Preparation for Adulthood
RATIONALE
As Cloughwood Academy is a special school for pupils with Social, Emotional and Mental Health (SEMH) needs, some pupils face significant barriers in their journey to adulthood. These can include disrupted education, poor self-esteem, limited social networks, challenges with independence, and increased risk of unemployment, homelessness or mental ill-health. Many of our pupils have experienced trauma or adverse childhood experiences (ACEs), which can further impact their capacity to plan, trust and engage with long-term goals.
For our pupils, preparation for adulthood must go far beyond a checklist of outcomes. It is a highly personalised journey that equips pupils with the practical, emotional and social skills they need to live as independently, safely and meaningfully as possible. Our Preparation for Adulthood curriculum bridges the gap between school and the real world—embedding skills for independence, resilience, employability, community inclusion, and wellbeing.
This work is essential not only to meet the statutory requirements of the SEND Code of Practice and EHCP outcomes, but to ensure every young person leaves school with a voice, a plan, and the confidence to take their next steps.
For these pupils, preparation for adulthood is not a supplementary subject – it is central to their development, engagement and success in life.
INTENT
At Cloughwood Academy, the Preparation for Adulthood curriculum is designed to meet the unique needs of pupils with SEMH (Social, Emotional and Mental Health) difficulties. Our intent is to provide a safe, inclusive and supportive learning environment where pupils can develop the skills, knowledge and attitudes necessary to lead healthy, independent and fulfilling lives.
Our Preparation for Adulthood curriculum is designed to:
- Promote independence in personal care, travel, money management, timekeeping, and daily living skills.
- Build confidence and resilience to manage change, handle setbacks, and make informed life choices.
- Develop employability skills, including communication, punctuality, reliability, teamwork, and vocational awareness.
- Support pupils to engage positively with community life, services, and social opportunities.
- Equip students with the knowledge to make safe and healthy choices, including in relationships, housing, and lifestyle.
- Ensure each pupil has a personalised transition plan with realistic, supported goals post-16 or post-18.
Our aim is for pupils to leave our school feeling prepared, empowered and hopeful about their future – regardless of their starting point.
IMPLEMENTATION
Preparation for Adulthood is delivered and embedded across Years 10, 11, 12 and 13, and reinforced through cross-curricular links and the wider school ethos.
Our delivery model includes:
- Weekly timetabled PfA lessons tailored to pupils’ age and developmental levels.
- Key elements of the Preparation for Adulthood (PfA) curriculum include the four national PfA pathways:
- Independent Living
- Employability and Careers
- Community and Citizenship
- Health and Wellbeing
- Multi-agency input, including the Local Authority, prospective employers, local banks and the Department for Work and Pensions enhance and real-life learning.
- Lessons are highly adaptive, utilising visual support, social stories, direct questioning, interactive activities, discussions and practical activities to foster engagement and retention.
- Regular retrieval practice is also built into every lesson to strengthen long-term memory and build over-learning.
- Differentiated community-based learning activities are delivered to develop skills such as nutrition, budgeting, banking, shopping, using public transport and accessing local services.
- Learning is assessed informally, primarily through questioning and discussion.
IMPACT
We evaluate the effectiveness of our Preparation for Adulthood curriculum using a combination of individualised progress and destination outcomes:
- EHCP review data shows progress towards preparation for adulthood targets.
- Pupils demonstrate increased independence, motivation, and practical competence in everyday situations.
- Reduced dependency on adult support in key areas of school and home life.
- Improved attendance, engagement, and behaviour linked to goal-oriented learning and future-focused planning.
- Positive pupil and parent voice, showing increased aspirations and self-belief.
- Successful transitions to appropriate post-16 or post-18 destinations:
- Supported college placements
- Training/apprenticeships
- Supported internships
- Semi-independent living
- Volunteering and meaningful community engagement
Ultimately, the impact is seen in young people who are better prepared emotionally, socially and practically to navigate adult life, with pathways in place that reflect their hopes, strengths, and support needs.