Preparation for Adulthood (PfA)

Preparing for Adulthood (PfA) is a key part of the SEND journey. It supports young people with SEND to move successfully into adult life by planning early and focusing on individual aspirations.

Education providers

For education providers, PfA begins formally from Year 9 (age 14) and continues through post-16 education. However, the roots should begin in the early years and continue through primary education, as the foundations for future independence, aspirations, and life outcomes are shaped from a young age. 

Early support helps children develop communication, confidence, social skills and an understanding of the world around them. By embedding high expectations and inclusive practice from the start, schools can nurture ambition and help children with SEND begin to understand their strengths, interests and possibilities for the future.

Introducing PfA early ensures that transition planning is not a single event, but a gradual, meaningful journey that supports every child to grow, participate and thrive in their community.

Planning and delivery

The Ofsted & CQC Thematic Review (Dec 2024) reveals that preparation for adulthood in SEND often suffers from inconsistent transition planning. It stresses that effective systems are those built on joined-up, collaborative services across education, health, and social care, ensuring continuity and reducing the risk of young people falling through the cracks.

This research reinforces the need for early, person-centred planning and strong inter-agency coordination to deliver smooth, supportive transitions into adulthood.

For children and young people with SEND, transition means a planned and supported journey from childhood into adulthood, involving changes in education, health, social care, and life circumstances. In simple terms, it’s the process of moving between different stages of education or care.

Preparing for adulthood is centred around four key outcomes that help young people move successfully into adult life.

These outcomes provide a clear framework for schools, colleges and professionals to support children and young people in developing the skills, knowledge and confidence they need for the future.

They focus on what matters most for a fulfilling adult life:

• employment
• independent living
• good health
• relationships
• community inclusion

By embedding these outcomes into everyday learning and planning, education settings can ensure that all young people, including those with SEND, are supported to achieve their aspirations and thrive in adulthood.

Provision and planning

Provision and planning across all our settings should align with the four key outcomes:

• employment and education
• independent living
• friends, relationships and community
• good health

The National Development Team for Inclusion (NDTi) resources provide a rich, practical toolkit to help education settings embed the Preparing for Adulthood outcomes into everyday practice and deliver meaningful outcomes for young people with SEND.

PfA begins in the early years, where the foundations for future learning, independence and aspiration are first developed.

Through play, exploration and supportive relationships, children start to build key skills such as communication, confidence and social interaction.

Early years settings play a vital role in:

• nurturing curiosity
• encouraging independence
• helping children to understand themselves and the world around them

By fostering high expectations and inclusive practice from the start, practitioners can begin to shape positive futures and support every child to grow, participate and thrive as they continue their journey towards adulthood.

Early years practitioner role

The role of the practitioner is to:

• build strong foundations in communication, language and social interaction
• support the development of confidence, resilience and independence
• encourage play-based learning that fosters curiosity, problem-solving and creativity
• promote inclusive environments where all children feel they belong and can participate
• help children recognise and explore their strengths, interests and preferences
• introduce early life skills such as self-care, routines and turn-taking
• help develop early relationships and friendships, supporting social understanding
• work closely with families to create shared aspirations and consistent support
• identify needs early and put in place the right support and interventions
• create high expectations from the start, encouraging children to aspire and achieve
• begin developing awareness of the wider world and community
• lay the groundwork for lifelong learning and future independence

PfA in primary school builds on the strong foundations developed in the early years, helping children begin to connect their learning with their future.

At this stage, pupils develop key life skills such as independence, resilience, communication and teamwork, while also starting to explore their interests, strengths and aspirations.

Primary schools play a vital role in raising expectations, promoting inclusion and helping children understand the world around them, including early awareness of careers and community.

By embedding PfA into everyday learning, schools support all pupils, including those with SEND, to develop confidence, curiosity and the skills they need for a successful transition into the next stage of their education and beyond.

Primary school role

The role of primary school setting is to:

• promote high aspirations and positive attitudes towards future independence and achievement
• develop core skills including literacy, numeracy, communication and problem-solving
• build independence skills, such as organisation, self-care, and decision-making
• support social development, friendships and understanding of relationships
• encourage pupils to recognise their strengths, interests and talents
• begin to introduce awareness of the world of work through topics, visitors and role play
• foster resilience, confidence and adaptability in learning and everyday situations
• embed inclusive practice so all pupils can participate meaningfully
• provide opportunities to develop life skills, such as teamwork, responsibility and managing change
• promote community awareness and participation through trips and local links
• work in partnership with families to build shared goals and aspirations
• identify and support additional needs early to ensure the right provision is in place
• begin linking learning to the four PfA outcomes in an age-appropriate way

PfA in secondary school and college is a crucial stage where aspirations become clearer and pathways into adult life begin to take shape.

From Year 9 onwards, there is a strong focus on helping young people explore their interests, understand their strengths and make informed decisions about their future.

Secondary schools and colleges play a key role in developing:

• independence
• resilience
• employability skills

Providing meaningful careers guidance and opportunities to experience the world beyond the classroom. 

By embedding PfA into learning and planning, settings support all young people, including those with SEND, to prepare confidently for post-16 education, training and employment, and to move towards a fulfilling and independent adult life.

Responsibilities

Schools and post-16 providers are central to preparing young people for adulthood.

Responsibilities include:

Key milestones

Educators should help prepare pupils in:

• Year 9 to explore aspirations and introduce post-16 pathways
• Year 10 through support visits, taster experiences, and early choices
• Year 11 to finalise plans and prepare for transition

Careers education

Schools and educators should:

• provide high-quality, impartial careers advice
• share documentation at annual reviews
• support informed decision-making

EHCP Annual Reviews

Schools and educators should:

• ensure young people and their families are actively involved
• embed PfA outcomes from Year 9 onwards
• support progression planning across phases

Pathways

Young people’s pathways should be person-centred and tailored to individual strengths and aspirations.

Main pathway routes include:

• further education (FE colleges, sixth forms)
• vocational and life skills programmes
• supported internships and apprenticeships
• employment (with or without support)
• social care pathways and day services

Supporting Transitions

Schools and colleges should:

• support applications to post-16 settings
• facilitate visits and familiarisation
• share information with SEND teams
• promote local provision to support community inclusion

Teachers and practitioners are key to ensuring that PfA is not something that happens only at transition points but is embedded throughout a young person’s education journey. 

The aim is to:

• embed high aspirations for all pupils, ensuring they are encouraged to achieve their potential
• plan and deliver a broad, inclusive curriculum that develops skills for life as well as academic progress
• support pupils to develop independence, confidence and self-advocacy
• help pupils identify their strengths, interests and future goals
• integrate the four PfA outcomes into teaching in an age-appropriate way
• provide opportunities to build real-life skills such as teamwork, problem-solving and communication
• facilitate careers awareness and early understanding of the world of work
• prepare pupils for transitions, including moving between key stages and into post-16 pathways
• work collaboratively with families, SEND teams and external partners
• contribute effectively to EHCP reviews, ensuring PfA outcomes are central to planning
• support pupils in developing social relationships and community connections
• promote resilience and adaptability, helping pupils manage change and new experiences