Information & advice

Questions to ask post-16 settings

the right post-16 setting for a young person with SEND is an important step, as the environment they move into can play a big role in how they develop, learn, and prepare for adult life.

This guide shares key questions to ask on visits, helping you find a post-16 setting that supports your young person’s needs and future goals.

Transitioning beyond school is a big step for young people with SEND. Whether it’s college, university, an internship, or traineeship, the setting should nurture learning, independence, and preparation for adult life.

Visiting potential settings is a key part of this process. It gives parents and young people the chance to see the environment, meet staff, and understand how a young person will be supported academically, emotionally, and socially.

To help you get the most out of your visits, we’ve put together a list of questions you can ask.

SEND provision and staff expertise

Do you have a dedicated SENDCO (Special Educational Needs and Disabilities Coordinator) or Learning Support Manager, and what is their role day-to-day?
What SEND training have staff received, and is ongoing training provided?
How is inclusive practice embedded across the whole setting – not just within support teams?
Do you have specialist staff on site (e.g. Speech and Language Therapists, Occupational Therapists) or through partnerships?
How is SEND provision tailored to meet individual needs?

Learning support and course accessibility

How do you ensure courses are accessible to students with different learning needs and styles?
Can learning materials be adapted (e.g., large print, simplified language, digital formats)?
What support is available in the classroom – is there in-class support, small group sessions, or 1:1 assistance?
How flexible are course options if a student needs a slower pace, extra time, or alternative ways of learning?
Do you offer Entry Level or Foundation Learning courses for students who aren’t ready for Level 1 or Level 2 qualifications?

Transition and induction support

How do you support students in the transition to the new setting?
Do you offer taster days, transition visits, or personalised induction programmes?
Can transition plans be adapted for students who may need a more gradual or flexible start?
Do you liaise with the young person’s current school to ensure a smooth handover of information and support needs?

Emotional wellbeing and mental health

What mental health and emotional wellbeing support is available?
Do you have a designated wellbeing officer or counselling service?
How do you support students with anxiety, emotional regulation, or social communication needs?
Is there a quiet or safe space students can use?
How do you promote a positive and inclusive environment?

Communication and partnership with families

How will you keep us informed about our child’s progress and wellbeing?
Are there regular review meetings, and how are we involved in setting targets and goals?
Are you open to different communication methods (e.g. phone, email, meetings)?
How do you handle concerns or issues raised by parents or carers? Is there a clear point of contact?

Independence and preparation for adulthood

How does the setting support students in developing independence skills?
Do you offer life skills or employability programmes alongside academic courses?
Are there opportunities for work experience, internships, or volunteering placements?

Social support and inclusion

What opportunities are there for social interaction and building friendships?
Do you offer supported social groups or clubs for students who may find socialising challenging?
How do you ensure students with SEND are fully included in the wider life of the setting?
Are there peer mentoring or buddy schemes to help new students settle in?
How do you support students with social communication difficulties to develop their skills in a safe and supportive way?

Assessments, qualifications and exams

What types of qualifications and accreditations do you offer? (e.g. BTECs, Functional Skills, Life Skills Awards)
What exam access arrangements are in place for students with SEND (e.g., extra time, readers, scribes, separate rooms)?
How flexible are assessments – can students be assessed through practical work, portfolios, or alternative methods?
How is progress measured for students on non-academic pathways?

Working with external services

Do you work closely with external professionals, such as Educational Psychologists, CAMHS, or Social Care?
How do you support students who have an Education, Health and Care Plan (EHCP)?
Do you assist families with annual reviews and ensure the EHCP provision is delivered effectively?
If additional support is needed (e.g., specialist therapies), how is this arranged and funded?
Do you liaise with local supported employment services or adult social care teams for next-step planning?

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SEND in Education