Young people and their parents are involved in discussing post-school options with school staff and other appropriate professionals well in advance of leaving school.

• There is early identification of students needing particular support in the transition from school.
• The school ensures that students with poor attendance and/or at risk of leaving school early are included.
• Professional staff meet students and their parents to plan how to maintain the young person in a suitable form of education or training.
• Future needs assessments are effective and colleges contribute well to these and other related meetings.
• Careers, social work, and other services are involved as appropriate concerning the future of the young person.
• The leavers’ programme or personal and social development (PSD) lessons include activities focused on finding out about post-school options and preparing for the next steps.
• College visits are arranged for students, parents and teachers to meet college staff to discuss options.

HGIOS 4.3, 4.6, 4.7, 4.8
SFEFC/HMIE A8.2, B2.2, B3.2, B8.4

Young people and their parents have good information about the range of options and have opportunities to visit the college and talk with staff and students.l

• Information is available about college programmes: content, degree of choice possible, entry requirements, progression opportunities.
• Course leaflets/handbooks explain the programmes available in a reader-friendly way.
• Information is available on support arrangements for college students, including on finance, transport, personal care, learning support, technological support, adaptations to curriculum and activities.
• Guidance staff keep up-to-date information and use it as a basis for discussion with students and their parents.
• Information on college programmes is used in guidance/PSD lessons to stimulate students to think about their future.
• Students visit college as groups or individuals for activities such as to see premises, meet staff and students, and watch video about programmes and activities.
• A named person at college provides information and arrange visits.

HGIOS 4.2, 4.3, 4.8
SFEFC/HMIE A8.2, B2.2, B8.4

Young people have opportunities to make a gradual transition to college.

• Students have familiarisation visits to college, accompanied by teachers and/or support staff, to use a range of college facilities, for example the restaurant and ICT facilities in the learning centre.
• Students attend college link programmes in 4th, 5th and/or 6th year. Content complements school curriculum.
• Students attend college part-time by arrangement between schools and colleges, and progress to full-time attendance if and when appropriate.
• Students keep log books to record college activities and achievements and reflect on how they are meeting the differing demands of college.
• The college devises an induction programme for entrants to meet their individual needs.

HGIOS 4.2, 4.3, 4.7, 4.8
SFEFC/HMIE A1, A1.2, A1.3, A8.3, B2.2, B8.2

Young people experience curriculum continuity between school and college, building on current attainment.

• Overall college provision of programmes and support takes account of school leaver needs.
• Individualised Educational Programmes (IEPs), records of achievement and/or transition forms are used to inform planning for a college curriculum which builds on previous attainment.
• Schools and college co-ordinate National Qualifications (NQ) provision so that school programmes prepare students well for college and college programmes build on individual attainment, and experience at school.
• College programmes reinforce and build on core skills attainment.
• Schools and colleges maintain consistency in conditions and standards of assessment, ensuring that school leavers can move on to the next attainment level or to additional units at a level already achieved.

HGIOS 1.1, 1.2, 3.4, 3.5, 4.8
SFEFC/HMIE A1, A1.2, B1.3, B8.2

Information on student attainment, interests and support needs, including the young people’s own realistic assessments of their achievements and aptitudes, is used effectively and informs planning for a college experience to match individual aspirations.

• Students are involved in assessing their own progress, setting targets and considering their longer-term education and training aspirations.
• Evidence from assessment in school and in college link courses is used in planning.
• Information on students’ specific abilities/difficulties is gathered from parents and others and contributes to planning.
• Students are helped to acknowledge their strengths and abilities in personal and leisure contexts.
• There are opportunities for students to explore their potential aptitudes for a range of vocational areas which could be college options.
• Progress files, transition forms and personal learning and support plans are used to ensure that appropriate programmes and support are arranged at college.
• College staff keep records of students’ progress, aptitudes, preferences and assessments in a format agreed with school and use them as basis for discussing possible future full-time entry to college.

