Preparation for adulthood - outcomes guidance

The outcomes are based on those set by The Department for Education and National Development Team for Inclusion, and designed to support children and young people, starting from the earliest years, on their journey through to adulthood. The outcomes focus on four key themes which are:

  • employment and education
  • independent living
  • community participation
  • health

Key points

The key points of the outcomes are:

  • to be used as part of a personalised approach and as a starting point to develop education, health care plans across a wide range of need - if a young person has a life-limiting condition, the outcomes can be used to focus on progress in a sensitive and personalised way
  • to be a resource which schools can use in an annual review to track a young person’s preparation for adulthood progress and also enable discussions around aspirations and forward progression
  • to raise aspirations and expectations and encourage thinking from an early age about what the future might look like for children and young people
  • to provide an opportunity for parents or carers to work on preparation for adulthood outcomes in the home and share evidence with school once completed
  • to provide an opportunity for schools to embed the key themes in their preparation for adulthood curriculum


We understand that children and young people develop at different rates and that the outcomes listed may not be appropriate for everyone. This is OK. The outcomes are based on stage, not age so that stakeholders can use them as a guide to help children and young people along their journey.

The outcomes may assist a young person in making preparation for adulthood progress and improve their independence skills through targeted short term or long term outcomes.

It is important that each new stage continues to develop and build on the previous ones.

Students may achieve outcomes over multiple stages, at any one time.


Outcomes can be broken down into smaller steps for pre-formal, semi-formal and formal learners.

Ensure that written text and spoken language is appropriately differentiated to take into account the pupil's learning difficulties.

Ensure that key concepts and vocabulary are revisited and reused.

Encourage pupils to present information in a variety of ways, which suits their learning style.

Recording student progression

Evidence can be provided in a variety of ways. This could be in the form of a written statement or more creatively. For example in the form of drawings, photographs, photocopies of recipes followed, supporting mementos such as bus tickets for independent journeys, receipts for ingredients and tickets of places visited.

The outcomes will follow a young person whilst they are in Education and have an Education, Health and Care Plan or EHCP.

Further information

Contact us for further information.