Using action research to develop quality 16+ further education provision for young people with complex needs

Many young people with complex needs choose further education (FE) to support their hopes for independence, employment and friendships. However, provision often falls short of what is needed to make a successful transition to adult life. This FE Project was initiated by educational psychologists to support a systemic approach to develop the quality of the educational offer for young people with complex needs at age 16+. An action research model was used to support a cyclical process of planning, action and reflection. This brought key stakeholders together to develop joint understanding of good practice, increase communication and cross provision working, and to improve provision. Issues with the current system were identified with the key stakeholders and were addressed using the action planning approach.The project delivered a number of key outcomes:Data were analysed to predict the needs of the future 16+ population in the geographical area.A literature review was conducted to highlight national good practice in the further education of pupils with complex needs and this was used to develop practical guidance for local implementation.School and college curriculum and assessments used to track student progress were compared and mapped across provisions to demonstrate how skill levels in schools translate to the adult curriculum.Transition processes and timings were evaluated to identify changes that would facilitate successful transition from schools to local further education.Written guidance was developed to support local colleges in assessing and planning provision for individual pupils using evidence based strategies and interventions.The outcomes of the project were evaluated and discussed.