HGIOS 3.4, 3.5, 4.3, 4.4, 4.8
SFEFC/HMIE A1, A1.3, A5.3, A8.2, A8.4, B8.3, B8.4

The age-appropriate curriculum during the transition period includes the development of skills, behaviours and attitudes appropriate for young adults at college and in work placements.

• Relevant teachers and guidance staff are familiar with the college and arrange activities to prepare students for college life.
• Students have opportunities to develop skills in areas such as independent travel, financial transactions, time/study management and using college services and facilities.
• Students are encouraged to be confident in asking for help, information or advice when they need it.
• Students are helped to become aware of the difference in context between school and college, and develop the independence and adult-oriented approach needed for college life.
• Students are helped to become aware of and develop interpersonal skills appropriate to interaction with lecturers, employers and other students.

HGIOS 1.2, 3.4, 4.2, 4.3
SFEFC/HMIE A5.1, A8.2, B.2.2, B8.3

The learning and teaching strategies used during the transitional period motivate students and suit their individual preferred learning styles.

• Learning and teaching strategies are planned to motivate students and increase their confidence.
• Teachers and lecturers recognise individual learning needs through observation of and discussion with the young people.
• Students take taster programmes in various vocational areas which allow a hands-on experience.
• Teachers and lecturers make use of youth work or more informal approaches, experiential learning games and unfamiliar experiences, as appropriate.
• Teachers and lecturers make imaginative use of ICT in learning and teaching.
• Students discover strengths and experience success in new activities.

HGIOS 3.4, 4.2, 4.8
SFEFC/HMIE A5.4, A5.5, B8.3

The human and technological support used by young people while at school is considered carefully; and support is continued, discontinued or adapted appropriately for college life, linked to individual needs.

• Students, teachers, parents and college learning support staff discuss, at an early stage, what support might be needed at college.
• Where necessary a detailed assessment of need is carried out, with contributions from other agencies as appropriate.
• School and college staff and parents are clear about sources of support, how to access them, and the financial implications. The required support is in place by the time students start college.
• Colleges are aware of disability legislation and SFEFC requirements, follow codes of practice, and ensure that, as far as possible, premises, facilities and services meet students’ needs.
• Careful consideration is given to support needed for specific course, for example, field trip arrangements or industrial standard adapted hardware and software.
• Planned support in colleges is made explicit in a personal learning and support plan.

HGIOS 4.3, 4.6, 4.8
SFEFC/HMIE A8.4, B4.3, B8.4

There is a named, available and approachable staff member to help and advise young people and their parents on matters concerning school or college or the transition process.

• The school or college participates in a network which has developed key worker or mentor services.
• The college has key worker to liaise with new entrants, their schools and parents. A friendly and informal approach may involve school and home visits and telephone contact.
• Parents and students can readily contact an identified staff member at school and college with questions or concerns.
• Colleges and schools keep up-to-date information on relevant staff names and roles in the establishments they work with.
• The named staff member is well informed about curriculum, support and other transitional issues and has good contacts with staff in a range of relevant agencies.

HGIOS 4.3 ,4.7, 4.8
SFEFC/HMIE A8.1, A8.2, B2.2, B8.4

There is mutual awareness, information sharing and communication among schools, the receiving colleges and other bodies in respect of both the overall management of the transition process and the individual young people.

• Local networks are established to plan transitional arrangements in the local area. They promote contacts among the wider professional network and co-ordinate arrangements effectively.
• Personnel involved in the wider professional network understand the respective roles of other agencies and deal with them appropriately.
• Inter-agency staff meetings and communications promote effective transitions for individuals.
• There is a coherent annual calendar of events in transition process agreed among relevant members of the professional network, for example, course applications and link programmes.
• There is a common approach to the transition process, for example, transfer of information and acquiring specific forms of support.

HGIOS 4.7, 4.8
SFEFC/HMIE B2.1, B3.1, B8.1