| “There was insufficient provision available for learners with the highest level of need, and the current placement system resulted in significant inequities in the provision available for learners with similar needs.” “Providers had received learning difficulties assessment in only a third of case studies, where it was appropriate. These assessments were not always timely or adequately completed, which makes it difficult to plan support.” “…the criteria used for placement decisions were not always clear, local options were not adequately explored and the recommendations were not always based on an objective assessment of need.” “Decisions about the best kind of provision for individuals should be based on their individual needs. Young people need to be provided with meaningful programmes that enable them to progress to apprenticeships, employment, greater independence, further learning or community engagements.” (Miriam Rosen, Chief Inspector) “The main concerns raised were about the design of foundation learning, which was introduced in September 2010. Too few practical, real work opportunities were available to learners and activities were only funded for three days a week. This did not allow sufficient time for practical activities in realistic settings.” “Worryingly, the most effective provision such as social enterprises and internships supported by job coaches could not be funded under the foundation learning arrangements.” “…when learners reached age 19, the changes in the arrangements between children’s services and adult services created additional difficulties. Insufficient advice about personal budgets, the requirement to pay fees and uncertainty about benefit entitlements were identified as potential barriers to participation.” “Too little is known about the destinations of learners once they leave post-16 provision, particularly once they reach the age of 19 or 20. The local authorities and funding agencies visited do not have systematic procedures to collect this data to monitor how well provision supported progression.” | 