“Autistic people often have skills that are vital to any business, yet only 16% of autistic adults in the UK are in full-time employment, despite over three quarters wanting to work. Thankfully, progress is being made” – Richard Branson: Super Rich Guy

2021-2022: 100% of year 14 pupils successfully achieved supported internships with The Autism Project (Haringey) and The Elingham Project (Hackney).

At The Grove we  are proud of our support for all our pupils so that they can gain the skills needed to make the transition to adulthood positive and successful.  We aim for all our pupils to leave compulsory education to destinations that will prepare them further on their journey to independence and adulthood.

Destinations:

  • The Autism project – a supported internship that works from the Whittington Hospital supporting young adults aged 19-25: Click on this link for the Autism Project 
  • Mencap -a supported internship that works with young people with autism and disabilities: Click on this link for Mencap
  • Harrington – a supported employment pathway: Click on this link for The Harrington Scheme
  • Conel college -a supported pathway provider: Click on this link for Conel College
  • Westminster Kingsway – a supported pathways provider: Click on this link for Westminster Kingsway
  • City and Islington Life Long Learning Centre -a supported pathway provider : Click on this link for The Life Long Learning Centre
  • New City College Hackney – a supported pathway provider: Click on this link for New City College

Transition Planning

At The Grove we believe that a clear transition path to post 16 and beyond is important for our students, their families and the school. Having an effective system in place allows our students a smooth transition year upon year. For this reason the transition process at The Grove starts at the end of key stage 3 in year 9.

A Transition towards Adulthood plan is created around five key areas:

  • Academic
  • Employment
  • Independent Living
  • Friends, Community and Relationships
  • Good Health

For more information visit: www.preparingforadulthood.org.uk

The planning process takes place as follows;

Year 9

A PCP review is held where the student, family, school and professionals work together to complete the school’s Transition Plan Towards Adulthood. It is during this meeting that we work collaboratively to develop the key targets and milestones for each student taking account of their EHCP outcomes and their aspirations for their future.

The Plan Towards Adulthood will be started in collaboration with school and families. Students will also begin their ‘Vocational Profile’ that will continue with them as they move through the school.

Workshops will be offered for families around transition and options post 16 and beyond.

Year 10 PLP meetings and annual reviews will review update planning for KS4 outcomes and any changes made to planning for adulthood.

Workshops and training offered for families around transition and options post 16 and beyond.

Review Vocational profiles and Transition to adulthood plans and update.

Year 11 A PCP review gathers information and this is used to ensure the appropriate pathways are identified for Post 16.

Review planning to adulthood documents during PLP meetings and update.

Review Vocational profiles and update.

Workshops and training offered for families around transition and options post 19 and beyond.

Year 12 Review and update planning and progress at Post 16.

Review planning to adulthood documents during PLP meetings and update.

Review Vocational profiles and update.

Year 13 A PCP review gathers information which is used to ensure strategies and supports have been updated in planning for beyond school and towards adulthood. Under the mental capacity act (2005) student’s views are counted as central to this review and will form the shaping of the pathway for year 14.

Review planning to adulthood documents during PLP meetings and update.

Review Vocational profiles and update.

Year 14 Review to discuss progress and next steps. Students, families, staff, professionals and external services meet to ensure a successful transition beyond school.

Transition planning engages external professionals and bodies, such as colleges, Local Authority, Connexions, CAMHS, Parent Partnerships, social care staff or other persons relevant to each individual, to smooth the change of setting at the end of the learner’s placement with us.

At the end of their time in the post 16 provision, students will take part in a ‘graduation’ ceremony, where their achievements will be celebrated by their families, staff and peers.