Insights from a Post-16 Casework Officer on Inclusion, Reform and Preparing for Adulthood

In this blog, you will learn:

• What this Post-16 Casework Officer believes can be done to improve opportunities and outcomes for young people with SEND.
• About the importance of effectively preparing children and young people for adulthood.
• Where the latest Post-16 Casework Officer jobs are and how to apply for them.

In 2024, the labour government was elected with a commitment to produce a post-16 skills and higher education White Paper by summer 2025. With publication potentially being delayed until autumn 2025, there is a growing need for more postgraduate provision and plans for higher education reform.

Post-16 Casework Officers assist young people aged 16 and above who require support transitioning to adulthood and further education, training or employment. We recently spoke with Jennifer, a Post-16 Casework Officer dedicated to making post-16 education inclusive, accessible and tailored to the needs of young people with SEND. 

Drawing on her own experience as a deaf and dyslexic professional, Jennifer brings a unique perspective to her role and is committed to supporting the future generation.

She emphasises the importance of providing children and young people with the adequate support to prepare for adulthood, ensuring they have opportunities to thrive.

In this interview, Jennifer shares her vision for the future of SEND and post-16 education, highlights the challenges facing post-16 education and shares potential strategies for a more inclusive system for young people with SEND.

Tell us about your career journey so far and your current role

Education has the power to transform lives - not just for the individual, it also transforms communities and society. My education and career is proof that supporting SEN individuals in education can drive change. As an autistic, deaf and dyslexic care leaver who left school with no qualifications, SEND policy and provision is at the core of who I am.

I was fortunate that in 2003, when I applied to an Access to Higher Education Diploma, they completed baseline testing of my underlying abilities. They also offered and provided support for me to access the level 3 curriculum. I then completed a BSc in Social Policy and discovered education policy during my final year. 

I completed a Civil Service Summer Internship with the Department of Education, which cemented my commitment to a career in education and SEND. I then had a career break due to developing a rare health condition and used the time to complete a Master of Education, specialising in SEND education policies.

Following this I was a Graduate Teaching Assistant for a few years. I commenced a Professional Doctorate in Education September in 2021 and started my first SEND Casework Officer post in January 2022.

Describe a typical day as a Post-16 Casework Officer

There is no typical day as a Post-16 Casework Officer as the role involves juggling a variety of tasks and competing demands. In post-16 settings the health and social care thresholds for support increases as young people enter year 14 and transition into adulthood.

My morning tasks involve reviewing my to-do-list and checking if any new emails have arrived that are connected to my to-do-list. I address my urgent case list as it requires closer management to see if there are tasks that I can complete.

Following this I focus on outstanding annual reviews, annotate any proposed amendments to the Educational Health Care Plans (EHCPs), write panel submissions and request tuition/consultations with Alternative Provisions and Colleges. 

In the afternoon, I have meetings with young people and their parents/carers and support networks. I also use this time to respond to emails and attend to any urgent tasks that have arisen during the morning.

On the very rare occasions there is time, I complete outstanding training. I have completed the Level 4 Certificate in Statutory SEN Officer and Responsibilities and other training opportunities.

How has SEND provision changed over the past 12 months and where do you see it heading?

The major change I am observing in post-16 is the increased numbers of young people with complex needs and Not in Education, Employment, or Training (NEET). 

As a result of the pandemic there are three key issues: firstly, secondary education follows a national curriculum. Post-16 opens up the choice in what you study; a majority of post-16 course content cannot be delivered in the same method.

Secondly, young people are finding the expectations for post-16 education a challenge. They struggle with the transition and expectations of post-16 education delivery.

Thirdly, this has led to a higher parental demand for post-16 bespoke education packages and an expectation for tuition packages to continue beyond year 11.

The Labour government plans to introduce several educational and SEND reforms. How do you think this will impact SEND and local authorities?

