent living as required (transport, shopping, bills).
• Access to electronic forms of communication (phone, text, email, social media), modified if necessary to assist accessibility. This may include assistive technology.
• Advice and guidance from SALT, HI team/ToD, VI team as required.

• YP will demonstrate appropriate communication and interaction skills to be able to access community, leisure and social activities within the local community in accordance with the YP’s preference.
• YP will be able to communicate their choices and preferences to ensure their personal wellbeing within the community.
• YP will demonstrate appropriate communication and interaction skills necessary to successfully engage in voluntary work and/or community based projects/initiatives.
• YP will be able to communicate effectively with relevant agencies and /or emergency services as required.
• YP will be able to communicate appropriately with professionals from adult social care in order to access assistance as required.
• YP will be able to interact effectively with others within a range of social situations, including online, in order to make and maintain appropriate reciprocal friendships and relationships.

Provision

• Clear information given to relevant others in relation to the preferred communication method of the YP.
• Provision of information relating to community-based activities in a range of forms as may be appropriate to individual needs. This may include enlarged print, braille, audio, electronic and visual information as appropriate.
• Access to appropriate strategies and resources to facilitate the YP’s communication and interaction skills. This may include access to visual approaches, such as PECS; access to augmented and alternative communication; BSL or SSE; hearing aids/cochlear implants; radio aids; electronic voice output communication aids (VOCA) as appropriate.
• Community based activities/groups appropriate to the YP’s age and developmental level designed to facilitate the development of friendships through communication, interaction and shared interests.
• Adult support to facilitate alternative/adapted forms of communication as required. Access to electronic forms of communication (phone, text, email, social media), modified if necessary to assist accessibility. This may include assistive technology.
• Advice and guidance from SALT, HI team/ToD, VI team as required.

• Young Person (YP) will access information relating to relevant health services in order to maintain good health.
• YP will take responsibility for dental, medical and optical appointments; communicating their needs and interacting with appropriate staff to arrange these.
• YP will have the communication and interaction skills necessary (in the context of individual circumstances) to articulate health concerns/needs to relevant health professionals during appointments.
• YP will access information relating to relevant health services in order to maintain good health.
• YP will take responsibility for dental, medical and optical appointments; communicating their needs and interacting with appropriate staff to arrange these.
• YP will have the communication and interaction skills necessary (in the context of individual circumstances) to articulate health concerns/needs to relevant health professionals during appointments.

Provision

• Clear information given to relevant others in relation to the preferred communication method of the YP.
• Provision of health services information in a range of forms as may be appropriate to individual needs. This may include enlarged print, braille, audio, electronic and visual information as appropriate.
• Access to appropriate strategies and resources to facilitate the YP’s communication and interaction skills. This may include access to visual approaches, such as PECS; access to augmented and alternative communication; BSL or SSE; hearing aids/cochlear implants; radio aids; electronic voice output communication aids (VOCA) as appropriate.
• Adult support to facilitate alternative/adapted forms of communication as required.
• Access to electronic forms of communication (phone, text, email), modified if necessary, to assist with the making and checking of appointments. This may include assistive technology.
• Advice and guidance from SALT, HI team/ToD, VI team as required.

• YP will build upon strengths and interests highlighted in personal/vocational profile.
• YP will achieve steps toward academic and vocational qualifications.
• YP will achieve A level results, or equivalent to enable progression on to university or other education/training opportunities.
• YP will have skills in CV writing and in applying for jobs or Higher Education.
• YP will consolidate or complete learning, achieving outcomes to enable progression into employment/adult education or community learning.
• YP will understand processes and support in relation to job centre provision.
• YP will understand and access benefits where applicable.

Provision

• An adapted curriculum/ workplace-based training programme to consider difficulties in relation to independent working and personal organisation. This may require learning and work- based tasks to be broken down into smaller stages with a higher level of adult direction.
• Curriculum/work-based materials and instructions which are adapted to the YP’s developmental level and individual learning needs.
• Alterations to the pace of delivery in work-based settings in accordance with the YP’s ability to process and internalise information.
• A regular programme of activities designed to promote the development of skills for further training/employment.

• YP will be able to manage potential income, including personal independence payments and incoming bills.
• YP will demonstrate skills in time management and negotiating travel/transport.
• YP will understand different types of living arrangements and which of these are positive or possible for each YP.
• YP will begin to plan for future living.
• YP will continue to develop independent through appropriate study programmes.
• YP will have planned living arrangements in place/living skills

Provision

• Specific programmes of teaching relating to finance, independent travel, time management, types of living arrangements, and provision of information to support the YP‘s understanding of these and ability to make positive choices.
• Supported opportunities to negotiate daily living tasks to include travel, income, bills, planning living and a future in accordance with the YP’s cognitive functioning.
• Support to access documentation relating to health needs including NICE guidance and health check guide.

• YP will understand personal budgets and how they could be spent post 16 to further PfA aspirations.
• YP will understand the potential risks relating to drugs and alcohol within the community and will be able to make safe choices.
• YP will understand how the criminal justice system works to enable them to function appropriately with the community.
• YP will develop increasing social awareness including understanding and reasoning skills to promote social and emotional wellbeing and reduce vulnerability within the community.
• YP will show awareness of the role of adult social care and will access the service as required
• YP will develop increasing social awareness including understanding and reasoning skills to promote social and emotional wellbeing and reduce vulnerability within the community.

