House of Lords Highlights Need for an Inclusive Approach in Schools

The House of Lords Think Work First report (2024) provides crucial insights for school leaders and Special Educational Needs Coordinators (SENCOs) regarding the transition from education to employment for young people with disabilities and/or Special Educational Needs (SEN).

The report emphasises the importance of “early intervention” and “individualised support”. Schools play a critical role in preparing learners  with SEN for the workforce, starting from the earliest years, as set out in the Code of Practice. The education system should ensure that learners with SEND receive personalised careers advice, including “vocational profiling” that assesses their skills, preferences, and aspirations. Schools must implement “tailored support plans” early on, enabling these learners to develop the skills necessary for employment. SENCOs are pivotal in coordinating these support systems, ensuring each learner's unique needs are addressed.

A recurring issue highlighted in the report is the “low expectations” often set for learners with SEND, which can limit their future employment opportunities. Schools must adopt a “high-expectation culture”, focusing on each learner's potential to succeed in the workforce. For instance, supported internships, apprenticeships, and accessible careers guidance should become integral parts of the school curriculum to foster “employment readiness” for learners with SEN

The report highlights that EHC plans are central to the transition process, ensuring learners with SEND receive the necessary support throughout their educational journey. However, the report identifies significant challenges, including delays in EHC plan processing and unequal access based on geographic location, often referred to as a “postcode lottery”. SENCOs need to work closely with local authorities to secure timely and comprehensive EHCPs, ensuring that the outlined support is delivered effectively within schools.

Access to “specialist careers advice” tailored to learners with SEN is essential for successful employment outcomes. Unfortunately, the report finds that careers advice is often generic and does not consider the specific barriers learners with SEN face. Schools must ensure that their careers services offer tailored support, such as work experience placements suited to the learner’s abilities and aspirations. This will require upskilling careers advisers with “SEND-specific training”, enabling them to provide meaningful guidance.

The report stresses the importance of building strong partnerships between schools and employers to provide real-world work experiences for learners with SEN. Supported internships and “Think Forward programmes”, which offer continuous coaching and business mentoring, can bridge the gap between education and employment. Schools need to actively engage with local businesses and industries to secure work placements that align with the learner’s skills and career goals.

Supported internships and accessible apprenticeships are proven strategies to help learners with SEND transition into meaningful employment. Schools should promote these pathways and work with local authorities to increase the availability of such opportunities. The report recommends doubling the number of supported internships by 2025, a target that schools can support by working with community stakeholders and ensuring that eligible learners are aware of and able to access these programmes.

The overarching message of the report is to instil a “work-first mindset” at every stage of a young disabled person's education. Schools and SENCOs must prioritise employment as a realistic and achievable goal for all learners, regardless of disability. This involves creating a school culture that celebrates inclusivity and ensures that every learner is equipped with the skills and opportunities to thrive in the workforce.

In conclusion, the report's findings highlight the need for a “coordinated, inclusive approach” in schools that actively prepares learners with SEND for the transition to employment. SENCOs must advocate for better careers advice, work placements, and ongoing support, ensuring that each learner has the tools they need to succeed beyond school.