Labour’s focus on quantitative collection data for short term policy making will likely result in further issues between statutory delivery of SEND services. Thus, has potential to be a catalyst for further fractures in the relationship between local authorities and parents/carers which is already broken down as evidenced by social media and the rise in complaints.

Unfortunately, the current system groups SEN demographics together and this one-size fits all programme doesn’t recognise the conflicting needs of SEN pupils as individual learners.

All parties in the SEN landscape must recognise that the current SEN crisis isn’t going to be fixed by demanding inclusivity within education without addressing the infrastructure, staff recruitment and training at all levels.

The post-16 education landscape needs to be addressed to better support the current cohort of 16-25 year olds, particularly in ensuring that colleges are inclusive and able to meet the educational needs of SEN pupils.

How might SEND provision change under the labour government and what reforms do you hope to see?

For post-16 education I hope that labour will reform post-16 education starting with addressing Preparing For Adulthood (PFA) outcomes by ensuring that support for the transition to year 12 starts as early as year 10.

I think there needs to be an increase in vocational subjects at year 10 for SEN pupils who struggle with a neo-liberal curriculum. This would give young people more choices when entering post-16 education or transitioning directly into a form of employment.

There also needs to be an increase in the number of suitable, entry level apprenticeships available for young people who are unable to access level 2 qualifications. In addition, there are young people whose needs cannot be met in a classroom environment and who are being failed by the lack of supported apprenticeships available at all qualification levels.

How do you keep up-to-date with changes in the SEND industry?

I read a variety of sources for my SEND news including TES, SEND Jungle, IPSEA, NASEN and LinkedIn. I have found LinkedIn to be a valuable resource to connect with other SEND professionals across the UK. I am fortunate to also have relationships with education and SEND researchers through my university network.

What do you find most fulfilling about your role? Can you share a moment in your role that felt particularly rewarding?

I find my role most fulfilling when I can help a young person access the education provision they need to succeed.

A parent wrote to the service saying that my colleagues and I had given her late-diagnosed, nineteen year old daughter hope for the future after a difficult transition into post-16 education. The most rewarding moment personally was her daughter saying she sees me leading by example.

As a female who did not receive an autism diagnosis until her forties, it is important for me to try and be a role model to young, disabled and neurodivergent individuals. It is difficult to aspire if you do not see yourself represented in employment and leadership roles. 

What challenges do you believe councils and the SEND sector will face in the future?

I think the 2014 SEND Code of Practice was hastily implemented and continued to deliver a prescriptive method of SEND support in practice through EHCP, not the personalised delivery that was intended via the Children and Families Act 2014 and the 2014 SEND Code of Practice.

I believe this shall continue to be a challenge for parents/carers, schools and colleges, as well as Alternative Provisions who are already in conflict with the labour government and SEND sectors within local authorities. 

The issues of post-16 and the Not in Education, Employment, or Training (NEET) situation needs to be addressed urgently with all voices being heard at all levels of the system. This type of reform requires capital and radical proposals.

The education, health and social care departments are continuing to be in conflict with each other concerning departmental budgets and practice delivery.

Labour has the opportunity to address some of the immediate issues such as case load numbers, standardising EHC plans and addressing the monopoly of independent Alternative Provisions. They need to resolve these issues in the short term and prepare for a deep dive of the structural and fundamental issues with SEND. 

Can you share an example of a challenging situation you’ve faced in your SEND career and how you resolved it?

A young care leaver with autism and attachment disorder had been placed in residential care in Wales during year 9. Upon turning 18 they were returned to their home county without the opportunity to complete the academic year. This meant a disruption in them completing the qualifications they had been working towards.

Mainstream colleges and independent Alternative Provisions were stating they could not meet the needs. I discovered the Annual Review process had not taken place for at least 3 years and the EHC plan had not been updated in 5 years. The EHCP held negative historical information with language that is outdated, derogatory and discriminatory with no recognition of the trauma and unmet needs of the young person.