Provision

• Supported opportunities to access community-based activities and to make choices in relation to participation in activities available to them.
• Individual programmes of support to facilitate community participation in accordance with the YP’s choices and levels of cognitive function.
• Specific teaching in relation to community participation including potential risks, to include drugs, alcohol, criminal activity, social vulnerability, and provision of information to support the YP’s understanding of these and ability to make safe choices.

• YP will have an understanding of their health needs and will be able to manage these where applicable.
• YP will see a GP or other health professionals as appropriate.
• YP will have an understanding of the importance of regular medical, dental and optical checks.
• YP will understand healthy choices, including healthy eating and benefits of exercise and will take steps to remain health and active
• YP will manage health appointments/interventions.

Provision 

• Support to understand their own healthcare requirements.
• Support to access and understand information with regard to healthy eating and healthy lifestyle and exercise choices.
• Access to adult health services.
• Access to specialist services in line with any medical assessments.

• YP to identify life goals, personal values, interests, strengths and skills
• YP to be aware of the different post 16 education providers available
• YP to understand key terminology around Post 16 choice, e.g. internship, provider, taster days
• YP to be aware that different pathways may have different qualification requirements
• YP will be able to access and function within higher education provision in order to progress with future career choices.
• YP will be able to access and function within work-based environments in relation to apprenticeships, supported internships and traineeships in order to progress with future career choices.
• YP will be able to present their skills in written form (C.V) to help secure future education and work-based options.
• YP to know how to navigate the application process for employment, internships, traineeships and the voluntary sector.
• YP to know how to prepare for interviews, including advocating for their own needs
• YP to be signposted to relevant support e.g. Disabled Students’ Allowance and Access to Work.
• YP to understand their rights under the Equality Act to ‘reasonable adjustments’ on employment
• YP will be able to access job-centre provision to support pathways into employment post education.

Provision

• Adapted education and workplace arrangements to consider the YP’s sensory, physical and medical needs and awareness training provided where appropriate
• Access to onsite medical professionals as required
• Adaptations to daily education/employment-based routines to consider any ongoing Physiotherapy/OT programmes. Adult support as required to facilitate delivery.
• Access to appropriate information, strategies, resources and equipment specific to the needs of the YP
• Adult support to facilitate alternative/adapted forms of communication as required
• Access to careers advice and tutorial sessions
• Support to arrange visits and to complete an application for a suitable education or employment option during transition

• YP will have life skills necessary (cooking, cleaning, shopping etc.) to facilitate independent living in the context of individual circumstances
• YP will engage with self-care routines in order to maintain appropriate levels of personal hygiene in the context of their individual circumstances
• YP will have an awareness of risk within the home context and will manage this appropriately in order to remain safe
• YP will plan for future living arrangements, recognising what is positive and possible to promote independence and wellbeing
• YP will access living arrangements appropriate to individual circumstances (including residential arrangements for education), that are positive in promoting independence and wellbeing
• YP to be supported in their decisions if they have the mental capacity to do this.
• YP will know what benefits are available to them
• YP to know online safety rules
• YP to contribute to a transition profile, identifying key information and effective communication strategies and support with independent travel.  It should include signposting to appropriate support contacts.

Provision

• Adapted living arrangements suited to the YP’s Sensory, physical, and medical needs
• Access to appropriate equipment/resources and information
• Access to equipment to facilitate independence in self- care routines
• Adapted forms of accommodation and transport to consider the physical and sensory needs of the YP and facilitate independence
• Signposting to enhanced PSHCE/life skills and SRE programmes to ensure skills embedded

• YP will be able to access community, leisure and social facilities to enable participation within the local community in accordance with the YP’s preference
• YP will be able to access appropriate transport in order to facilitate participation within community, leisure and social activities.
• YP will show awareness of risk (travel, road safety, personal safety) in the context of community participation in order to remain safe
• YP to be able to explain strategies that enable optimum communication
• YP to be aware of current affairs

Provision

• Access to appropriate equipment/resources specific to the needs of the YP
• Adapted forms of accommodation and transport to consider the physical and sensory needs of the YP and facilitate independence
• Provision and discussion of information relating to disabled access and adapted environments, including any appropriate risk assessment
• Adult support to facilitate community participation if appropriate
• Support to complete online applications, e.g. gym or provisional driving licence

• YP will recognise the need for dental, medical and optical health and will take responsibility for making appointments as required.
• YP will take steps to remain physically active and healthy in the context of their individual circumstances
• YP will make healthy eating choices in order to promote physical wellbeing
• YP will maintain any physiotherapy regimes necessary to ensure physical health and optimum mobility in the context of their individual circumstances
• YP will engage with self-care routines in order to maintain appropriate levels of personal hygiene in the context of their individual circumstances
• YP will make healthy choices around their mental well-being
• YP to know how to book GP appointments and ensure they are accessible
• YP to understand the transition to adult services
• YP to be able to contact the emergency services, using 999, Emergency SMS or BSL999

Provision 

• Access to equipment to facilitate independence in self-care routines and mobility
• Medical teams or trained carers on site as required
• Access to Occupational, Physiotherapy and Sensory programmes as appropriate
• Training in the delivery of emergency medications to appropriate professionals/carers
• Signposting to mental health organisations and other strategies to support well-being.