I met with the care leaver, their Personal Adviser and the education and employment lead for care leavers. We discussed what the young person wished to achieve, what they felt were the barriers and what support would help them to achieve.

I followed this with a formal Annual Review, made significant amendments to the EHCP and re-submitted the consultations to the local mainstream colleges and independent Alternative Provisions. I liaised with a local college and the individual is due to start a course with them in the next academic year with the opportunity to thrive once more.

What's the most valuable lesson you’ve learnt in your career so far?

You enter the profession with the hope to resolve all the issues within the SEN landscape for SEN pupils. The reality is that case loads are increasing and you can feel the inevitable pressures of the role impacting your emotional and physical health.

As a result, you cannot always provide the personalised service you want to provide to the young people and their parents/carers. The most valuable lesson I have learned is to make sure you seek support from your colleagues.

What’s your vision for the future of SEND services?

I hope to see reform for local authorities and how they address the SEND education system with effective support and guidance from the Department of Education. An increased recruitment of SEND professionals would result in recovering the ruptured relationships between the local authority and parents/carers, schools and colleges. 

The vision I have for post-16 is that the unique challenges are actively addressed rather than left as an afterthought due to the demands on the welfare state.

I propose a funding model similar to the Disability Students’ Allowance (DSA) structure where each young person is given a funding allocation and support from a caseworker, but with greater autonomy to choose their course while ensuring their needs are met. This creates a more equal procurement and commissioning system that potentially addresses the funding disparities between mainstream and independent provisions.  

What advice would you give to aspiring SEND professionals?

Create a system that structures your time effectively and enables you to complete the required processes and procedures that are essential to the role. Relationship building is essential and can be achieved by having regular meetings with internal and external colleagues. This helps to build relationships and keep track of complex situations.

The current climate is challenging and relationships between local authorities and parents/carers are experiencing negative press. Always remember you want what is best for the child/young person.

Keep the messages of praise somewhere you can see them often, as a reminder of the positive impact you’ve had on the young person and their achievements.

SCG educational psychology report

As specialists in SEND recruitment, we work alongside hundreds of Educational Psychologists throughout the UK and are mindful of the challenges they face in their ever evolving role. 

After commissioning our own research from Educational Psychologists in both local authorities and private practice, we published the SCG Educational Psychology Workforce Insights Report 2024.

The report delves into trends within educational psychology, funding and resources, industry challenges, policies and legislation and the future of educational psychology. 

Read the SCG Educational Psychology Workforce Insights Report 2024 here.

SEND jobs

If you’re searching for your next local authority SEND job, why not take a look at the latest vacancies, or simply upload your CV to be notified when a relevant position becomes available. 

Local authority recruitment services

• As specialist local authority SEND recruiters, we support local authorities nationwide with their temporary, interim and permanent staffing needs. 
• We can supply SEND staff for service redesign, tackling annual review backlogs and SEND/EHC Case workers to amend plans or hold annual review meetings. 
• If you’re struggling to fill a vacancy, why not get in touch with one of our team to see how we can help?
• South of the UK - Richard Shorrock
• Midlands & North of the UK - Adam Zyda

Share your experience

Every individual brings a unique set of experiences, thoughts and insights to the table. We believe in giving a voice to a community of professionals to inspire positive change and champion reform in the SEND sector.

If you work in the SEND sector and would like to share your own personal and professional experiences, we’d love to hear from you. Perhaps you have a different perspective, could offer a fresh angle, or want to challenge assumptions. 

Simply reach out to our Head of Content, Nicole Sherwood, to discuss a collaboration which makes your voice count.

Who is Spencer Clarke Group?

Established in 2017, we’re an award winning and progressive recruitment agency based in the heart of the North West. Our reputation is built on trust, expertise and an unwavering commitment to exceed expectations. 

In 2024, we were named Recruitment Agency of the Year at the prestigious Recruiter Awards, an accolade we are extremely proud of.